Coaching Readers Emily Bonnemort 2011. Coaching Readers Prompts for Guided Reading.

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Presentation transcript:

Coaching Readers Emily Bonnemort 2011

Coaching Readers Prompts for Guided Reading

Text Selection Choose texts that… Provide opportunities for students to work on focus skills and strategies Are suitable for students’ language level and conceptual understanding Are at students’ instructional level HardBelow 90% Instructional90% - 94% Easy95% - 100% Words read correctly Words read

Reading is thinking, not just decoding  Make sure readers don’t rely to heavily on one strategy

Readers use 3 sources of information to read text  They use  Meaning to tell if what they read is making sense with what is known, fits with previous experience, and makes sense with the story  Structure : to verify that what is read sounds like normal patterns of speech  Visual information: to check if words look right and have correct letter/sound association

Meaning Does it make sense? Visual Does it look right? Structure Does it sound right? Sources of Information Meaningful Reading Letter/sound symbols Fits with sense of story Grammatically correct Letter/sound symbols

Meaning: Meaning: Does it make sense? Nick and Kate looked at the cars. Nick and Kate liked at the cars

Structure: Structure: Does it sound right? I go to school in a car. I goed to school in a car.

Visual: Visual: Does it look right? Mouse ran under the door. Mouse ran under the table.

In conjunction with the 3 sources of information, good readers have strategies to Problem solve new words Monitor and correct errors Maintain fluency

monitoring and self-correcting To support monitoring and self-correcting  Did _________ make sense?  Did _________ look right?  Did _________ sound right? STOP!ERROR  Reread  Something wasn’t quite right  Try that again  Where’s the difficult word?  You made a mistake, Can you find it?

problem solving new words To support problem solving new words  Think, “what would make sense?”  Look at the picture  Reread the sentence  Get you mouth ready to start the word  Say the word slowly  Look for a part that can help you (chunk the word)  Skip the word, read on, then reread Stuck! need help

When I come to a difficult word I can… Think, “what would make sense?” Look at the picture Reread the sentence Get you mouth ready to start the word Say the word slowly Look for a part that can help you (chunk the word) Skip the word, read on, then reread c-a-t Stuck! need help

fluency To support fluency  Can you make it sound like talking?  Try it like this (teacher models)  Can you read it quickly?

Practice Prompting

Prompting for Monitoring  Did _________ make sense?  Did _________ look right?  Did _________ sound right? STOP!ERROR

Play Audio Clip

I do

Play audio clip

We do Did _________ make sense? Did _________ look right? Did _________ sound right?

We do Did _________ make sense? Did _________ look right? Did _________ sound right?

Work with partner

Print Copies: Partner 1

when given drive paper Print Copies: Partner 2

when given drive paper Answer Key