Presentation on theme: "Improving Comprehension for All Learners through Stamina Reading, Metacognition, and Strategy Instruction Presented by Linda Buice and Denise Glowaski."— Presentation transcript:
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 Grinders 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 Contd 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. 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 didnt 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 Reading By 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. Its 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 Tannys 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 ResponsibilityStudent Responsibility Student ResponsibilityTeacher Responsibility Week
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 genresAttempt 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 publicThink 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