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Coaching kippsters to guided reading success

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

    • 1. Coaching Kippsters to Guided Reading Success
      Brandi M. Vardiman
      KIPP Academy Elementary School
      December 15, 2010
    • 2. FAASTWBAT: Garner and Understanding of Successful Guided Reading Strategies
      Do Now:
      Work with your table mates to chart your definitions and thoughts about Guided Reading
    • 3. What is Guided Reading?“On the Run Strategies Towards Independence” ~Janet Allen
      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.
    • 4. Learning to Read
      Levels A-D
      Automaticity with 26 single letter sounds (phonemes)
      Automaticity with site words.
      Automaticity Maintained With Manipulation of 26 letter sounds through blends, digraphs, vowel patterns, and diphthongs.
      Levels E-H
      Automaticity with 26 single letter sounds (phonemes)
      Automaticity with site words.
      Automaticity Maintained With Manipulation of 26 letter sounds through blends, digraphs, vowel patterns, and diphthongs.
      Using phonemic and phonological cues to predict text.
      Employing fluency centered on phrasing, prosdy and overall attention to punctuation.
    • 5. Guided Reading
      Potato (poe-tay-toe)
      Traditional Guided Reading
      Reading Comprehension Strategies:
      Before/During /After
      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
      Potato (poe-tah-toe)
      Guided Reading at KAES
      Word Attack Strategies
      Implementation of Phonics Skills
      *Implementation of Phonemic Awareness Skills
      **Fluency
      Minimal Reading Comp Instruction/Strategies
      (Separate RC block to teach these skills)
      *When students master decoding, implementation of previously learned phonemic awareness skills as a strategy for figuring out unknown words in text.
      **Skills/Mini lessons taught to specifically influence fluency (attention to text, words in CAPS, words in BOLD, quotation marks, etc.)
    • 6. Phonics and Guided Reading:What’s the connection?
      Phonics:
      Site Words- Automaticity
      Alphabet-Alphabetic Principle
      Digraphs- Sound Production
      Blends-Sound Production
      Digraphs-Sound Production
      Diphthongs-Sound Production
      Vowel Patterns-Sound Manipulation
      * All can be categorized as chunks
      Guided Reading Implications:
      Site Words-Patterns to read text
      Alphabet-Initial Sounds to correspond to pictures in text
      Blends-Word Components: Compartmentalize to decode larger words in text
      Digraphs- Non-practical Word Components: compartmentalize to decode word components in text
      Diphthongs- Non-practical Word Components: compartmentalize to decode word components in text
      Vowel Patterns- Word Components: builds cognitive maps for decoding dense text quickly.
      * All can be categorized as chunks and leveled based on teaching style
    • 7. Mo wants to know….
    • 8. To stick or drop…that is the question…Whatsoever you do…..KEEP ON COACHING!!!!!
      Use Prompts
      Can you reread that?
      Can you say it another way?
      Do you know any part of that word?
      What other word might fit here?
      What letters or sounds do you expect to see at the beginning, middle or end?
      What can you do to figure this out?
      Point to the word.
      Did that match?
      Can you find?
      What do you think it might be?
    • 9. Jonta Ponders……
    • 10. Jonta Ponders…..
      Use Checklists to Increase Self-Monitoring
    • 11. Sheena asks………
    • 12. Phonemic Awareness and Guided Reading: What’s the Connection?
      Phonemic Awareness:
      Rhyming Words-Identifying Similarities in Sound Specific to Final Location
      Alliteration-Identifying Similarities in Sounds Specific to Initial Location
      Compound Words-Recognition that two meaningful words combine to create additional word with separate meaning.
      Opposites- Recognition of words with meanings in direct opposition of one another
      Onomatopoeia-Recognition that sounds follow rules of alphabetic principle
      Guided Reading Implications:
      Rhyming Words-Predict Text based on understanding of concept in text.
      Alliteration-predict text based on visual and sorting schemas within text.
      Compound Words-Recognizing two smaller words to quickly tackle/decode text within text.
      Opposites-Predict text based on recognition of relationship between concepts within text.
      Onomatopoeia-Predict and/or figure out text based on prior knowledge of environmental sounds within text.
    • 13. Another way to help struggling readers……Wheel-of-VOWELS!!!!With….The Amazing Alicia Citro
      Practice with vowels
      Manipulate initial sounds
      Manipulate ending sounds
      Practice with long and short vowels
      Practice with vowel teams
      =FLUENCY/AUOMATICITY!
    • 14. Phonological Awareness and Guided Reading
      Phonological Awareness
      Words-identifies meaningful letter symbols that string together, to construct meaning.
      Sentences-recognizes a group of words that express a thought.
      Syllables- recognizes word parts (meaningful and non-sense)
      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)
      Rimes-pronounces/recalls word patterns beginning with vowels, which can be duplicated to comprise real and non-sense words
      Phonemes-sounds in isolation.
      Guided Reading Implications
      Words-Attends to the words on the page without inserting additional words within text.
      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.
      Syllables-uses word parts to cross check that a word makes sense within text.
      Onsets-Identifies, groups and manipulates isolated phonemes, blends, and digraphs to decode words within text.
      Rimes-identifies word families and uses pattern with automaticity to decode other words with composition within text.
