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Coaching Kippsters to Guided Reading Success,[object Object],Brandi M. Vardiman,[object Object],KIPP Academy Elementary School,[object Object],December 15, 2010,[object Object]
FAASTWBAT: Garner and Understanding of Successful Guided Reading Strategies,[object Object],Do Now:,[object Object],Work with your table mates to chart your definitions and thoughts about Guided Reading,[object Object]
What is Guided Reading?“On the Run Strategies Towards Independence” ~Janet Allen,[object Object],Guided Reading is an explicit instructional approach in which teachers support each reader’s development of “good reader” strategies allowing the learner to problem solve during reading.  ,[object Object]
Learning to Read,[object Object],Levels A-D,[object Object],Automaticity with 26 single letter sounds (phonemes),[object Object],Automaticity with site words.,[object Object],Automaticity  Maintained  With Manipulation of 26 letter sounds through blends, digraphs, vowel patterns, and diphthongs.,[object Object],Levels E-H,[object Object],Automaticity with 26 single letter sounds (phonemes),[object Object],Automaticity with site words.,[object Object],Automaticity  Maintained  With Manipulation of 26 letter sounds through blends, digraphs, vowel patterns, and diphthongs.,[object Object],Using phonemic and phonological cues to predict text.,[object Object],Employing fluency centered on phrasing, prosdy and overall attention to punctuation.,[object Object]
Guided Reading,[object Object],Potato (poe-tay-toe),[object Object], Traditional Guided Reading,[object Object],Reading Comprehension Strategies: ,[object Object],Before/During /After,[object Object],Some strategies include but are not limited to: summarizing, retelling/sequencing,inferring, comparing and contrasting, cause and effect, author’s craft, visualization (picturing), wondering,characters, setting,plot,resolution,similarities and differences,main idea, facts and details,[object Object],Potato (poe-tah-toe) ,[object Object],Guided Reading at KAES,[object Object],Word Attack Strategies,[object Object],Implementation of Phonics Skills,[object Object],*Implementation of Phonemic Awareness Skills,[object Object],**Fluency,[object Object],Minimal Reading Comp Instruction/Strategies,[object Object],(Separate RC block to teach these skills),[object Object],*When students master decoding, implementation of previously learned phonemic awareness skills as a strategy for figuring out unknown words in text.,[object Object],**Skills/Mini lessons taught to specifically influence fluency (attention to text, words in CAPS, words in BOLD, quotation marks, etc.),[object Object]
Phonics and Guided Reading:What’s the connection?,[object Object],Phonics:,[object Object],Site Words- Automaticity,[object Object],Alphabet-Alphabetic Principle,[object Object],Digraphs- Sound Production,[object Object],Blends-Sound Production,[object Object],Digraphs-Sound Production,[object Object],Diphthongs-Sound Production,[object Object],Vowel Patterns-Sound Manipulation,[object Object],* All can be categorized as chunks,[object Object],Guided Reading Implications: ,[object Object],Site Words-Patterns to read text,[object Object],Alphabet-Initial Sounds to correspond to pictures in text,[object Object],Blends-Word Components: Compartmentalize to decode larger words in text,[object Object],Digraphs- Non-practical Word Components: compartmentalize to decode word components in text,[object Object],Diphthongs- Non-practical Word Components: compartmentalize to decode word components in text,[object Object],Vowel Patterns- Word Components: builds cognitive maps for decoding dense text quickly.,[object Object],* All can be categorized as chunks and leveled based on teaching style,[object Object]
Mo wants to know….,[object Object]
To stick or drop…that is the question…Whatsoever you do…..KEEP ON COACHING!!!!!,[object Object],Use Prompts,[object Object],Can you reread that?,[object Object],Can you say it another way?,[object Object],Do you know any part of that word?,[object Object],What other word might fit here?,[object Object],What letters or sounds do you expect to see at the beginning, middle or end?,[object Object],What can you do to figure this out?,[object Object],Point to the word.,[object Object],Did that match?,[object Object],Can you find?,[object Object],What do you think it might be?,[object Object]
Jonta Ponders……,[object Object]
Jonta Ponders…..,[object Object],Use Checklists to Increase Self-Monitoring,[object Object]
Sheena asks………,[object Object]
