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Semr presentation for august 9, 2012

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Liz Fogarty

The document outlines the Schoolwide Enrichment Model - Reading (SEM-R) framework which is designed to provide differentiated reading instruction to meet the needs of individual students. The SEM-R uses three phases - exposure, training and self-selected reading, and interest and choice components - to increase student enjoyment in reading, improve reading skills, and encourage independent reading. The goal is to help students shift from learning to read to reading to learn.

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SEM-R Schoolwide Enrichment Model - Reading Presentation for Orange County Public School District Dr. Elizabeth Fogarty East Carolina University fogartye@ecu.edu
NRC The National Research Center G/T on the Gifted and Talented www.gifted.uconn.edu
Our Agenda AM – What is the SEM-R? 10:00 am = Break Phase I: Book Hooks Phase 2: Supported Independent Reading 11:30-12:45pm = Lunch PM – Phase 2 Continued Phase 3: Challenge and Choice Break Your Questions and Concerns
Our Sessions Talk & Do Listen 30 minutes 30 minutes Synthesize 30 minutes
Today’s Objective O Participants will utilize book hooks, conferencing, and enrichment experiences to create a differentiated reading environment to meet the needs of individual students.
One Size Fits All
Semr presentation for august 9, 2012
To Kill a Mockingbird Miss Caroline writes the alphabet on the board and Scout reads it through easily. Suspicious, Miss Caroline asks Scout to read from the reader and from the local paper. Then she forbids Scout to let Atticus teach her to read anymore. Miss Caroline tells her she can not read at home anymore. Scout explains she doesn't remember learning how to read, but it seems she always knew how. When Miss Caroline forbids her to continue reading, Scout realizes how important it is to her: "Until I feared I would lose it, I never loved to read. One does not love breathing."
Think Back… Choral Reading Waiting to Read Waiting for others to catch up
What is ―Good Reading Instruction?‖ Questions Answers 1. How is reading taught at your school? 2. What’s the purpose of teaching reading? 3. What skills do we want our readers to be able to use? 4. What are the goals of good reading instruction?
Many (but not all) talented readers read early • Read at least two grade levels above chronological grade placement • Begin reading early and may be self-taught
Talented readers enjoy the process of reading • Seek and enjoy • Read avidly and depth and with enjoyment complexity in • Use reading reading differently for • Develop a deeper different purposes understanding of • Thirst for insight particular topics and knowledge through reading through reading • Demonstrate • Pursue varied preferences for non- interests in texts fiction • View books as a • Pursue interest- way to explore the based reading richness of life opportunities
Talented readers have advanced language skills. • Enjoy the subtleties and complexities of language • Demonstrate advanced understanding of language • Use expansive vocabulary • Use reading to acquire a large repertoire of language skills • Use language for humor • Use colorful and descriptive phrasing • Demonstrate ease in use of language
Talented readers demonstrate advanced processing skills • Retain a large quantity of information for retrieval • Automatically integrate prior knowledge in reading • Utilize higher-order thinking skills such as analysis and synthesis • Process information and thoughts at an accelerated pace • Synthesize ideas in a comprehensive way • Perceive unusual relationships • Grasp complex ideas and nuances
Time Spent Reading in School Study by John Goodlad in A Place Called School Elementary 6% Middle 3% High 2%
"I didn't actually read the book, but I did play the video game loosely based on it."
Three Goals of SEM-R To increase enjoyment in reading To improve reading fluency, comprehension, and increase reading achievement To encourage students to pursue challenging independent reading
Focus of SEM-R • Joyful reading • Reading above level • Acknowledging and celebrating students’ interests and strengths • Challenging conversations about reading • Increased self-regulation
Three-Legged Stool Renzulli (1977) Enrichment Triad Model
The Enrichment Triad Model (Renzulli, 1977) Type I Type II General Group Training Exploratory Activities Activities Type III Individual & Small Group Investigations of Real Problems
Key Concepts for Types I, II, & III Enrichment Exposure to new books and genres Self-selection and choice Training in self-regulation and reading strategies and skills
Three-Legged Stool Renzulli (1977) Enrichment Triad Model Vygotsky (1962) Zone of Proximal Development
Zone of Proximal Development If the environment presents no such [challenging] tasks to the adolescent, makes no new demands on him, and does not stimulate his intellect by providing a sequence of new goals, his thinking fails to reach the highest stages, or reaches them with great delay. ~ Vygotsky
… the only books that influence us are those for which we are ready, and which have gone a little further down our particular path than we have gone ourselves. ~ E. M. Forster, English novelist
Three-Legged Stool Renzulli (1977) Enrichment Triad Model Vygotsky (1962) National Reading Panel Zone of Proximal (2000) Development Need for further research
Components of the SEM-R Framework Phase 2 - Training & Self- Phase 3 - Interest & Phase 1 - Exposure Selected Reading Choice Components • High-interest book Training and discussions Introducing creative hooks for read aloud on Supported thinking Increasing degree of student selection Independent Reading Exploring the Internet • Higher-order thinking One-on-one teacher Genre studies probing questions conferences on higher Literary exploration • Bookmarks for level reading strategy Responding to books teachers with and instruction Investigation centers questions focusing on Bookmarks for students Focus on biographies advanced thinking posing higher-order Buddy reading skills and reading skill questions regarding Books on tape instruction that is character, plot, setting, Literature circles relevant to a broad Creative or expository considering the story, range of literature writing and other useful topics. Type III investigations Type II & Type III Type I Activities Type II Activities Investigations
Phase 1 - Exposure Phase 1 • High-interest book hooks for read aloud Exposure - Book Hooks: • Higher-order thinking High interest read probing questions alouds and higher • Bookmarks for teachers with questions focusing order questions on advanced thinking skills and reading skill instruction that is relevant to a broad range of literature Type I Activities
Semr presentation for august 9, 2012
Phase 2 - Training & Self- Selected Reading Phase 2 Training and discussions on Supported Independent Supported Independent Reading Reading (SIR) using One-on-one teacher individual conferences conferences on higher level reading strategy and and differentiated instruction reading instruction Bookmarks for students posing higher-order questions regarding character, plot, setting, considering the story, and other useful topics. Type II Activities
Semr presentation for august 9, 2012
At first, I just wanted them to finish a book. Then I became more confident and would say, Come on now, that is just too easy for you. They would smile, because they knew I was right. ~ Treatment Teacher
Phase 3 Phase 3 - Interest & Choice Components Introducing creative Interest and Choice thinking Exploring the Internet Increasing degree of student selection Genre studies Literary exploration Responding to books Investigation centers Focus on biographies Buddy reading Books on tape Literature circles Creative or expository writing Type III investigations Type II & Type III Investigations
In the beginning, I did not realize how much middle of the road reading instruction I did and how few of my kids I really challenged. ~ Treatment Teacher
Findings related to self-regulation in and task commitment in reading
In the SEM-R, our focus was on helping children shift from LEARNING TO READ to READING TO LEARN!
