Reading Recovery

Reading Recovery is a specialized reading program for first grade students who need added support in reading and writing. Campbell has four trained Reading Recovery teachers and has a fully implemented Reading Recovery program.  Teachers work one-on-one with students each day for 20 weeks to bring them to grade level expectations.  Reading Recovery is a highly successful program in which all individuals chosen for the program make gains.  Students are carefully selected through teacher and parent observation, a series of reading and writing sub-tests, and classroom performance.  Campbell is considered a fully implemented program because we are able to service the bottom 25% of students in 1st Grade that attend Campbell Elementary School.

A Reading Recovery lesson consists of seven daily components.

From a Child’s Perspective…

Rereading Familiar Books:
In every lesson every day I get to read lots of little books.  I get to pick some of my favorite stories that I have read before.  This is easy for me, I try to read my book like a story and make it sound like people are talking.  My teacher says, “That’s good reading; that’s how good readers read.”

Taking a Running Record:
Now I have to read a book all by myself!  My teacher will check on me and won’t help unless I have a hard problem.  If I just can’t figure out a word or I get mixed up, my teacher will tell me the word or say, “Try that again.”  I read this book yesterday.  My teacher helped me work hard to figure out the tricky parts.  Now I think I can read it pretty good all by myself!

Letter Identification or Word Work:
Sometimes I need to do work on learning about letters or important “chunks” of words.  My teacher knows all about the things I need to learn.  I like to move the magnetic letters around on the chalkboard; they help me understand what I am learning.

Writing a Story:
Every day I get to think up my own story to write in my writing book.  I can write lots of the little words all by myself.  My teacher likes my stories and helps me work to figure out how to write some of the words.  We use boxes and I say the word I want to write slowly so I can hear the sounds and then I write the letters in the boxes all by myself.  I like to read my story when I’m done.

Cut-Up Sentence:
I read the story and my teacher writes it on a long strip of paper.  My teacher cuts up my story so I can put it back together.  I have to think real hard to get it all back together, then I have to check myself to see if I got it right.  Most of the time I do!

New Book Introduced:
I like this part of the lesson the best!  My teacher picks out a new story just for me and tells me what the story is all about.  We look at the pictures and think about what the people and animals say in this book.  My teacher also helps me think about some new, important words in my story.  Isn’t it fun to hear about the story and look at the beautiful pictures before you read it?  I think it helps me read the story too!

New Book Attempted:
Now it’s my turn to work hard again, but I like this story and I know my lesson is almost over.  When I come to a hard part my teacher will ask me questions to help me think or might show me what I should try to think Aboutor do.  My teacher is trying to teach me to do all the things that good readers do.  If I have to work real hard on this story we will probably read it again together so I can just think about the story.

-The Best of the Running Record Newsletter

Parent Testimonials

  • My daughter has truly benefited. Thank you!  -Mrs. Miller
  • I have seen my child grow in confidence and self-concept.  –Ms. Nguyen
  • My daughter’s reading has improved dramatically. –Mrs. Buchanan
  • Sigan adelunte con el trabajo para con los ninos y gracias por su trabajo que tealmento es una ayuda para con los ninos gracios. -Mrs. Gamarra