checking that the text makes sense during guided and independent reading use of the to them as they read and correcting prompt, “you that said…does make sense?” inaccurate reading discussing the significance of the guided reading with a focus on language comprehension title and events book-talk making inferences on the basis of guided reading with a focus on language comprehension what is being said and done book-talk predicting what might happen on guided reading with a focus on language comprehension the basis of what has been read so book-talk far reciprocal teaching participate in discussion about guided reading with a focus on language comprehension what is read to them, taking turns book-talk and listening to what others say explain clearly their understanding reading aloud to children of what is read to them. book-talk independent story retelling
checking that the text makes sense to them as they read and correcting inaccurate reading during guided and independent reading use of the prompt, “you said…does that make sense?” discussing the significance of the title and events guided reading with a focus on language comprehension book-talk making inferences on the basis of what is being said and done guided reading with a focus on language comprehension book-talk predicting what might happen on the basis of what has been read so far guided reading with a focus on language comprehension book-talk reciprocal teaching participate in discussion about what is read to them, taking turns and listening to what others say guided reading with a focus on language comprehension book-talk explain clearly their understanding of what is read to them. reading aloud to children book-talk independent story retelling