“We do not need to burn books to kill our civilization; we need only to leave them unread for a generation.” —R. M. Hutchins
A focus of our work in The Schoolwide Enrichment Model is to increase enrichment opportunities and achievement and provide differentiated instruction for all students, the core of SEM-R. A rising tide lifts all ships…
Joyful Reading - Pg. 9 Components of the SEM-R Framework Phase 1 - Exposure Phase 2 - Training & Self- Phase 3 - Interest & Selected Reading Choice Components • High-interest books to read Training and discussions on Introducing creative aloud Supported Independent thinking • Higher-order thinking Reading Exploring the Internet probing questions Supported Independent Genre studies • Bookmarks for teachers Reading Literary exploration with questions regarding One-on-one teacher Responding to books Investigation centers Bloom's Taxonomy, conferences on reading Focus on biographies biography, character, strategies and instruction Buddy reading illustrations and other Bookmarks for students Books on tape topics relevant to the posing higher-order questions Literature circles study of literature regarding character, plot, Creative or expository setting, considering the story, writing and other useful topics. Type III investigations Type II & Type III Type I Activities Type II Activities Investigations
Find Someone Who. . . 1. On a piece of paper, list your five favorite books. 2. In a minute, you will have five minutes to find others who have also read those books. 3. Try to find a different name for each book title.
Pg. 87 Phase 1 - Exposure Phase 1 • High-interest book hooks for read aloud Exposure - Book Hooks: • Higher-order thinking High interest read probing questions alouds and higher • Bookmarks for teachers with questions focusing order questions on advanced thinking skills and reading skill instruction that is relevant to a broad range of literature Type I Activities
Talk & Do Listen 30 minutes 30 minutes Synthesize 30 minutes
In the SEM-R, the focus was not on me teaching, but rather on them learning. I did not have to spend hours on a lesson plan. Instead, I spent my time thinking of what to read to my students to get them excited about reading. ~ Treatment Teacher
Getting to Know You! 1. Think back: What was your favorite book as a child? 2. Share a memory about this book (or another book) with your neighbor. • What did you like about it? • What made it special to you? • What associations do you have with this book?
Book Hook
The students have broadened their reading choices due to the fact that they have been introduced to all the genres, and many nonfiction and fiction books, that they may have never picked up.
A Primary Focus Before you read aloud -- Take Three! 1. Exposure: Share why or how you chose the book. 2. Critical Thinking: Choose a question, theme, or strategy to guide your discussion about the literature. 3. Connections: Consider links to other books, websites, art, experiences, activities, or projects.
Teacher Read Aloud Guidelines in Phase One • Use a book you enjoy. • Match the book to your audience. • Illustrate reading strategies • Change intonation, speed, and volume. • Leave them wanting to hear more. • Scaffold higher level thinking skills. • Choose multiple books by the same author. • Change genres and styles often. • Utilize great books on tape.
Semr presentation for august 9, 2012
Semr presentation for august 9, 2012
Developing a Question • Help your students see themselves as investigators collecting evidence: – Ask open-ended questions. – Tie answers back to the text. – Modeling is a Must! – Consider creative, offbeat ideas a bonus.
Jacket – Author information – Back cover – illustration Publication nformation Why you enjoy the book
Semr presentation for august 9, 2012
Semr presentation for august 9, 2012
Semr presentation for august 9, 2012
Table Talk Every time I introduce a new book during Phase 1, five students seem to want to read it right away! What should I do? What about the students in my subsequent class periods?
Semr presentation for august 9, 2012
Complexity of Ideas and Content ‘The student, said the teacher, is crazy. The student said the teacher is crazy.’
Complexity of Ideas and Content ‘Before fun was invented, people joined bell-ringing clubs. As a member at Boston’s Old North Church, Paul spent hours practicing in the belfry tower.’
Text Level ‘Right away I saw a cloud that would make a wonderful tattoo; it looked exactly like a dog, if dogs had only two legs – on the top, not the bottom. I am not allowed to have tattoos yet …’
Text Level ‘All the kids in the room made sounds as if they thought a talent show was exciting news. Except me, because it was N- O-T, not. But okay, fine, it wasn’t boring, either.’
