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 readers 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.
AutomaticityMaintainedWith 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.
AutomaticityMaintainedWith 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, authors 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:Whats 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 dropthat is the questionWhatsoever 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: Whats 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 readersWheel-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: Whats 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 bycomprehending 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-phonicCue 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 dont hit---THE WALL!
Is your issue one of speed?
Is your issue one of automaticity?
22. Mary-Catherine Queries.
23. Guided Reading: Reading ComprehensionThe 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 addtl GR Block= 2 Guided Group Situations
26. Guided Reading: Reading ComprehensionDeciphering the CONUNDRUM! (contd)
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!Distributingthe 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