The Reading Recovery teacher scaffolds (supports) the student during the book introduction and the first reading of a new L14 book called The Missing Necklace.
The Reading Recovery teacher provided her student with some information about the story and she asked him questions that prompted him to wonder about what was happening, and what may happen next. He was in control of the book. (He held the book and he turned the pages.) The student searched the pictures and he told the teacher what he observed.
Sometimes the teacher pointed out something in the picture in order to add to the meaning. She also asked him some questions to check that he understood the vocabulary (e.g. detective, chipmunk). He demonstrated a good understanding of the story when he reacted to the humour at the end of the book. The teacher responded to his enjoyment of the story, and she connected the story to his own experiences.
He is likely to read the book very well the next time he reads it as he understands it so well. Perhaps he will add some more expression to his voice to make it sound more interesting.
He is learning ways to orientate himself to a book when the teacher is not with him.
All of the teachers are currently very busy with writing reports. I am also gathering information in preparation for the mid year reports. I have been re administering parts of the Observation Survey in order to check for progress. It’s always interesting (and rewarding) to look back at what the student could do at the beginning of Reading Recovery, and to compare it with what is known now.