Text Level ‘But though he’s helped me make sense of what’s happened, and has earned my loyalty, the entire business is so extraordinarily secretive and complicated that I’ve long been convinced I will never learn anything about my past.’
Text Level ‘The first place that I can well remember was a large, pleasant meadow. Over the hedge on one side we looked into a plowed field, and on the other, the gate to our mater’s house.’
Text Level ‘After sitting atop a virtual bomb and traveling nearly half a million miles; after battling 1202 alarms, low fuel, and frozen fuel slugs; after walking on an airless rock; . . .’ Given to the most distinguished children’s informational book published in the preceding year.
Semr presentation for august 9, 2012
Text Level ‘That year at Perkins had also given Helen a glimpse of her own future. She had learned about another deaf-blind boy named Tommy Stringer. Five-year-old Tommy had lived in a poor house and …’
Resources for Finding Books
Talk & Do Listen 30 minutes 30 minutes Synthesiz e 30 minutes
Your Turn 1. Briefly examine a book on your table and look for a passage you might read aloud. 2. Decide which bookmark question and/or reading strategy you might use to guide a book hook from this book. 3. What other resources might you connect to this text?
Talk & Do Listen 30 minutes 30 minutes Synthesiz e 30 minutes
Weekly Book Hook Theme Ideas www.CarolHurst.com/subjects/subjects.html • Author • Historical Event (WW2, Hiroshima, Gold Rush, Pioneering, Colonialism) • Struggle • Race • Gender Issues • Big Questions (Why hate? Why love?)
Weekly Theme: Dealing with Change in Life The Dust Bowl Out of the Dust A Year Down Yonder Bud Not Buddy
Weekly Theme: Freedom and the Loss of Freedom Sweet Clara and the Freedom Quilt Jip: His Story To Be a Slave
Weekly Theme: Prejudice Day 1 Dr. King uses some very interesting wording in his speeches. [Give one example] How would you have said the same thing? (MC text to self) For what purposes should someone use these books? (MC text to text)
Day 2 Why do you think that Dr. King’s sister would decide to write a book about her brother? (Making Inferences) How does Ms. Anderson’s personality contribute to her success or failure? (Making Inferences) How do these two books add to the information that we discussed yesterday? (MC text to text)
Day 3 How do the events in the passages from these two books relate to what was going on in the world during the stories’ time periods? (MC text to world) What questions do you have about the time period in which these books took place? (Questioning) What kind of text could you use to find answers to your questions? (MC text to text)
Day 4 As I read from this book, I want you to make a picture in your head of the characters and the setting. Be ready to tell me what you see. (Visualization)
DAY 5 Today’s books are different from the books we’ve book talked the other days this week, but they have a similar theme. How are they different? (MC text to text) What seems to be the theme for this week’s books? (Synthesis)
Online Resources • http://www.gifted.uconn.edu/semr • Beth Newingham’s website • Amazon Trailer of The Graveyard Book • The Book Hive
http://www.bookhive.org/
http://nancykeane.com/rl/
Semr presentation for august 9, 2012
Phase 2 Pg. 113 Phase 2 - Training & Self- Selected Reading Training and discussions on Supported Independent Supported Independent Reading Reading (SIR) using One-on-one teacher individual conferences conferences on higher level reading strategy and and differentiated instruction reading instruction Bookmarks for students posing higher-order questions regarding character, plot, setting, considering the story, and other useful topics. Type II Activities
Talk & Do Listen 30 minutes 30 minutes Synthesize 30 minutes
Supported Independent Reading was not sustained silent reading
Individualizing and Differentiating Conferences It is important to remember that not all students will need the same strategy instruction at the very same time, but that all students need some instruction if they are reading a book that is adequately challenging. For that reason, be sure that strategy instruction is integrated throughout conferences and differentiated to meet the needs of individual students.
Phase Two Goals • Students will . . .  Enjoy reading books of their own selection  Read appropriately challenging books (1 to 1.5 above their current reading level)  Develop self-regulation skills to enable them to read appropriately challenging books for at least 25-35 minutes each day  Have individualized reading instruction that is tailored to each student’s needs
Phase 2 is a time that the students can’t wait for. Being able to sit anywhere in the class, in any position that they want helps them to really dive deep into their reading.
Common Conference Elements: Beginning Element Teacher Action Welcome student and Greeting establish positive rapport Check reading log and book Monitor reading habits choice Determine book match and Assess student’s oral reading needs reading with chosen text p. 96-97
Common Conference Elements: Core Element Teacher Action Ask questions, prompt Monitor comprehension thinking, and engage student in conversation about book Provide reading strategy Identify applicable reading instruction and scaffold strategies student’s strategy use Support decoding and Attend to word-level needs vocabulary knowledge
Common Conference Elements: Conclusion Element Teacher Action Praise student’s reading Engender positive feelings effort Support reading Help the student set reading independence goals - Sweeny, 2008
Developing Conference Skills • Maintaining brevity and efficiency • Differentiating questions and strategies • Ensuring self-regulation in the rest of the class • Determining documentation that works for you
―I have truly found the SEM-R model to be one of the most beneficial reading programs in which students gained the most academically in comparison to the reading curriculum of prior years.‖
I have a class full of extremely enthusiastic readers who look forward to independent reading.
Having them read out of their comfort zone (current reading level or lower) has proven to stretch their minds in ways that have amazed me. They have learned how to select books that are a challenge to them, and devour them, to only quickly get another that is one their reading list.
