coaching readers emily bonnemort 2011. coaching readers prompts for guided reading
TRANSCRIPT
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Coaching Readers
Emily Bonnemort 2011
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Coaching ReadersPrompts for Guided Reading
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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
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Reading is thinking, not just decoding
Make sure readers don’t rely to heavily on one strategy
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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
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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
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Meaning: Does it make sense?
Nick and Kate looked at the cars.
Nick and Kate liked at the cars
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Structure: Does it sound right?
I go to school in a car.
I goed to school in a car.
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Visual: Does it look right?
Mouse ran under the door.
Mouse ran under the table.
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In conjunction with the 3 sources of information, good readers have strategies to
Problem solve new
words
Monitor and
correct errors
Maintain
fluency
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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?
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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
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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
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To support fluencyCan you make it sound like talking?
Try it like this (teacher models)
Can you read it quickly?
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Practice Prompting
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Prompting for Monitoring
Did _________ make sense?
Did _________ look right?
Did _________ sound right?
STOP!ERRO
R
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Play Audio Clip
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I do
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Play audio clip
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We do
Did _________ make sense?
Did _________ look right?
Did _________ sound right?
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We do
Did _________ make sense?
Did _________ look right?
Did _________ sound right?
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Work with partner
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Print Copies: Partner 1
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when
given
drive
paper
Print Copies: Partner 2
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when
given
drive
paper
Answer Key