A study describes the process of two first-grade teachers incorporating the Reading Recovery process of "roaming around the known" in their regular classrooms. Their purpose was to assess what their students knew about print. Data collection for these case studies took place for 16 weeks late in 1992; participants included 49 first-grade students from 2 classrooms, the teachers, and 2 reading recovery teachers who provided support. Unlike many traditional reading assessments, roaming is a responsive, informative assessment process for early readers. Each teacher developed a unique roaming model, and each teacher roamed in three phases. The first phase consisted of informal observations of students as they participated in literacy-related activities. The second phase included formal roaming sessions with individual students during which the teacher used highly scaffolded instruction. The third phase involved roaming with students in reading groups. Roaming enabled the teachers to make instructional decisions with confidence. The experiences of these teachers suggest that roaming could prove to be an effective assessment tool in the regular classroom. Two figures illustrating two classroom floor plans are included; the sequence of each teacher's activities during roaming, sample teacher notes and checklists, and a list of what one student learned about her students from roaming are attached. (Contains 27 references.) (Author/RS)