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Coaching Readers

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

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Coaching Readers

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  1. Coaching Readers Emily Bonnemort 2011

  2. Coaching Readers Prompts for Guided Reading

  3. 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 Words read correctly Words read

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

  5. Readers use 3 sources of information to read text • They use • Meaningto 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

  6. Sources of Information • Fits with sense of story • Letter/sound symbols Meaningful Reading • Grammatically correct • Letter/sound symbols

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

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

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

  10. In conjunction with the 3 sources of information, good readers have strategies to

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

  12. To support problem solving new words Stuck! need help • 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

  13. When I come to a difficult word I can… Stuck! need help 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

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

  15. Practice Prompting

  16. Prompting for Monitoring STOP! ERROR • Did _________ make sense? • Did _________ look right? • Did _________ sound right?

  17. Play Audio Clip

  18. I do

  19. Play audio clip

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

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

  22. Work with partner

  23. Print Copies: Partner 1

  24. Print Copies: Partner 2 when paper given drive

  25. Answer Key when paper given drive

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