Improving Comprehension for All Learners through Stamina Reading, Metacognition, and Strategy Instruction

1. 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. “Just Right “ Books • Shoes

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 “goodfit 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. 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. Schema is what we already know. It’s like we have a bunch of files in our head with different topics. Introduction to Schema

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 • 2 3 4 5 6 7 8 9 Week

28. The Gradual Release of Responsibility ModelBy 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 • 1 2 3 4 5 6 7 8 9 • 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

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