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
  • Coaching kippsters to guided reading success

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

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