I have seen gains in their fluency, comprehension, as well as word skills. It is truly amazing.
• The conversation structure, content, & tone • Strategies used by teachers • Responses of students Differentiated Reading Conferences
Semr presentation for august 9, 2012
Semr presentation for august 9, 2012
The individual conferences were so helpful. My average to above average readers really surprised me. They went beyond what I ever thought they could do with advanced thinking skills and questioning skills. ~ Treatment Teacher
Conferencing Questions
In the beginning my kids looked at me as if I had two heads when I took the books away from them and told them that they were reading a book that was too easy for them. ~ Treatment Teacher
Explicit Strategy Instruction Support the struggling reader: i. Decoding ii. Fluency Foster Comprehension: i. Synthesizing ii. Making inferences iii. Making connections iv. Determining importance v. Visualizing vi. Questioning vii. Metacognition
The one on one five minute conferences are the best way for me to monitor each child’s unique learning needs, and be able to use strategies individually for each student that benefits them the most.
The five minutes with each has been a favorite time for my students, and many times I have had to cut them off.
Table Talk I’m concerned about my talented readers. Many have the ability to read at a college level, but I’m worried about adult content and fielding calls from alarmed parents. What can I do to avoid pitfalls and still find challenging, interesting books for my students?
Table Talk I know I need to differentiate my reading conferences, but I am also trying to get all my students to focus on theme as a literary element right now. Can I ask everybody the same questions, or do I need to come up with different questions for every student?
I chose to go to them for the conferences to help make them feel more comfortable, and keep them in their reading mode with the least interruption.
While conferencing with them I have had to get into some funny positions! 
Semr presentation for august 9, 2012
After our conference is done they pick up where they left off, and stay glued to the book until time is up, at which time everyone MOANS!
I am able to stretch their minds with the higher level questions that I used in every conference. I absolutely love the bookmarks, and placed them on rings to use.
Reading Strategies Making Making Making Connections Connections Connections Determining Determining Determining Importance Importance Importance Questioning Questioning Questioning Visualizing Visualizing/ Visualizing & Sensory Images Inferring Making Making Inferences Inferences Summarizing Synthesizing Synthesizing Metacognition Paris, 2004 Keene & Zimmerman, 1997 Harvey & Goudvis, 2000
Synthesizing Synthesizing is a process of culling through much information to describe or retell the details as a salient whole. Often, synthesis includes projecting knowledge into a new context or setting as well. Examples: Compare the main character’s personality at the beginning of the story to his or her personality at the end? If you were to visit the setting of the story, what would you pack to help you survive there?
Making Connections Making connections allows readers to bring background knowledge (activate schema) and, therefore, a deeper understanding to the texts they read. Examples: How does this story relate to your own life? Does this book remind you of another book that you have read? Do you think your friends would enjoy meeting the main character?
Making Connections Includes Text to self A text to self connection involves the reader making an authentic connection between someone or something in the story to themselves. Text to world A text to world connection is when the reader makes a connection between the text and something that has happened or is happening in the world. Text to text A text to text connection is when the reader can find a commonality between two texts. In this case, a text is anything written, (i.e., a book, a poem, or a song).
Making Inferences Inferences are things that a reader concludes from reading that are not directly stated in the text. Examples: Why did the author write this book? List details about the setting that might help determine where the story takes place.
Questioning Questioning occurs as readers ask themselves questions about the text that they are reading. Examples: What is one big question you still have after reading this book? What questions are you thinking about as you read?
Visualizing Visualizing involves making pictures in one’s brain of what is going on in a scene or story that is read or heard. Examples: Which scene would you most like to illustrate? Why? How do you picture the main character?
Determining Importance Students must evaluate material to figure out which parts are most important or valuable to use in building understanding of the text. Examples: What were some of the most important parts in the story? How does the main character stand out from the other characters?
Metacognition Metacognition is thinking about one’s own thinking. Enhancing metacognition during reading draws the reader’s attention to the processes they are using as they read so that they can be more cognizant of them. Examples: How has the book influenced your viewpoint? Has any part of the book confused you?
Using the Bookmarks to Support Read-Aloud • The bookmarks are based on literary techniques as well as reading comprehension strategies.
Talk & Do Listen 30 minutes 30 minutes Synthesiz e 30 minutes
Knowledge Making Inferences Making Inferences Making Connections (T-S) Making Connections (T-W) Synthesis
Page 105
Student reflection on reading Student participation in assessment and review Explicit strategy instruction Purpose for reading and goal setting Efficacy building via specific feedback
Table Talk What do we do with Amanda? Every time I conference with Amanda she is reading the same simple book. However, she’s a really talented reader who deserves to be challenged!
