Thirty Minutes of Reading Recovery®

• Reading Familiar Stories
  The child is able to orchestrate complex strategies, while the teacher supports the child's actions. Both teacher and child focus on the meaning of the story.

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• Reading a Story That Was Read Once the Day Before
  The child reads yesterday's new book independently while the teacher notes "inprocess" reading behaviors. The teacher records important information to be used in making instructional decisions, selecting teaching points to be used after the reading.

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• Working With Letters and/or Words Using Magnetic Letters
  The child learns how to use connections between letters and sounds and how words work in order to problem solve words while reading stories.

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• Writing a Story
  After a brief conversation with the teacher, the child composes a message about a book read or a personal experience. Through joint problem solving, the child writes as independently as possible.

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• Working With a Cut-up Sentence
  After writing the story, the sentence is written on a sentence strip and cut up. The child uses knowledge of the sentence to search and monitor for cues while reassembling the message.

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• Reading a New Book
  The teacher introduces a new book, providing a framework for the meaning and language structures the child will meet. This book should offer a bit more challenge than the previous books read in the lesson, but should be well within the child's reach.

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