1. Presented by Linda Buice and Denise Glowaski
Improving Comprehension for All Learners through Stamina Reading, Metacognition, and Strategy Instruction
Presented by
Linda Buice and Denise Glowaski

2. Stamina Reading Model 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. Made with students and changed as needed
ANCHOR CHART
Made with students and changed as needed

6. “Just Right “ Books
Shoes

7. Posters by Beth Newingham and web site is listed in the booklet
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. INDIVDUAL READING RUBRIC Name___________________ Date___4
Outstanding! 3
WOW! 2
So-so 1
Oops!
· 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 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.
· 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 Reading
By Lucy Calkins, page 78
· 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.

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. Book listed in the bibliography
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.

21. 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 _____.

22. 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_____.

23. 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

25. Making Connections
Song
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 Responsibility
Week

28. The Gradual Release of Responsibility Model By Ellin Keene (2008)
Teacher Responsibility
Think aloud in short text
Observe 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
complex
text, 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 Responsibility
Week

29. Reading is About Enjoyment
Make it fun and let kids talk about reading
Dig deep
Spend time reading
Help them become lifelong readers