The lesson

The Reading Recovery lesson consists of:

  • Familiar rereads
  • Take a running record
  • Letter Identification and Make and break
  • Write a story
  • Cut up sentence
  • Introduce new book
  • New book attempted

Familiar rereads

Every day I read 2 or 3 easy books from my book box.  I don’t want to sound like a robot so l put the words together to sound like talking.

 

 

 

Take a running record

Next I read my new book from yesterday.  My teacher writes in her book and she won’t help me unless I get really stuck.  I think about ways l can help myself.

 

 

Letter Identification and Make and break

I learn to do fast searching and sorting letters.

 

 

 

 

 

I like to move the magnetic letters around on the whiteboard. They help me understand what I am learning. I can change a letter to make a new word.

 

 

I learn to break words into chunks. Reading s-ad is faster than s-a-d.

 

 

 

 

 

I learn to look for the biggest chunks l know.

 

 

 

 

Writing a story

I read my pasting homework to my teacher. She always knows if l checked it before l pasted it.

 

 

 

 

Every day I write a new story in my writing book. My teacher helps me to think about something to write about. She helps me with the parts that l don’t know.  Sometimes l use sound boxes to help me hear the sounds.

 

 

 

I have a go at some words on the practice page and l learn to write new words.

 

 

 

 

Cut-up sentence

My teacher writes my story on a long strip of paper. She cuts it up so I can put it back together.  I have to remember my story and search for the right words and then check it.  I take it home so l can paste it in my homework book.

 

New book introduced

My teacher picks out a new story for me and we talk about it before l read it.  She helps me think about some new, important words in my story.

 

 

 

 

 

New book attempted

Then it’s my turn to read the book by myself.  When I come to a hard part my teacher will ask me questions to remind me of all the things that l know.

Sometimes the teacher gives me the magnetic letters so l can sound the parts.

 

My teacher is showing me how to do all the things that good readers do!



SOME GOALS FOR READING AND WRITING

Reading

  • I will match the number of words that l say with the number of words that l can see.
  • As l turn the page l will think about what could happen next and I will check the picture to see if l am right.
  • I will put all the words together smoothly so it sounds like talking.
  • I will sound like a good reader and not like a robot.
  • I will change my voice when l see the talking marks.
  • I will read without rushing so that l can check if the words look right and sound right.
  • I will ask myself what else l can do before l ask for help.
  • I will look past the first letter(s).
  • I will look through the whole word so l can say the right ending.
  • I will only use my finger to help me check each word when I’m reading the tricky bits that l don’t know very well.
  • I will listen to myself so l know when my reading doesn’t make sense.
  • I will listen to myself so l know when my reading doesn’t sound right.
  • I will use my eyes so l know when the words do not look right.
  • I will look at the start of the word and get my mouth ready to say the first letter.
  • Even when l think l know what will come next I will quickly look through all the words to check that l am right.
  • I will have more than one go when l am stuck.
  • I will look carefully at the word and think about what l know.
  • I will ask myself what could be a word that starts like that and would make sense there.
  • I will go back and read up to the tricky word and get my mouth ready to say it.
  • I will run my finger under the tricky word while l say it slowly.
  • I will take the word apart.
  • I will look for parts of the word that l know.
  • I will think of other words that l know that look a bit like that.

Writing

  • I will start at the left hand side of the page.
  • I will write neatly so it will be easy for others to read.
  • I will leave spaces between words.
  • I will write quicker because l will start my letters in the right places.
  • I will start my sentences with capital letters and finish with a full stop.
  • I will write more than one sentence. (Adding more information over time.)
  • I will write different stories: true, made up, funny, exciting, scary…
  • I will start my stories with different words. (Not always begin I went to…)
  • I will say the word slowly so that l can hear all of the sounds.
  • I will use the words l know to help me to spell new words.
  • I will think about another word l know that sounds a bit like that.  (Or…. starts like that. …. Or ends like that.)

Cut Up Sentence

  • I will search for the 1st word by looking for a capital letter.
  • I will keep thinking about what word will come next.
  • I will search for each word by thinking about what it looks like.
  • I will ask myself what sound can I can hear at the beginning of the word I am searching for.
  • I will look all the way through the word to check it matches the word I am looking for.
  • I will check on myself by rereading to hear if I am right.
  • I will check on myself by rereading to see if the words look right.
  • I will read my sentences smoothly like talking.
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