Embedded Files
Student Reading
Student Reading
(~10 minutes)
(~10 minutes)
This section will guide you when your students read aloud to you.
As they read aloud to you and practice decoding skills, they become increasingly automatic and fluent readers.
Just Right Books
Just Right Books
It is important that you choose a "just right" book that is appropriately challenging for your student. You will need to choose books based on your assessment and consultation with your mentor teacher.
Kindergarten and pre-readers: If your student is not yet beginning to read words, consider shared reading of songs and poems to develop oral language and phonemic awareness. Check out these resources to guide your choices:
Decodable Books
Decodable Books
Provide some poems or decodable books that focus on the phonics concepts that you are introducing that day, especially for early readers. Decodable books included words with phonics patterns the child has already learner to read. Check out the lists of decodable books for options:
UFLI Foundations Decodable Text Guide books aligned with UFLI lesson sequence
Reading Elephants decodable books - hard copies are available in our classroom
Moon Dogs - for older readers
Lalilo Scope and Sequence with links to decodable books
What about levelled books? Levelled readers use high frequency words and may follow a pattern to make the text predictable and easier to read. By contrast, decodable books include words the can be sounded out by students who have previously learned the phonics patterns in the book. Levelled readers may lead to an over-reliance on context and guessing.
Teaching Strategies
Teaching Strategies
Be sure to preview the book so you can plan for questions to pose, new vocabulary to discuss, and word patterns to highlight. Your role is to coach and encourage children as they read. The student should read the same text more than once to build fluency.
First Reading
First Reading
Encourage the child to finger track as they read each word. Ask students to point out spelling patterns discussed in Word Work. These prompts do from the least amount of help (prompting) to the most (telling).
Prompt - "Try that again."
Prompt with information - "You read that word on the last page."
Directing - "Reread and think about the letters you see."
Demonstrating - "Let me write out that word for you and divide it into syllables: In - for - ma - tion."
Telling - "That word is ..."
*Adapted from prompts in Fisher, Frey & Akhavan (2020).
Use word solving prompts such as those on the Reading Strategy Bookmarks.
Review this bookmark for "stuck-on-a-word" strategies.
Second Reading
Second Reading
The child reads the book a second time to build comprehension and fluency. Ask questions about the story to build comprehension. Talk about the meaning of interesting words. Walk on a "retelling" pathway:
in the beginning ...
then in the middle ...
finally at the end ...
Some possible questions are provided below. However, they should not be used to 'test' the child. Often an informal conversation about the book, perhaps sparked by one or two of these questions, can invite children to share their understanding.
Comprehension Prompt Questions
Comprehension Prompt Questions
FICTION
FICTION
Characters
What character would you like to be?
Was there a character you didn't like?
What would you have done if you were that character?
Did the main character change? How?
Plot
What problems did the characters face?
How did they solve the problem?
Setting
Where and when did the story take place?
Was the setting important to the story?
NONFICTION
NONFICTION
What new facts did you learn in this book?
What questions do you still have about this topic?
Did the table of contents/subtitles/highlighted words/glossary help you?
Tips:
Tips:
Ask your mentor teacher for books that your student can read to you
If the child is becoming tired or discouraged, try taking turns; you read one page and the student reads the next.
Check out this video with Strategies for Active Learners.
See more questions in the Lit Kit to prompt conversation about the books.
Page updated
Report abuse