To support the control of early reading behaviors

• Read it with your finger (V)
• Do you think it look like __________? (V)
• Did you have enough words?(V)
• Did it match?(V) Did you run out of words? (V)
• Read that again and start the word

To support self-monitoring behavior

• Why did you stop?
• It could be __________, but look at ________. (V)
• Where's the tricky work? (after error)
• Try that again.
• Were you right?

To support searching for cues

MEANING

• Try that again.
• You said__________. Does that make sense?
• Look at the picture.
• What might happen nest, in the story?
• Did that make sense?
• What would make sense?
• Try __________, would that make sense?

STRUCTURE

• Does it look right?
• Can you say it that way?
• What would sound right?
• Try __________. Would that sound right?

VISUAL

• Does it look right?
• What do you expect to see at the beginning? at the end?
• Do you know a work like that?
• What does it start with? Can you say more than that?
• What do you know that might help?

To support Cross-checking

• Check the picture. (M)
• What could you try?
• Try that again and think what would make sense? (M)
• Do you know a word that starts with those letters? Ends with those letters? (V)
• Check it. Does it look right and sound right to you? (MSV)
• What part do you know? (V)
• What do you know that might help?

To Support Self-Correction

• You're nearly right. Try that again.
• I liked the way you worked that out.
• You made a mistake. Can you find it?
• Something wasn't quite right.

To support phrased, fluent reading

• Put your words together so it sounds like talking.
• Can you read this quickly?

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