Coaching Readers

Emily Bonnemort 2011

Coaching ReadersPrompts for Guided Reading

Text SelectionChoose 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

Hard Below 90%

Instructional 90% - 94%

Easy 95% - 100%

Words read correctlyWords 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 useMeaning 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: Does it make sense?

Nick and Kate looked at the cars.

Nick and Kate liked at the cars

Structure: Does it sound right?

I go to school in a car.

I goed to school in a car.

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

To support monitoring and self-correcting

Did _________ make sense?

Did _________ look right?

Did _________ sound right?

STOP!ERRO

R

Reread Something wasn’t quite right Try that again Where’s the difficult word? You made a mistake, Can you find it?

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

To support fluencyCan 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!ERRO

R

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