Improving Comprehension for All Learners through Stamina Reading, Metacognition,

and Strategy Instruction

Presented by Linda Buice and Denise Glowaski

2

Stamina ReadingModel from the daily 5

By Gail Boushey & Joan Moser

Explicit teaching and gradual building of independent reading habits

Helps teacher and students establish routines

It is a practice that becomes a habit for a life-long love of reading

More details are included in the booklet that accompanies the handout for slides and it also includes a bibliography.

3

Why build stamina?

To establish good reading habits To develop independent literacy

routines Core programs stress independent

reading time Purpose + Choice = Motivation Children will have a love for reading

4

How? Sense of urgency Anchor charts Establish a gathering place Model correct, incorrect, correct Practice for 3 minutes Come back to discuss - signal Practice again Increase time daily (this builds muscle

memory

See booklet for a sample schedule and see bibliography for Michael Grinder’s research on the brain.

5

ANCHOR CHART

Made with students

and changed as

needed

6

Shoes

“Just Right “ Books

7

Genres, authors, and interest discussion

Posters by Beth Newingham and web site is listed in the booklet

8

"Just Right " Books Cont’d

Goldie Socks

9

Book Boxes and Bins

10

Folders

This folder was modeled after the folder in Debbie Diller's Practice with Purpose Chapter 4.

11

Use of Sticky Notes Interesting parts Practice strategies used Interesting or intriguing words Illustrations Favorite part

Two minute reflection after Stamina Reading

Assessment

12

Rubric

INDIVDUAL READING RUBRIC Name___________________ Date___

· You wasted precious reading time. · You moved around a lot. · You did not have “good fit or just right“ books; you were not so careful about book choice. · You played the pretend game. · You did not respect the other readers around you; you were off track. · You are not sure if you understand what you read.

4Outstanding!

3WOW!

2So-so

1Oops!

· You read the whole time. · You stayed in one good reading spot the whole time. · You have “good fit or just right” books. (No pretend game.) · You are reading way down deep; you are lost in the book. · You respected the readers around you. · You stopped when it didn’t make sense. · You read quietly. Shhh! · You made predictions. · You talked back to the book in your mind and on post-its. · You had a plan for your reading.

· You read most of the time. · You stayed in one good reading spot the whole time. · You have “good fit or just right” books. (No pretend game.) · You talked back to the book you are reading at least once. · You respected the readers around you. · You tried certain strategies to get through the tricky spots. · You read quietly. Shhh! · Your books are making sense or you stop and go back.

· You read some of the time. · You changed reading spots. · You had some “good fit or just right” books; you could be a little more careful. · You sort of understand what you read. · You got through some tricky parts but maybe you just skipped some. *From

The Art of Teaching ReadingBy Lucy Calkins, page 78

13

Results of Stamina Reading

Works well with literature circles or book clubs

Improves independent work habits Improves the ability to read for longer

periods of time Love of reading Helps prepare for NYS ELA, and core

unit tests

14

Reading is Thinking

Schema Inferring Questioning Visualizing Transform/Synthesizing Determining importance Fix-it up strategies

Based on research included in Mosaic of Thought

15

Metacognition

Sets the foundation for thinking strategies

Thinking about reading in ways that enhance reading and understanding

Song

16

Reading Salad

Fake reading Salad bowls

Book listed in the bibliography

17

Venn Diagram

18

Thought Bubble

19

“Thinking is only a process of talking to yourself.”

Author unknown

20

Introduction to Schema

Schema is what we already know. It’s like we have a bunch of files in our head with

different topics.

The questions that _____ face as they raise _____ from _____ to adult life are not easy to _____. Both _____ and _____ can become concerned when health problems such as _____ arise any time after the _____ stage to later life. Experts recommend that young _____ should have plenty of _____ and nutritious food for healthy growth. _____ and _____ should not share the same _____ or even sleep in the same _____. They may be afraid of the _____.

The questions that p_____ face as they raise ch_____ from in_____ to adult life are not easy to an_____. Both fa_____ and m_____ can become concerned when health problems such as co_____ arise any time after the e_____ stage to later life. Experts recommend that young ch_____ should have plenty of s_____ and nutritious food for healthy growth. B_____ and g_____ should not share the same b_____ or even sleep in the same r_____. They may be afraid of the d_____.

The questions that poultrymen face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark.

~Adapted from Madeline Hunter

24

Types of lessons

Lint brush One minute schema determiner

Song

Making Connections

Tanny’s CD listed in the bibliography

26

Gradual Release

The teacher starts out with explicit instruction on what is to be learned

The student gradually becomes proficient

The teacher becomes the facilitator

27

The Gradual Release of Responsibility Model(made by Ellin Keene 2008)

Teacher Responsibility Student Responsibility

Student Responsibility Teacher Responsibility1 2 3 4 5 6 7 8

9Week

The Gradual Release of Responsibility Model By Ellin Keene (2008)

Teacher Responsibility

Think aloud in short textObserve students’ early attempts, confer

Demonstrate use of strategy in a variety of texts and contexts Continue thinking aloud

more difficult text

Continue modeling in different genres Attempt strategy in progressively more difficult text/genres

Confer with children – focus on the strategy being taught

Convene Invitational Groups for children demonstrating specific needs

Share with others in Reflection sessions,make thinking public Think aloud in progressively more

complextext, discuss differences in

strategy use Attempt strategy in independent reading – discuss use in

conferences Assess student use of strategy variety of texts Attempt use of strategy with a partner or in a trio

Student Responsibility1 2 3 4 5 6 7 8 9Week

29

Reading is About Enjoyment

Make it fun and let kids talk about reading

Dig deep Spend time reading Help them become lifelong readers

http://www.123opticalillusions.com/pages/opticalillusions5.php

http://www.123opticalillusions.com/pages/opticalillusions7.php

http://www.susanohanian.org/cartoons_index.html