Talk & Do Listen 30 minutes 30 minutes Synthesiz e 30 minutes
Strategies and Areas of Focus for Conferences Category Strategy/Focus Area Background knowledge, compare/contrast, inferring, Comprehension main idea, metacognition, predicting, questioning, sequencing, summarizing, visualizing Connections Text-to-text, text-to-self, text-to-world Higher-level thinking Analysis, evaluation, judgment, synthesis Text characteristics Genres, Narrative elements, Non-narrative elements Literary elements Author’s craft, theme Word-level Decoding, fluency, pace, rereading, skimming, skipping, instruction syllabication, vocabulary Affective response, autonomy, habits, locating evidence Habits & attitude in text, previewing selection, setting purpose Book selection Appropriate, easy, difficult, purpose for selection
Enjoyable activities, in contrast, ―are not natural; they demand an effort that initially one is reluctant to make. But once the interaction starts to provide feedback to the person’s skills, it usually begins to be intrinsically rewarding‖ — Csikszentmihalyi, 1990
SIR Conference Rubric Student Name: _________________________________________________________ Date: __________________ Teacher: ___________________ ALWAYS USUALLY RARELY NEVER Student usesthe reading process ef ectively. f 3 2 1 0 Uses strategies to determine meaning & increase vocabulary: conte xt cl e s u The student constructs meaning from a wide range of texts. 3 2 1 0 Determines main ide a/de tails, se que nce events. Identifies authorÕs purpose . Recognizes use of compare & contrast The student understands the common features of literary forms. 3 2 1 0 Understands the development of plot. Knows the similarities & differences among characte rs, se ttings, and eve nts. The student responds critically to fiction, non-fiction, poetry, & drama. 3 2 1 0 Student identifies cause and e ffect relationships in literary text. TOTAL SCORE: ______/12 12-11= A 10- 9= B 8-7= C 6-4= D 3-below= F Are a(s) of Conce rn (circle): LA.A.1.2.3- context clues LA.A.2.2.1- main idea, details LA.A.2.2.1- sequence p LA.E.1.2.2- plot LA.A.2.2.2- authorÕs urpose LA.A.2.2.7- compare & contrast LA.A.2.2.8 & LA.A.2.2.5- graphic sources LA.E.1.2.3- characters LA.E.2.2.1- cause & effect Henegar 2005 Comments:
Classroom Management • Strategies to support self-regulation – Suns and Clouds – Teacher moving around the classroom – Have students use post-its when they have a question about a word – Students who are really struggling: • Personal timer (10 minutes) • Listen to books on CD • Get up, get a drink, stretch
Classroom Management • Set ground rules: – State your expectations in advance of the conferences – Keep conference interruptions to a minimum • Let the students decide how long reading time is. When the majority of students have lost focus, time is up.
Semr presentation for august 9, 2012
Phase 3 Pg. 130 Phase 3 - Interest & Choice Components Introducing creative Interest and Choice thinking Exploring the Internet Increasing degree of student selection Genre studies Literary exploration Responding to books Investigation centers Focus on biographies Buddy reading Books on tape Literature circles Creative or expository writing Type III investigations Type II & Type III Investigations
Talk & Do Listen 15 minutes 15 minutes Synthesize 10 minutes
Phase three in my classroom has been reserved for Fridays. It makes Friday a time in which students look forward to, by being able to buddy read, work on a book share project, creative training, listening centers, literature circles, etc.
The commitment to their chosen activity was definitely seen through the dedication that took place.
Components of the SEM-R Framework Phase 1 - Exposure Phase 2 - Training & Self- Phase 3 - Interest & Selected Reading Choice Components • High-interest books to Training and discussions on Introducing creative read aloud Supported Independent thinking • Higher-order thinking Reading Exploring the Internet probing questions Supported Independent Genre studies • Bookmarks for teachers Reading Literary exploration with questions regarding One-on-one teacher Responding to books Investigation centers Bloom's Taxonomy, conferences on reading Focus on biographies biography, character, strategies and instruction Buddy reading illustrations and other Bookmarks for students Books on tape topics relevant to the posing higher-order Literature circles study of literature questions regarding Creative or expository character, plot, setting, writing considering the story, and Type III investigations other useful topics. Type II & Type III Type I Activities Type II Activities Investigations
Interests Choices Enrichment
Phase 3 Projects • Build on student interest • Encourage independence • Allow work with complex and abstract ideas • Enable long-term and in-depth work on topics of interest • Develop task commitment and self-regulation • Teach planning and research skills at advanced levels
Phase 3 Choices • Buddy reading • Literature circles • Creativity training exercises • Independent projects • Online reading and research
Talk & Do Listen 30 minutes 30 minutes Synthesiz e 30 minutes
Talk & Do Listen 30 minutes 30 minutes Synthesiz e 30 minutes
Technology and Phase 3 Accessing e-books and audio books Contacting children’s authors on-line Accessing writers’ web pages Webquests
Semr presentation for august 9, 2012
Things to discuss, decide, and plan: • Student reading logs • Scheduling • Teaming? • Resources • Leveling books in your classroom library
I would love to see SEM-R taking place in all schools, as it has shown me that this really is a beneficial way for kids to become the best readers. I definitely will use this next year with my new class! I am proud to say I have a classroom of READERS!
We are teaching kids to enjoy reading, and along with that they are making big strides academically. We need to reach all students so that they do become lifelong readers, which lead to lifelong learners who are successful! Thank you for offering this pilot program, I am thrilled to have had a chance to participate in it.
Semr presentation for august 9, 2012
How is using the SEM-R like eating a tomato?
“In a completely rational society, the best of us would aspire to be teachers and the rest of us would have to settle for something less, because passing civilization along from one generation to the next ought to be the highest honor and the highest responsibility anyone could have.” -Lee Iacocca
Thank you! For more information, contact: fogartye@ecu.edu
Exit Ticket for Day 1 Something I learned today is . . . Something I’m still wondering about is . . .
Self-Regulated Learning Zimmerman (1989) defined self-regulated learning as involving the regulation of three general aspects of academic learning. First, self-regulation of behavior • active control of various resources students have available- such as time, study environment-where they study • use of peers and faculty members to help Second, self-regulation of motivation and affect • controlling and changing motivational beliefs such as self-efficacy and goal orientation • controlling emotions and affect in ways that improve learning. Third, self-regulation of cognition • control of various cognitive strategies for learning such as the use of deep processing strategies for better learning and increased performance.
