Improving Comprehension for All Learners through Stamina Reading, Metacognition, and Strategy Instruction Presented by Linda Buice and Denise Glowaski
Mar 28, 2015
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