Skip to main content

What Does A REading Recovery Lesson Look Like?


What Does A Lesson Look Like?



Before the 30-minute lesson, the student gets to write some words on the chalk or dry-erase board. He is learning to write little important words as fast as he can so that he can write them in his stories without thinking about each letter.


The student gets to reread lots of little books. He sometimes gets to pick some of his favorite stories that he has read before. These are supposed to be easy for him so that he can practice reading it like a story and making it sound like people talk. Teachers will say "That's good reading. It sounds like people talk. That's how good readers read!"


Now he reads a book all by himself. The teacher will check on him and won't help unless he has a hard problem that he is unable to work out by himself. If he can't figure out the word or gets mixed up, the teacher might tell the word or say, "Try that again." The student read this book yesterday for the first time. The teacher helped him work hard to figure out the tricky parts. Soon he will be able to read it pretty well all by himself.

4. LETTER IDENTIFICATION (early lessons)

WORD ANALYSIS (later on in lessons)

Sometimes he will need to work on learning about letters or important "chunks" of words. The teacher will present what the student needs to know as he needs the skill. He will like moving the magnetic letters around on the board. This activity will help him understand how words work.


Every day the student gets to think up his own story to write in his writing book. Soon he is able to write lots of little words all by himself. His teacher helps him figure out how to write some of the words. He will use boxes with the teacher's help. He says the words slowly so that he can hear the sounds; then, he writes the letters in the boxes all by himself. He reads the story by himself, and the teacher records it on a long strip of paper. The teacher cuts the story up so that he can put it back together. He must think very hard to get it all back together; then, he checks on himself by rereading to make sure that he got it right. He will bring this story home to put together for you.

6. New Book Introduction

The teacher picks out a new book just for the student and tells him just what the story is about. They look at all the pictures and think about what the people and animals would say. The teacher also helps the child with some new, important words in his story. It is fun for the child to look at the book before reading it, and it helps him read the story too.

7. Student Attempts New Book

Now, it's the the child's turn to work hard, but he is well prepared to attempt the reading of the new book. When he comes to a hard part, the teacher will ask questions to quide him what to try or she might show him what he should think about or do. The teacher is trying to teach the child to learn to do all the things that a good readers do. Sometimes if needed, the child has time to read the book again. Now my lesson for today is over.

Vicki Eisele's Class

Upcoming Events

Contact Vicki Eisele