Included are Articles Detailing Research Conducted Around Reading Comprehension and Fluency
Coaching Kippsters to Guided Reading Success Brandi M. Vardiman KIPP Academy Elementary School December 15, 2010
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
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.
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.
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.)
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
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?
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.
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!
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.
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.
(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?
The Three Cueing Systems: Associated Skills/Pre-requisites
Maria questions…. Ramping It Up! Shifting Strategies for Use with Informational Text Multiple Representations Text Features Reflections/Monitoring/Checklists Literature Circles
"You don't play against opponents, you play against the game of basketball.“~Bobby Knight, Former Indiana University Basketball Coach
"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?
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
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
“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!