Self-Regulation in Phase Two Self-regulation before reading - • Which book will I read? • Where will I read? • Will this location allow me to focus on my reading? • What will my reading focus be? • Do I have all my SEM-R materials?
Self-Regulation in Phase Two - continued Self-regulation during reading - • Am I focused on my reading? • Am I being distracted? By what? • How can I encourage myself to stay focused? • What questions do I have?
Sample Self-Regulation Rubric Rate yourself on each question on a scale from 1-4: 4 3 2 1 I really need to All the time Most of the time Some of the time focus on this • Did I have all of my SEM-R materials? • Did I remain in my reading area? • Was I focused for the entire SEM-R time? • If I got distracted was I able to refocus quickly?
Tools and Techniques to Support SIR • Self-regulation systems • Sticky notes • Signal cards • Timer • Personal CD players
Your Turn: Create Your Own Theme Book Lists • Create a week-long series of book hooks • Work alone, in pairs, or small groups (by grade level, for instance) • Use library resources and computers GOAL: Create a themed book hook list for a week

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Semr presentation for august 9, 2012

  • 1. SEM-R Schoolwide Enrichment Model - Reading Presentation for Orange County Public School District Dr. Elizabeth Fogarty East Carolina University [email protected]
  • 2. NRC The National Research Center G/T on the Gifted and Talented www.gifted.uconn.edu
  • 3. Our Agenda AM – What is the SEM-R? 10:00 am = Break Phase I: Book Hooks Phase 2: Supported Independent Reading 11:30-12:45pm = Lunch PM – Phase 2 Continued Phase 3: Challenge and Choice Break Your Questions and Concerns
  • 4. Our Sessions Talk & Do Listen 30 minutes 30 minutes Synthesize 30 minutes
  • 5. Today’s Objective O Participants will utilize book hooks, conferencing, and enrichment experiences to create a differentiated reading environment to meet the needs of individual students.
  • 8. To Kill a Mockingbird Miss Caroline writes the alphabet on the board and Scout reads it through easily. Suspicious, Miss Caroline asks Scout to read from the reader and from the local paper. Then she forbids Scout to let Atticus teach her to read anymore. Miss Caroline tells her she can not read at home anymore. Scout explains she doesn't remember learning how to read, but it seems she always knew how. When Miss Caroline forbids her to continue reading, Scout realizes how important it is to her: "Until I feared I would lose it, I never loved to read. One does not love breathing."
  • 9. Think Back… Choral Reading Waiting to Read Waiting for others to catch up
  • 10. What is ―Good Reading Instruction?‖ Questions Answers 1. How is reading taught at your school? 2. What’s the purpose of teaching reading? 3. What skills do we want our readers to be able to use? 4. What are the goals of good reading instruction?
  • 11. Many (but not all) talented readers read early • Read at least two grade levels above chronological grade placement • Begin reading early and may be self-taught
  • 12. Talented readers enjoy the process of reading • Seek and enjoy • Read avidly and depth and with enjoyment complexity in • Use reading reading differently for • Develop a deeper different purposes understanding of • Thirst for insight particular topics and knowledge through reading through reading • Demonstrate • Pursue varied preferences for non- interests in texts fiction • View books as a • Pursue interest- way to explore the based reading richness of life opportunities
  • 13. Talented readers have advanced language skills. • Enjoy the subtleties and complexities of language • Demonstrate advanced understanding of language • Use expansive vocabulary • Use reading to acquire a large repertoire of language skills • Use language for humor • Use colorful and descriptive phrasing • Demonstrate ease in use of language
  • 14. Talented readers demonstrate advanced processing skills • Retain a large quantity of information for retrieval • Automatically integrate prior knowledge in reading • Utilize higher-order thinking skills such as analysis and synthesis • Process information and thoughts at an accelerated pace • Synthesize ideas in a comprehensive way • Perceive unusual relationships • Grasp complex ideas and nuances
  • 15. Time Spent Reading in School Study by John Goodlad in A Place Called School Elementary 6% Middle 3% High 2%
  • 16. "I didn't actually read the book, but I did play the video game loosely based on it."
