Resist immediately supplying the word for any reader who gets stuck. Instead remind them of things they can do to sort out the problem for themselves e.g.
To support the control of early reading behaviors:
Read it with your finger
Did you have enough (or too many) words?
Try ….. Would that make sense?
Try ….. Does that sound right?
Do you think it looks like ……?
Can you find …….? ( a known or new word)
To support the reader’s use of self-monitoring or checking behavior:
Were you right?
Where’s the tricky word? (after an error)
What did you notice? (after hesitation or stop)
What’s wrong?
Why did you stop?
What letter would you expect to see at the beginning?
Would ……. fit there?
Would …… make sense?
Do you think it looks like ……?
It could be ……, but look at ……
Check it. Does it look right and sound right to you?
You almost got that. See if you can find what is wrong.
To support the reader’s use of all sources of information:
Check the picture.
Does that make sense?
Does that look right?
Does that sound right?
You said ……. Does that make sense?
Try that again and think what would make sense.
Do you know a word like that?
Do you know a word that ends with those letters?
What can you do to help yourself?
To support the reader’s self-correction behavior:
Something wasn’t quite right. Try that again.
You made a mistake. Can you find it?
I liked the way you worked that out.
To support fluent, phrased reading:
Read the words so it sounds like talking.
How might that character say those words?
To support the control of early reading behaviors:
Read it with your finger
Did you have enough (or too many) words?
Try ….. Would that make sense?
Try ….. Does that sound right?
Do you think it looks like ……?
Can you find …….? ( a known or new word)
To support the reader’s use of self-monitoring or checking behavior:
Were you right?
Where’s the tricky word? (after an error)
What did you notice? (after hesitation or stop)
What’s wrong?
Why did you stop?
What letter would you expect to see at the beginning?
Would ……. fit there?
Would …… make sense?
Do you think it looks like ……?
It could be ……, but look at ……
Check it. Does it look right and sound right to you?
You almost got that. See if you can find what is wrong.
To support the reader’s use of all sources of information:
Check the picture.
Does that make sense?
Does that look right?
Does that sound right?
You said ……. Does that make sense?
Try that again and think what would make sense.
Do you know a word like that?
Do you know a word that ends with those letters?
What can you do to help yourself?
To support the reader’s self-correction behavior:
Something wasn’t quite right. Try that again.
You made a mistake. Can you find it?
I liked the way you worked that out.
To support fluent, phrased reading:
Read the words so it sounds like talking.
How might that character say those words?
