Reading Recovery
Purpose: To reduce reading failure through early intervention and help students develop a "self-improving system" for continued growth in reading.
Rationale: A one-to-one intervention program for the poorest readers in the 1st grade classroom. Students are placed in the program that provides 30 minutes daily training with a Reading Recovery teacher until they develop the self-improvement system needed to return to the regular classroom
Intended Audience: At-Risk Students in the 1st grade
Rationale: A one-to-one intervention program for the poorest readers in the 1st grade classroom. Students are placed in the program that provides 30 minutes daily training with a Reading Recovery teacher until they develop the self-improvement system needed to return to the regular classroom
Intended Audience: At-Risk Students in the 1st grade
Reading Recovery Lesson Framework:
1. Familiar Re-reading of Two or More Books-Student selects at least 2 books that are known stories to read aloud. Re-readings helps students build confidence, fluency, and provides a way for students to practice reading behaviors while reading for meaning. The teacher talks to the child about the story rather than correcting him/her.
2. Running Record on the Previous Day's New Story-The teacher becomes an observer of the child reading the story and engaging with the text using problem solving strategies and attains and maintains an ongoing record of the child's progress. The teacher records student's reading behaviors and will select one or two to use as teaching points.
3. Letter Identification and/or Word Making and Breaking-Provides opportunities for students who know few letters or words to learn how to look at print as a cuing source when reading and writing.
4. Writing a Story and Hearing Sounds in Words-The child-generated written story helps the child think about the order of spoken words and help analyze a new word being written into its sequence of sounds.
5. Cut up story- Children are involved in cutting up stories into a descending order of language units (phrases, words, structural segments, clusters of letters, single letters) to provide practice with assembling sentences, spoken and written words, etc.
6. New Book Introduction-The child is introduced to a new book (within his/her control) with the notion that he/she knows what the story is about before he/she read it. In order to do this, the teacher makes the child familiar with the story by discussing pictures, new words, and story language.
7. New Book Attempted-Enables the student to read the book with help. The overall aim is to provide opportunities for students to orchestrate and monitor their use of strategies and for teachers to confirm and reinforce these behaviors.
2. Running Record on the Previous Day's New Story-The teacher becomes an observer of the child reading the story and engaging with the text using problem solving strategies and attains and maintains an ongoing record of the child's progress. The teacher records student's reading behaviors and will select one or two to use as teaching points.
3. Letter Identification and/or Word Making and Breaking-Provides opportunities for students who know few letters or words to learn how to look at print as a cuing source when reading and writing.
4. Writing a Story and Hearing Sounds in Words-The child-generated written story helps the child think about the order of spoken words and help analyze a new word being written into its sequence of sounds.
5. Cut up story- Children are involved in cutting up stories into a descending order of language units (phrases, words, structural segments, clusters of letters, single letters) to provide practice with assembling sentences, spoken and written words, etc.
6. New Book Introduction-The child is introduced to a new book (within his/her control) with the notion that he/she knows what the story is about before he/she read it. In order to do this, the teacher makes the child familiar with the story by discussing pictures, new words, and story language.
7. New Book Attempted-Enables the student to read the book with help. The overall aim is to provide opportunities for students to orchestrate and monitor their use of strategies and for teachers to confirm and reinforce these behaviors.
Exiting the Program: Typically the program last for 12-16 weeks however there is no set time. The child must be reading about the average level of his/her class and has acquired reading strategies needed to continue without extra help.