  • 17. Three Goals of SEM-R To increase enjoyment in reading To improve reading fluency, comprehension, and increase reading achievement To encourage students to pursue challenging independent reading
  • 18. Focus of SEM-R • Joyful reading • Reading above level • Acknowledging and celebrating students’ interests and strengths • Challenging conversations about reading • Increased self-regulation
  • 19. Three-Legged Stool Renzulli (1977) Enrichment Triad Model
  • 20. The Enrichment Triad Model (Renzulli, 1977) Type I Type II General Group Training Exploratory Activities Activities Type III Individual & Small Group Investigations of Real Problems
  • 21. Key Concepts for Types I, II, & III Enrichment Exposure to new books and genres Self-selection and choice Training in self-regulation and reading strategies and skills
  • 22. Three-Legged Stool Renzulli (1977) Enrichment Triad Model Vygotsky (1962) Zone of Proximal Development
  • 23. Zone of Proximal Development If the environment presents no such [challenging] tasks to the adolescent, makes no new demands on him, and does not stimulate his intellect by providing a sequence of new goals, his thinking fails to reach the highest stages, or reaches them with great delay. ~ Vygotsky
  • 24. … the only books that influence us are those for which we are ready, and which have gone a little further down our particular path than we have gone ourselves. ~ E. M. Forster, English novelist
  • 25. Three-Legged Stool Renzulli (1977) Enrichment Triad Model Vygotsky (1962) National Reading Panel Zone of Proximal (2000) Development Need for further research
  • 26. Components of the SEM-R Framework Phase 2 - Training & Self- Phase 3 - Interest & Phase 1 - Exposure Selected Reading Choice Components • High-interest book Training and discussions Introducing creative hooks for read aloud on Supported thinking Increasing degree of student selection Independent Reading Exploring the Internet • Higher-order thinking One-on-one teacher Genre studies probing questions conferences on higher Literary exploration • Bookmarks for level reading strategy Responding to books teachers with and instruction Investigation centers questions focusing on Bookmarks for students Focus on biographies advanced thinking posing higher-order Buddy reading skills and reading skill questions regarding Books on tape instruction that is character, plot, setting, Literature circles relevant to a broad Creative or expository considering the story, range of literature writing and other useful topics. Type III investigations Type II & Type III Type I Activities Type II Activities Investigations
  • 27. Phase 1 - Exposure Phase 1 • High-interest book hooks for read aloud Exposure - Book Hooks: • Higher-order thinking High interest read probing questions alouds and higher • Bookmarks for teachers with questions focusing order questions on advanced thinking skills and reading skill instruction that is relevant to a broad range of literature Type I Activities
  • 29. Phase 2 - Training & Self- Selected Reading Phase 2 Training and discussions on Supported Independent Supported Independent Reading Reading (SIR) using One-on-one teacher individual conferences conferences on higher level reading strategy and and differentiated instruction reading instruction Bookmarks for students posing higher-order questions regarding character, plot, setting, considering the story, and other useful topics. Type II Activities
  • 31. At first, I just wanted them to finish a book. Then I became more confident and would say, Come on now, that is just too easy for you. They would smile, because they knew I was right. ~ Treatment Teacher
  • 32. Phase 3 Phase 3 - Interest & Choice Components Introducing creative Interest and Choice thinking Exploring the Internet Increasing degree of student selection Genre studies Literary exploration Responding to books Investigation centers Focus on biographies Buddy reading Books on tape Literature circles Creative or expository writing Type III investigations Type II & Type III Investigations
  • 33. In the beginning, I did not realize how much middle of the road reading instruction I did and how few of my kids I really challenged. ~ Treatment Teacher
  • 34. Findings related to self-regulation in and task commitment in reading
  • 35. In the SEM-R, our focus was on helping children shift from LEARNING TO READ to READING TO LEARN!
  • 36. “We do not need to burn books to kill our civilization; we need only to leave them unread for a generation.” —R. M. Hutchins
  • 37. A focus of our work in The Schoolwide Enrichment Model is to increase enrichment opportunities and achievement and provide differentiated instruction for all students, the core of SEM-R. A rising tide lifts all ships…
  • 38. Joyful Reading - Pg. 9 Components of the SEM-R Framework Phase 1 - Exposure Phase 2 - Training & Self- Phase 3 - Interest & Selected Reading Choice Components • High-interest books to read Training and discussions on Introducing creative aloud Supported Independent thinking • Higher-order thinking Reading Exploring the Internet probing questions Supported Independent Genre studies • Bookmarks for teachers Reading Literary exploration with questions regarding One-on-one teacher Responding to books Investigation centers Bloom's Taxonomy, conferences on reading Focus on biographies biography, character, strategies and instruction Buddy reading illustrations and other Bookmarks for students Books on tape topics relevant to the posing higher-order questions Literature circles study of literature regarding character, plot, Creative or expository setting, considering the story, writing and other useful topics. Type III investigations Type II & Type III Type I Activities Type II Activities Investigations
  • 39. Find Someone Who. . . 1. On a piece of paper, list your five favorite books. 2. In a minute, you will have five minutes to find others who have also read those books. 3. Try to find a different name for each book title.
  • 40. Pg. 87 Phase 1 - Exposure Phase 1 • High-interest book hooks for read aloud Exposure - Book Hooks: • Higher-order thinking High interest read probing questions alouds and higher • Bookmarks for teachers with questions focusing order questions on advanced thinking skills and reading skill instruction that is relevant to a broad range of literature Type I Activities
  • 41. Talk & Do Listen 30 minutes 30 minutes Synthesize 30 minutes
  • 42. In the SEM-R, the focus was not on me teaching, but rather on them learning. I did not have to spend hours on a lesson plan. Instead, I spent my time thinking of what to read to my students to get them excited about reading. ~ Treatment Teacher
  • 43. Getting to Know You! 1. Think back: What was your favorite book as a child? 2. Share a memory about this book (or another book) with your neighbor. • What did you like about it? • What made it special to you? • What associations do you have with this book?
  • 45. The students have broadened their reading choices due to the fact that they have been introduced to all the genres, and many nonfiction and fiction books, that they may have never picked up.
  • 46. A Primary Focus Before you read aloud -- Take Three! 1. Exposure: Share why or how you chose the book. 2. Critical Thinking: Choose a question, theme, or strategy to guide your discussion about the literature. 3. Connections: Consider links to other books, websites, art, experiences, activities, or projects.
  • 47. Teacher Read Aloud Guidelines in Phase One • Use a book you enjoy. • Match the book to your audience. • Illustrate reading strategies • Change intonation, speed, and volume. • Leave them wanting to hear more. • Scaffold higher level thinking skills. • Choose multiple books by the same author. • Change genres and styles often. • Utilize great books on tape.
