CB>Thanks for the RR post, now I have to digest what you posted. 
Now, here's some more for you (and anyone else reading this).  This
was given to me by a Reading Recovery teacher at the school where I am
currently working. It contains some information that my last  posting
didn't but then my last posting also contains information that this
one doesn't. :)
        A READING RECOVERY LESSON
        Every Reading Recovery lesson is different for every child
because each lesson includes choices made by the child during the lesson
and focuses on that child's strengths and weaknesses as revealed
previously and during that particular lesson. However, a typical Reading
Recovery lesson has the following basic format:
1. FAMILIAR REREADING
The child selects and reads two or three little books (or a portion of a
very long book) which he/she has read previously with 90 - 100%
accuracy. The teacher centers instruction around a FEW of the strengths
and weaknesses exhibited, primarily those which pertain to that lesson's
focus of instruction (as determined by an analysis of the previous
lesson).
2. RUNNING RECORD
The child reads the book introduced the previous day without
intervention except in extreme cases. The teacher takes a running record
of the child's reading, reacting to it and making a few teaching points
ONLY after the reading has been completed.
3.  LETTER IDENTIFICATION (OPTIONAL)
Most letter work is done in the context of the child's reading and
writing, however, this portion of the lesson may be included if the
child is able to recognize only a very few letters (usually less than
10). One or two letters are taught and worked on for a maximum of two to
three minutes.
4.  WRITING
The child dictates and writes a short story (often a single sentence)
with teacher-assistance as required. He/she then reassembles a cut-up
version of that story. Instruction focuses on the development of
strategies for writing unknown words and fluent writing of
high-frequency words.
5.  NEW BOOK
A new book, selected to accelerate learning on the basis of an analysis
of the previous lesson, is introduced by the teacher and then attempted
by the child.
                        Will post more as I get it.
                                        -Ruth
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 þ QMPro 1.53 þ Sorry, I'm late - a pile-up on the information highway.
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