Phonemic Awareness and Guided Reading: What’s the Connection?,[object Object],Phonemic Awareness:,[object Object],Rhyming Words-Identifying Similarities in Sound Specific to Final Location,[object Object],Alliteration-Identifying Similarities in Sounds Specific to Initial Location,[object Object],Compound Words-Recognition that two meaningful words combine to create additional word with separate meaning.,[object Object],Opposites- Recognition of words with meanings in direct opposition of one another,[object Object],Onomatopoeia-Recognition that sounds follow rules of alphabetic principle,[object Object],Guided Reading Implications:,[object Object],Rhyming Words-Predict Text based on understanding of concept in text.,[object Object],Alliteration-predict text based on visual and sorting schemas within text.,[object Object],Compound Words-Recognizing two smaller words to quickly tackle/decode text within text.,[object Object],Opposites-Predict text based on recognition of relationship between concepts within text.,[object Object],Onomatopoeia-Predict and/or figure out text based on prior knowledge of environmental sounds within text.,[object Object]
Another way to help struggling readers……Wheel-of-VOWELS!!!!With….The Amazing Alicia Citro ,[object Object],Practice with vowels ,[object Object],Manipulate initial sounds,[object Object],Manipulate ending sounds,[object Object],Practice with long and short vowels,[object Object],Practice with vowel teams,[object Object],=FLUENCY/AUOMATICITY!,[object Object]
Phonological Awareness and Guided Reading,[object Object],Phonological Awareness,[object Object],Words-identifies meaningful letter symbols that string together, to construct meaning.,[object Object],Sentences-recognizes a group of words that express a thought.,[object Object],Syllables- recognizes word parts (meaningful and non-sense),[object Object],Onsets-pronounces isolated or group of sounds situated at the beginning of a word containing a rime (precedes the vowel of the last syllable of the word),[object Object],Rimes-pronounces/recalls word patterns beginning with vowels, which can be duplicated to comprise real and non-sense words,[object Object],Phonemes-sounds in isolation.,[object Object],Guided Reading Implications,[object Object],Words-Attends to the words on the page without inserting additional words within text.,[object Object],Sentences-reads from left to right, up and down and recognizes that meaning can be gleaned from decoding text in this type of grouping within text.,[object Object],Syllables-uses word parts to cross check that a word makes sense within text.,[object Object],Onsets-Identifies, groups and manipulates isolated phonemes, blends, and digraphs to decode words within text.,[object Object],Rimes-identifies word families and uses pattern with automaticity to decode other words with composition within text.,[object Object],Phonemes-recognizes sounds in their most basic forms  (beyond level C….when other systems fail) within text.,[object Object]
Fluency and Guided Reading: What’s the Connection?,[object Object],Fluency,[object Object],Cross-Checking-checks to ensure accuracy,[object Object],Punctuation (Final)-identifies final punctuation as a means for ending a thought.,[object Object],Punctuation (Quotation marks)-identifies quotation marks as a cue that a thought has been spoken.,[object Object],Punctuation (Commas)-identifies comma as a cue to slow down.,[object Object],Punctuation (apostrophe)-recognizes ownership or special combination of two words.,[object Object],Scooping and Phrasing- recognizes words are grouped based around their relationship toward the other words in a group,[object Object],Prosody-identifies the concept that phrases are read with different inflections, voices, and rhythms to convey meaning.,[object Object],Rate and Accuracy-decodes words with automaticity in meaningful phrases.,[object Object],Guided Reading Implications,[object Object],Cross-Checking-uses picture, semantic (does it make sense?) and syntactic (does it sound right?) cues to ensure words are read correctly within the scope of the text.,[object Object],Punctuation (Final)- Attends to end marks. Inflecting for questions, dropping off or remaining flat for periods and inflecting or rising for exclamation points within text.,[object Object],Punctuation (Quotation marks)- Attends to quotation marks by reading in the voice of the character based on comprehension of the words within the text.,[object Object],Punctuation (apostrophe)- Attends to apostrophe by  comprehending ownership and adjusting voice to accommodate ownership within text.,[object Object],Scooping and Phrasing- self selects group of words to read, employing accurate rhythm and syncopation creating a schema for comprehension of the words within text.,[object Object],Prosody-uses punctuation cues and phrasing to inform voice choice or tone within text.,[object Object],Rate and Accuracy-decodes words with automaticity in meaningful phrases within dense text.,[object Object]
