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The five finger test
One word wrong-Sad face
Two or three words wrong-Happy face
Four words wrong-Sad face

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You did great pronouncing inarguably correct

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You did great pronouncing inarguably correct

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This is just a quick play to show more specific way of praising. I'm a bit of a nerd, so if I adapt stuff for school, I try to keep a similar style and theme. D

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An all-in-one visual resource to support the sessions with KS1 children.

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An all-in-one visual resource to support the sessions with KS1 children.

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The children work through each step, which gives questions, hints and reminders for both the tutor and tutee.

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Image used ©Pixabay

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It's my version which is more colourful and has little more details.

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To praise for a good attitude and behavior

- You stayed well-concentrated or more concentrated than last time

- You corrected yourself very well

- you asked for help when you needed it

- I was happy to feel that you wanted to read

- you read with pleasure

To praise for improvement in understanding

- You deciphered well, better than last weeks, faster than before

- you have general knowledges, which helped you to understand the text

- I felt that you understood well the text and it really touches me the way you read

-  you understood implicits, which is complicated

To praise for reading well aloud

-  you had a good rythm, not too fast, not too slow

- you respected well the punctuation, and stopped correctly for the commas and the full stops

- you cut the groups of words correctly

- you had a good intonation

- you had the right intonation for the questions

- you have exagerated or accentuated the right words

- you changed your voice in the dialogues

- you read with enthousiasm

C.K.

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An example used in Castle Gardens Primary School, Northern Ireland.

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Please be attentive and kind to all your students and receivers

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Please be attentive and kind to all your students and receivers

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An example of a resource from the Peer Tutoring Manual 2018

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The SEM-R Program tries to engage advanced (gifted) readers in meaningful conversations about what they read. I think that the idea of using "question bookmarks" (open questions about the characters, plots, ... of the story) can help students to better think about what they read.
Link: https://gifted.uconn.edu/semr-phase1/
I've been using this approach for independent reading. But I think that at least some of the questions could be well used in the Peer Tutoring Reading approach.
Link: http://gigers.com/matthias/begabt/Fragensets_SEM-R.pdf (German version)