Getting From Point A to Point Z

1. Getting From Point A to Point Z Presented by Shantell Berrett & Jay Kelly

2. Point Z • Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. • Read on-level text with purpose and understanding. • Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

3. How Do We Get There?

4. Point A

5. Within Word Patterns

6. Closer to Our Destination

7. Where Are We? Assume nothing. Connect everything.

8. Four Steps to Transfer

9. Do Not Compartmentalize

10. Tricks of The Trade • Trouble-shoot • Stop situational recall • Keep it within reach • See through their eyes • Reduce cognitive load

11. Trouble-Shoot • Intentional vocabulary instruction • Decode and discuss

12. Stop Situational Recall A lion was sleeping one day when a little mouse came along and ran up and down over his face.This awakened the lion and made him very angry.He put his paw over the mouse and said, “What do you mean by waking me? You shall pay for this,” and he opened his big mouth to swallow the mouse.“Oh, do not kill me, Mr. Lion!” squealed the mouse. “I did not mean to waken you. Do let me go and I will never trouble you again.”“No, I will not let you go,” roared the lion.“Please do,” cried the frightened mouse. “If you will let me go perhaps I can do something for you sometime.”This made the lion laugh. Scan and Recognition • Present the words (e.g., vocabulary, recently learned skill-based words, words above skill level, and key words) in a myriad of situations

13. Keep It Within Reach

14. See Through Their Eyes The dag writox is smowk and spi. Runchet is shonsig, but Thift and Fenel are woagly skeag. Phin can wrozz and Bappet can vox, but Phin can’t shass. Bappet will densing and runchet in the mirrunsic blage.

15. Reduce Cognitive Load • State the goal • Process not product • Think-aloud • Provide feedback

16. Reduce Cognitive Load A lion was sleeping one day when a little mouse came along and ran up and down over his face.This awakened the lion and made him very angry.He put his paw over the mouse and said, “What do you mean by waking me? You shall pay for this,” and he opened his big mouth to swallow the mouse.“Oh, do not kill me, Mr. Lion!” squealed the mouse. “I did not mean to waken you. Do let me go and I will never trouble you again.”“No, I will not let you go,” roared the lion.“Please do,” cried the frightened mouse. “If you will let me go perhaps I can do something for you sometime.”This made the lion laugh. • State the goal • Process not product • Think-aloud • Provide feedback

17. Easy as 1,2,3 • Explicit phonics instruction • Transfer strategies • Do not compartmentalize • Tricks of the trade

18. Now or Later shantell@readinghorizons.com jaymichaelkelly@gmail.com

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