Begin a new chart with Coach” on the top. “Reading your partner comes to a word he or she doesn’t know, or he or she can’t “When remember or understand what the story was agbout, you are going to count to three silently to yourself.” On the write: count to three.” “Silently you silently count to three, ask your partner, you want coaching or time?” “After “Do On the chart write: coaching or time?” “Ask, your partner says, you must sit patiently and wait. If your partner says, “If ‘Time,’ you will take out your coaching sheet and decide which strategy would be ‘Coaching,’ best to suggest.” Add to the chart: coaching sheet.” “Use practice. Ben, would you like to model?” “Let’s Take the coaching sheet and ask Ben to get a book from his book box and read until he comes to a word he doesn’t know or pretends not to know. Go through the coaching steps. (p. 74) Ben is on a word. I’ll count silently to three to give him some time to figure it “Oh, out.” you like time or coaching?” (Ben says, “Ben, “Time.”) Ben wants time to figure this word out, so I am going to sit patiently and look at the “Ah, word and think about what coaching strategy will work best if he changes his mind.” Model We now ask Ben if he will read a bit more, this time coming to a word he doesn’t know and asking for coaching. Ben is stuck on this word. I remember that I am supposed to count to “Hmmm, three to give him time to figure it out.” Model silently, putting up three fingers. you like time or coaching?” “Would Take out the coaching and model loving over the sheet and picking a strategy that might help him. have you tried Up and Reread?’” “Ben, ‘Back how about Sounds Together?’” “Ok, ‘Chunk We point out to the class that we do not tell the word; instead we give ideas of which strategy might help figure it out. Each of the strategies is taught individually and added to the coaching sheet. Read to Someone Continue building stamina and developing independence. Closure, sharing, and review of the lessons of the day. Word Work
Begin a new chart with “Reading Coach” on the top. “When your partner comes to a word he or she doesn’t know, or he or she can’t remember or understand what the story was agbout, you are going to count to three silently to yourself.” On the write: “Silently count to three.” “After you silently count to three, ask your partner, “Do you want coaching or time?” On the chart write: “Ask, coaching or time?” “If your partner says, ‘Time,’ you must sit patiently and wait. If your partner says, ‘Coaching,’ you will take out your coaching sheet and decide which strategy would be best to suggest.” Add to the chart: “Use coaching sheet.” “Let’s practice. Ben, would you like to model?” Take the coaching sheet and ask Ben to get a book from his book box and read until he comes to a word he doesn’t know or pretends not to know. Go through the coaching steps. (p. 74) “Oh, Ben is on a word. I’ll count silently to three to give him some time to figure it out.” “Ben, you like time or coaching?” (Ben says, “Time.”) “Ah, Ben wants time to figure this word out, so I am going to sit patiently and look at the word and think about what coaching strategy will work best if he changes his mind.” Model We now ask Ben if he will read a bit more, this time coming to a word he doesn’t know and asking for coaching. “Hmmm, Ben is stuck on this word. I remember that I am supposed to count to three to give him time to figure it out.” Model silently, putting up three fingers. “Would you like time or coaching?” Take out the coaching and model loving over the sheet and picking a strategy that might help him. “Ben, have you tried ‘Back Up and Reread?’” “Ok, how about ‘Chunk Sounds Together?’” We point out to the class that we do not tell the word; instead we give ideas of which strategy might help figure it out. Each of the strategies is taught individually and added to the coaching sheet. Read to Someone Continue building stamina and developing independence. Closure, sharing, and review of the lessons of the day. Word Work
daily_five_for_dummies.docx