Reading Prompts

Reader Response Prompts

UDL 3.2

Reading Prompts are cues or targeted questions that a student uses in order to reinforce reading comprehension skills and deepen understanding of texts. Reading Prompts can be offered to support all students, from developing pre-emergent readers to fluent proficient readers. Teachers can scaffold instruction by providing prompts while reading one-on-one with students, or while students read in small groups (i.e., Guided Reading). After, teachers can give students additional tools to help practice these skills and build independence (e.g., bookmarks with individualized prompts).

Reading Prompts can be used to support students with:
* Decoding (e.g., freezing on a word or skipping it)
* Self-monitoring (e.g., mispronouncing a word, making a substitution for a word)
* Making Predictions
* Asking Questions
* Inferring
* Understanding Author’s Purpose
* Summarizing

Implementation Tips

Choose Effective Prompts
Choose prompts that guide students to apply a reading strategy (e.g., checking for meaning, visual information, or syntax). Use this resource to find a variety of [[ | Reading Prompts ]] for your classroom.
Model Reading Prompts
Model how readers can use Reading Prompts for multiple purposes (e.g., decoding, self-monitoring) by embedding them into daily reading mini lessons. Use think-alouds to demonstrate how students can use the same target questions to better understand texts.
Target Reading Skills
Use informal and formal assessments to determine which skills and Reading Prompts each student needs to improve their reading abilities (e.g., decoding). Track student progress by [[ | maintaining organized notes ]] on student reading strengths and the reading prompts provided.
Build Independence
Create Reading Prompt tool cards or bookmarks for students to use while reading independently. Select only a few prompts at a time to help students target specific skills, and word prompts in clear, student accessible language.
Offer Student Choice
Deepen reading comprehension by displaying a few Reading Prompt [[ | task cards ]] on the board as part of a mid-workshop interruption and allow students to choose a prompt to respond to. Students reflect on their independent reading books and write short responses in reading notebooks or on [[ | reading response paper ]].
Partner Work
Pair students with similar reading abilities together to promote collaborative practice of reading skills. Students can motivate and support each other by using their Reading Prompt tool cards to offer guidance when their partner “gets stuck” or feels confused.


Text Reading with Prompting
During a Guided Reading lesson, a teacher invites early readers to read aloud independently with a soft voice. The teacher coaches each student using Reading Prompts to remind students of the instructional focus of the lesson (e.g., monitoring for meaning, decoding unfamiliar words). After a miscue the teacher asks, “Does it look right?” / “Does it sound right?”/ “Does it make sense?” Students use the prompts to correct their error (e.g., “I said break, but the word doesn’t look right because it has a long /o/ in the middle.”). As students read and respond to the prompts provided, the teacher takes notes to help students identify what skills to continue working on.
Building Reading Motivation
While conferencing with a student during Reading Workshop, a teacher notices a student demonstrating difficulty recalling key details when discussing their independent reading books. To improve the student’s close reading skills, the teacher offers a tool card that lists target prompts for the student to focus on while reading independently. Each prompt has 2-3 lines for the student to track the information while they read. The teacher laminates the tool card and allows the student to record their findings using a dry erase marker to provide the student with a fun, reusable reference tool that can “live” in their book baggie or reading folder.

Related Strategies