GrK Strategic Prompting Card B
ABCDEFGHIJKLMNOPQRSTUVWXYZ© Benchmark Education Company, LLCPrompting Cards for Scaffolding ReadersBehaviors to Lk For ValidateIf the behavior is in place, thenIf the student needs support, thenorDemonstratePromptorInformational & LiteraryBDemonstrates 1–1 matching and points once under each word.• Model by reading a page of text while crisply pointing to each word.• Point to and count the words together.• Allow the reader to read at pace with you by pointing at each word.• Read it with your strong finger.• Make it match.• Point under the word.• Read that page again and point to each word.• You made it match.• You used your strong finger to make it match.• You pointed under each word as you read.Uses language pattern to read text.• Read a page while crisply pointing at each word. Remind the reader that this pattern will be found on most pages. Allow the reader to join in as you read a second page. • Let’s read this together.• You read these words on the other pages. • Remember you see those words on every page in this text.• You read that yourself.• You used the pattern to help you.• You read it as I did.• You noticed that the pattern changed.Uses meaning and beginning letter sound to read some words.• Point to the picture and share your thinking about what word would make sense.• Select 1 or 2 words and practice having the reader make the beginning sound, after you demonstrate how to do this.• Model the process of reading an unknown word by making the sound of the first letter and checking the picture.• Get your mouth ready for the first sound and check the picture.• That makes sense but check the first letter.• Read that again and make the first sound. Check with the picture.• You looked at the picture and checked the beginning sound.• You made the beginning sound and checked the picture.• You were thinking about what would make sense and look right.Rereads by returning to the beginning of the sentence to problem-solve.• While holding your copy of the text so that the reader can see it, point and model how you go back to the beginning of the sentence to reread when meaning breaks down.• Try that again and make it make sense and sound right. Now, try that again.• Go back to the capital letter at the beginning of the sentence and read that again.• You made it make sense and sound right.• You tried that again.Self-monitors by using known words as anchors.• After reading the text, provide the reader with the magnetic letters of the word. Have the reader refer to the word in the text to make the word. If the reader is unable to find the familiar word in the text, point to the word and say it.• You know the word _____. Find it. Now try that again.• Can you find _____?• You used the word _____ to get back on track.• You found the word you know: _____.Uses information from pictures to derive meaning.• Model for the reader how you look at the picture and think about what would make sense.• Look at the picture and think about the story to help you.• Let the picture help you.• What would make sense?• You looked at the picture and thought about what would make sense.• You checked the picture. • You made it make sense.prompting_card_B.indd 37/19/18 5:45 PM ABCDEFGHIJKLMNOPQRSTUVWXYZ© Benchmark Education Company, LLCPrompting Cards for Scaffolding Readers67The sun warms the fountain.98The sun warms the grass.Informational & LiteraryLevel B Text CharacteristicsA return sweep may be included in which a simple sentence may wrap to a second line.BTitle: The SunOther Text Characteristics: • Speech bubbles of one or two words may be introduced.Texts include a repetitive, natural language pattern on every page. Multisyllable words are limited in use and, if included, are highly supported by illustrations.Reader Expectations:• Continues to solidify understanding of directionality and how print works; the concept that words are made of letters; and 1–1 matching.• Uses a repeating pattern and picture support to read pages of text about familiar topics.• Recognizes a few high-frequency words and uses those words as anchors to achieve 1–1 matching and meaning.• Uses meaning and some visual information (first letter sound and some simple decodable letter-sound relationships) to read some words.Teacher Tips:• Planting the text’s pattern is not to be confused with the teacher reading the entire book to students. • Texts at Level B typically include 2 or 3 lines of text per page including a return sweep. The reader learns not to interrupt reading momentum by stopping at the end of a line, but instead reads to the end punctuation. • Texts may include some two-syllable words; thus, be observant that the reader holds the index finger under the word until the whole word is read, otherwise, 1–1 matching will not be achieved.• Books are read independently during guided reading time, not chorally or round robin manner.prompting_card_B.indd 47/19/18 5:45 PMNext >