      Phonemes-recognizes sounds in their most basic forms (beyond level C….when other systems fail) within text.
    • 15. Fluency and Guided Reading: What’s the Connection?
      Fluency
      Cross-Checking-checks to ensure accuracy
      Punctuation (Final)-identifies final punctuation as a means for ending a thought.
      Punctuation (Quotation marks)-identifies quotation marks as a cue that a thought has been spoken.
      Punctuation (Commas)-identifies comma as a cue to slow down.
      Punctuation (apostrophe)-recognizes ownership or special combination of two words.
      Scooping and Phrasing- recognizes words are grouped based around their relationship toward the other words in a group
      Prosody-identifies the concept that phrases are read with different inflections, voices, and rhythms to convey meaning.
      Rate and Accuracy-decodes words with automaticity in meaningful phrases.
      Guided Reading Implications
      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.
      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.
      Punctuation (Quotation marks)- Attends to quotation marks by reading in the voice of the character based on comprehension of the words within the text.
      Punctuation (apostrophe)- Attends to apostrophe by comprehending ownership and adjusting voice to accommodate ownership within text.
      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.
      Prosody-uses punctuation cues and phrasing to inform voice choice or tone within text.
      Rate and Accuracy-decodes words with automaticity in meaningful phrases within dense text.
    • 16. (M)eaning
      (Semantic Cue System)
      Does it make sense?
      (S)tructure
      (Syntactic Cue System)
      Does it sound right?
      (V)isual
      (Grapho-phonic Cue System)
      Does it look right?
    • 17. The Three Cueing Systems:
      Associated Skills/Pre-requisites
    • 18. Maria questions….
      Ramping It Up!
      Shifting Strategies for Use with Informational Text
      Multiple Representations
      Text Features
      Reflections/Monitoring/Checklists
      Literature Circles
    • 19. "You don't play against opponents, you play against the game of basketball.“~Bobby Knight, Former Indiana University Basketball Coach
    • 20. Courtney Wonders……
    • 21. "You don't play against opponents, you play against the game of basketball.“~Bobby Knight, Former Indiana University Basketball Coach
      Pre-cursor Skills/Key Levers:
      “Racing without gym shoes is just----bananas!”
      Unpacking the automaticity “speed bump”
      Decoding Strategies-May need to be strengthened.
      Phonemic/Phonological Awareness Skills-May need to be strengthened.
      Language Exposure-May need to be increased.
      Rhythm, Tone, Phrasing and Flow- May need to be examined and practiced.
      Overall Cueing Systems- Increased Practice with associated skills
      Fluency:
      “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!”
      Is your issue one of speed?
      Is your issue one of automaticity?
    • 22. Mary-Catherine Queries….
    • 23. Guided Reading: Reading Comprehension“The Best of Both Worlds”
      Jay-Z (Guided Reading)
      Phonics
      Phonemic Awareness
      Fluency
      Phonological Awareness
      Grammar
      Context Clues
      Picture Clues
      R.Kelly (Readng Comprehension)
      Inferring
      Questioning Text
      Understanding
      Context Clues
    • 24. Ana posits….
    • 25. Guided Reading: Reading ComprehensionDeciphering the CONUNDRUM!
      Levels A-E
      Word Attack Strategies
      Guided Fluency Practice
      Meta-cognitive:Think and Talk Aloud about Reading Strategies
      Limited Picture Walk
      SEPARATE RC BLOCK!
      Levels F-I
      Word Attack Strategies for Complex Patterns
      Intense Fluency Coaching
      Self-Monitoring, Discussion and Reflection of Reading Strategies
      RC BLOCK can be constructed as addt’l GR Block= 2 Guided Group Situations
    • 26. Guided Reading: Reading ComprehensionDeciphering the CONUNDRUM! (cont’d)
      Levels J-L
      Word Attack: Complex Patterns and Structures of Text
      Intense Fluency Instruction
      Multiple Representations of Text
      Literature Circles
      Levels M-P
      Word Attack: Complex Patterns and Structures
      Shifting Fluency for Different Purposes and Texts
      Text Analysis
      Literature Circles
    • 27. Beeler wrestles with….
    • 28. Comprehension Strategies
      Struggling Readers:
      Braidy Icons
      Visual Anchors
      Visualizing/Picturing
      Pictures and Words
      Tasks/Real Experiences
      Pushing
      Higher Students:
      Literature Circles
      Task Cards
      Reciprocal Teaching
      Reflections
    • 29. HEAVY LIFTING!Distributing the Weightin the Reading Group!
      • Round Robin Reading
      • 30. Popcorn Reading
      • 31. Partner Style
      • 32. Volley Ball- Reading
      • 33. Explaining/ Articulating Strategy
      • 34. Site Words-Help from Team
    • “NEVERSettle for So-So--- BE GREAT!”How do KIPPsters become GREAT Readers?
      MORE TIME IN TEXT!
      Sight/Site Words in isolation WON’T WORK!
      Decoding Strategies in isolation WON’T WORK!
      Questioning in isolation WON’T WORK!
    • 35. ~FIN!Thanks for Your Time
    • 36. Coaching Kippsters to Guided Reading Success
      Brandi M. Vardiman
      KIPP Academy Elementary School
      December 15, 2010