Reading Process | Reading Recovery

Reading Process	Classroom Environment	Instructional Decision Making	Sample Lessons by Level

“Skillful teachers make it easy for the child to make the demanding journey to literacy rapidly, joyously, and in good company. Good first teaching is the foundation of education and the right of every child.” -Fountas & Pinnell

Slide Show Segment	Overview of this Segment (click here for general Facilitator Notes for a PLC, and on each section below for specific notes)	Supporting Documents
Part 1: A Self Extending System; Reading for Meaning (8:03)	We examine the significance of a “self-extending” system of reading for beginning readers. We lay out some principles of this system that can guide our work. We explore the centrality of meaning to reading – what it looks like, what it doesn’t look like, and how we achieve it in our classrooms.	Types of Reading Instruction Suggested Readings Facilitator Notes
Part 2: Proficient readers are flexible and strategic (13:12)	We explore what it means to construct meaning, and to be a flexible and strategic reader. We analyze the multiple sources of information that we use to understand a sentence, and then we examine more closely the three information systems that we teach children to use to support their processing of text. We conclude by noting the importance of recording the miscues that children make, and of the reciprocity between reading and writing.
Part 3: Implications of the reading process for the classroom (13:44)	We highlight the different types of reading and writing instruction that provide a balanced approach to literacy. We explain how the various modules on this website further investigate each of the principles introduced. We encourage teachers to relate these principles to their own classrooms, examining their strengths and challenges.

Slide Show Segment

Overview of this Segment
(click here for general Facilitator Notes for a PLC, and on each section below for specific notes)

Supporting Documents

Part 1: A Self Extending System; Reading for Meaning (8:03)

We examine the significance of a “self-extending” system of reading for beginning readers.
We lay out some principles of this system that can guide our work. We explore the centrality of meaning to reading – what it looks like, what it doesn’t look like, and how we achieve it in our classrooms.

- Types of Reading Instruction

- Suggested Readings

Facilitator Notes

Part 2: Proficient readers are flexible and strategic (13:12)

We explore what it means to construct meaning, and to be a flexible and strategic reader.
We analyze the multiple sources of information that we use to understand a sentence, and then we examine more closely the three information systems that we teach children to use to support their processing of text. We conclude by noting the importance of recording the miscues that children make, and of the reciprocity between reading and writing.

Part 3: Implications of the reading process for the classroom (13:44)

We highlight the different types of reading and writing instruction that provide a balanced approach to literacy.
We explain how the various modules on this website further investigate each of the principles introduced. We encourage teachers to relate these principles to their own classrooms, examining their strengths and challenges.