Work with the adult reading partner to plan lessons.
Follow the CAR Example: After observing a couple of Mrs. G’s shared reading lessons, the coach noticed that she was using the same three or four words across texts and throughout an individual book. The words were Like, Same, Different, and More but when the coach looked at the student’s communication systems, there were many more words available to them.
This prompted the coach to prioritize the guiding statement, the adult’s preplanned comments demonstrated the kinds of comments the students may want to say using words and symbols that are available to the student.
When the coach spoke with the adult reading partner during their debriefing session, they decided that it would be helpful to co-plan the next couple of lessons and select texts from Tar Heel Shared Reader that would interest the students and had comments that reflected words that were available on student communication systems. The coach was also prepared to work with the adult reading partner to write new comments if the texts they wanted to read did not have comments, if the available comments did not use the words the students had available to them, or if there were not multiple sets of comments for each page of the text.