(M)eaning,[object Object],(Semantic Cue System) ,[object Object],Does it make sense?,[object Object],(S)tructure,[object Object],(Syntactic Cue System),[object Object],Does it sound right?,[object Object],(V)isual,[object Object],(Grapho-phonic  Cue System),[object Object],Does it look right?,[object Object]
The Three Cueing Systems:,[object Object],Associated Skills/Pre-requisites,[object Object]
Maria questions….,[object Object],Ramping It Up!,[object Object],Shifting Strategies for Use with Informational Text,[object Object],Multiple Representations,[object Object],Text Features,[object Object],Reflections/Monitoring/Checklists,[object Object],Literature Circles,[object Object]
"You don't play against opponents, you play against the game of basketball.“~Bobby Knight, Former Indiana University Basketball Coach,[object Object]
Courtney Wonders……,[object Object]
"You don't play against opponents, you play against the game of basketball.“~Bobby Knight, Former Indiana University Basketball Coach,[object Object],Pre-cursor Skills/Key Levers: ,[object Object],“Racing without gym shoes is just----bananas!”,[object Object],Unpacking the automaticity “speed bump”,[object Object],Decoding Strategies-May need to be strengthened.,[object Object],Phonemic/Phonological Awareness Skills-May need to be strengthened.,[object Object],Language Exposure-May need to be increased.,[object Object],Rhythm, Tone, Phrasing and Flow- May need to be examined and practiced.,[object Object],Overall Cueing Systems- Increased Practice with associated skills,[object Object],Fluency: ,[object Object],“We are not racing against the clock, but rather using every fiber of conditioning, skill, pacing, and technique which we know so that we don’t hit---THE WALL!”,[object Object],Is your issue one of speed?  ,[object Object],Is your issue one of automaticity?,[object Object]
Mary-Catherine Queries….,[object Object]
Guided Reading: Reading Comprehension“The Best of Both Worlds”,[object Object],Jay-Z (Guided Reading),[object Object],Phonics,[object Object],Phonemic Awareness,[object Object],Fluency,[object Object],Phonological Awareness,[object Object],Grammar,[object Object],Context Clues,[object Object],Picture Clues,[object Object],R.Kelly (Readng Comprehension),[object Object],Inferring,[object Object],Questioning Text,[object Object],Understanding ,[object Object],Context Clues,[object Object]
Ana posits….,[object Object]
Guided Reading: Reading ComprehensionDeciphering the CONUNDRUM!,[object Object],Levels A-E,[object Object],Word Attack Strategies,[object Object],Guided Fluency Practice,[object Object],Meta-cognitive:Think and Talk Aloud about Reading Strategies,[object Object],Limited Picture Walk,[object Object],SEPARATE RC BLOCK!,[object Object],Levels F-I,[object Object],Word Attack Strategies for Complex Patterns,[object Object],Intense Fluency Coaching,[object Object],Self-Monitoring, Discussion and Reflection of Reading Strategies,[object Object],RC BLOCK can be constructed as addt’l GR Block= 2 Guided Group Situations,[object Object]
Guided Reading: Reading ComprehensionDeciphering the CONUNDRUM! (cont’d),[object Object],Levels J-L ,[object Object],Word Attack: Complex Patterns and Structures of Text ,[object Object],Intense Fluency Instruction,[object Object],Multiple Representations of Text,[object Object],Literature Circles,[object Object],Levels M-P,[object Object],Word Attack: Complex Patterns and Structures,[object Object],Shifting Fluency for Different Purposes and Texts,[object Object],Text Analysis,[object Object],Literature Circles,[object Object]
Beeler wrestles with….,[object Object]
Comprehension Strategies,[object Object],Struggling Readers:,[object Object],Braidy Icons,[object Object],Visual Anchors,[object Object],Visualizing/Picturing,[object Object],Pictures and Words,[object Object],Tasks/Real Experiences,[object Object],Pushing ,[object Object],Higher Students:,[object Object],Literature Circles,[object Object],Task Cards,[object Object],Reciprocal Teaching,[object Object],Reflections,[object Object]
HEAVY LIFTING!Distributing  the Weightin the Reading Group!,[object Object],[object Object]
Popcorn Reading
Partner Style
Volley Ball- Reading

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Coaching kippsters to guided reading success

Hinweis der Redaktion

  1. Guided Reading Structures Section 1 of Coaching Manual
  2. Section 2 Coaching Manual
  3. Icons and Checklist Sections 3 and 4 of the Coaches Manual
  4. Checklists:Section 4 of Coach’s Manual
  5. Wheel of Vowels Package
  6. GR Visual Aids Section 3 Coaching Manual
  7. Extension and Enrichment Ramping It Up Section 5 of Coaching Manual
  8. Courtney’s Question
  9. See Structures Section 1
  10. Literature Circles and Ramp It Up: Section 6: Coach’s Manual
  11. Reading Comprehension Supplemental Package 7: Coach’s Manual
  12. Iricel’s Question
  13. Included are Articles Detailing Research Conducted Around Reading Comprehension and Fluency