Presentation on theme: "Presented by Linda Buice and Denise Glowaski"— Presentation transcript:
1Presented by Linda Buice and Denise Glowaski Improving Comprehension for All Learners through Stamina Reading, Metacognition, and Strategy InstructionPresented byLinda Buice and Denise Glowaski
2Stamina Reading Model from the daily 5 By Gail Boushey & Joan Moser Explicit teaching and gradual building of independent reading habitsHelps teacher and students establish routinesIt is a practice that becomes a habit for a life-long love of readingMore details are included in the booklet that accompanies the handout for slides and it also includes a bibliography.
3Why build stamina? To establish good reading habits To develop independent literacy routinesCore programs stress independent reading timePurpose + Choice = MotivationChildren will have a love for reading
4How? Sense of urgency Anchor charts Establish a gathering place Model correct, incorrect, correctPractice for 3 minutesCome back to discuss - signalPractice againIncrease time daily (this builds muscle memorySee booklet for a sample schedule and see bibliography for Michael Grinder’s research on the brain.
5Made with students and changed as needed ANCHOR CHARTMade with students and changed as needed
10FoldersThis folder was modeled after the folder in Debbie Diller's Practice with Purpose Chapter 4.
11Use of Sticky Notes Interesting parts Practice strategies used Interesting or intriguing wordsIllustrationsFavorite partTwo minute reflection after Stamina ReadingAssessment
12INDIVDUAL READING RUBRIC Name___________________ Date___ 4Outstanding!3WOW!2So-so1Oops!· You read the whole time.· You stayed in one goodreading spot the wholetime.· You have “good fit or just right” books. (No pretend game.)· You are reading way downdeep; you are lost in thebook.· You respected the readersaround you.· You stopped when it didn’tmake 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 yourreading.· 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 makingsense or you stop and goback.· 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 understandwhat you read.· You got through sometricky parts but maybe you just skipped some.*FromThe Art of Teaching ReadingBy Lucy Calkins, page 78· You wasted preciousreading 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 pretendgame.· You did not respect the other readers around you; you were off track.· You are not sure if youunderstand what you read.
13Results of Stamina Reading Works well with literature circles or book clubsImproves independent work habitsImproves the ability to read for longer periods of timeLove of readingHelps prepare for NYS ELA, and core unit tests
14Reading is Thinking Schema Inferring Questioning Visualizing Transform/SynthesizingDetermining importanceFix-it up strategiesBased on research included in Mosaic of Thought
15Metacognition Sets the foundation for thinking strategies Thinking about reading in ways that enhance reading and understandingSong
16Book listed in the bibliography Reading SaladFake readingSalad bowlsBook listed in the bibliography
19“Thinking is only a process of talking to yourself.” Author unknown
20Introduction to Schema Schema is what we already know. It’s like we have a bunch of files in our head with different topics.
21The 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 _____.
22The 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_____.
23The 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
24Types of lessonsLint brushOne minute schema determiner
25Making ConnectionsSongTanny’s CD listed in the bibliography
26Gradual ReleaseThe teacher starts out with explicit instruction on what is to be learnedThe student gradually becomes proficientThe teacher becomes the facilitator
27The Gradual Release of Responsibility Model (made by Ellin Keene 2008) Teacher Responsibility Student ResponsibilityStudent Responsibility Teacher ResponsibilityWeek
28The Gradual Release of Responsibility Model By Ellin Keene (2008) Teacher ResponsibilityThink aloud in short textObserve students’ early attempts, conferDemonstrate use of strategy in avariety of texts and contextsContinue thinking aloudmore difficult textContinue modeling in different genres Attempt strategy in progressively more difficulttext/genresConfer with children – focus on the strategy being taughtConvene Invitational Groups for children demonstrating specific needsShare with others in Reflection sessions,make thinking public Think aloud in progressively morecomplextext, discuss differences instrategy useAttempt strategy in independent reading – discuss use inconferencesAssess student use of strategyvariety of textsAttempt use of strategywith a partner or in a trioStudent ResponsibilityWeek
29Reading is About Enjoyment Make it fun and let kids talk about readingDig deepSpend time readingHelp them become lifelong readers