  • 50. Developing a Question • Help your students see themselves as investigators collecting evidence: – Ask open-ended questions. – Tie answers back to the text. – Modeling is a Must! – Consider creative, offbeat ideas a bonus.
  • 51. Jacket – Author information – Back cover – illustration Publication nformation Why you enjoy the book
  • 55. Table Talk Every time I introduce a new book during Phase 1, five students seem to want to read it right away! What should I do? What about the students in my subsequent class periods?
  • 57. Complexity of Ideas and Content ‘The student, said the teacher, is crazy. The student said the teacher is crazy.’
  • 58. Complexity of Ideas and Content ‘Before fun was invented, people joined bell-ringing clubs. As a member at Boston’s Old North Church, Paul spent hours practicing in the belfry tower.’
  • 59. Text Level ‘Right away I saw a cloud that would make a wonderful tattoo; it looked exactly like a dog, if dogs had only two legs – on the top, not the bottom. I am not allowed to have tattoos yet …’
  • 60. Text Level ‘All the kids in the room made sounds as if they thought a talent show was exciting news. Except me, because it was N- O-T, not. But okay, fine, it wasn’t boring, either.’
  • 61. Text Level ‘But though he’s helped me make sense of what’s happened, and has earned my loyalty, the entire business is so extraordinarily secretive and complicated that I’ve long been convinced I will never learn anything about my past.’
  • 62. Text Level ‘The first place that I can well remember was a large, pleasant meadow. Over the hedge on one side we looked into a plowed field, and on the other, the gate to our mater’s house.’
  • 63. Text Level ‘After sitting atop a virtual bomb and traveling nearly half a million miles; after battling 1202 alarms, low fuel, and frozen fuel slugs; after walking on an airless rock; . . .’ Given to the most distinguished children’s informational book published in the preceding year.
  • 65. Text Level ‘That year at Perkins had also given Helen a glimpse of her own future. She had learned about another deaf-blind boy named Tommy Stringer. Five-year-old Tommy had lived in a poor house and …’
  • 67. Talk & Do Listen 30 minutes 30 minutes Synthesiz e 30 minutes
  • 68. Your Turn 1. Briefly examine a book on your table and look for a passage you might read aloud. 2. Decide which bookmark question and/or reading strategy you might use to guide a book hook from this book. 3. What other resources might you connect to this text?
  • 69. Talk & Do Listen 30 minutes 30 minutes Synthesiz e 30 minutes
  • 70. Weekly Book Hook Theme Ideas www.CarolHurst.com/subjects/subjects.html • Author • Historical Event (WW2, Hiroshima, Gold Rush, Pioneering, Colonialism) • Struggle • Race • Gender Issues • Big Questions (Why hate? Why love?)
  • 71. Weekly Theme: Dealing with Change in Life The Dust Bowl Out of the Dust A Year Down Yonder Bud Not Buddy
  • 72. Weekly Theme: Freedom and the Loss of Freedom Sweet Clara and the Freedom Quilt Jip: His Story To Be a Slave
  • 73. Weekly Theme: Prejudice Day 1 Dr. King uses some very interesting wording in his speeches. [Give one example] How would you have said the same thing? (MC text to self) For what purposes should someone use these books? (MC text to text)
  • 74. Day 2 Why do you think that Dr. King’s sister would decide to write a book about her brother? (Making Inferences) How does Ms. Anderson’s personality contribute to her success or failure? (Making Inferences) How do these two books add to the information that we discussed yesterday? (MC text to text)
  • 75. Day 3 How do the events in the passages from these two books relate to what was going on in the world during the stories’ time periods? (MC text to world) What questions do you have about the time period in which these books took place? (Questioning) What kind of text could you use to find answers to your questions? (MC text to text)
  • 76. Day 4 As I read from this book, I want you to make a picture in your head of the characters and the setting. Be ready to tell me what you see. (Visualization)
  • 77. DAY 5 Today’s books are different from the books we’ve book talked the other days this week, but they have a similar theme. How are they different? (MC text to text) What seems to be the theme for this week’s books? (Synthesis)
  • 78. Online Resources • http://www.gifted.uconn.edu/semr • Beth Newingham’s website • Amazon Trailer of The Graveyard Book • The Book Hive
  • 82. Phase 2 Pg. 113 Phase 2 - Training & Self- Selected Reading Training and discussions on Supported Independent Supported Independent Reading Reading (SIR) using One-on-one teacher individual conferences conferences on higher level reading strategy and and differentiated instruction reading instruction Bookmarks for students posing higher-order questions regarding character, plot, setting, considering the story, and other useful topics. Type II Activities
  • 83. Talk & Do Listen 30 minutes 30 minutes Synthesize 30 minutes
  • 84. Supported Independent Reading was not sustained silent reading
  • 85. Individualizing and Differentiating Conferences It is important to remember that not all students will need the same strategy instruction at the very same time, but that all students need some instruction if they are reading a book that is adequately challenging. For that reason, be sure that strategy instruction is integrated throughout conferences and differentiated to meet the needs of individual students.
  • 86. Phase Two Goals • Students will . . .  Enjoy reading books of their own selection  Read appropriately challenging books (1 to 1.5 above their current reading level)  Develop self-regulation skills to enable them to read appropriately challenging books for at least 25-35 minutes each day  Have individualized reading instruction that is tailored to each student’s needs
  • 87. Phase 2 is a time that the students can’t wait for. Being able to sit anywhere in the class, in any position that they want helps them to really dive deep into their reading.
  • 88. Common Conference Elements: Beginning Element Teacher Action Welcome student and Greeting establish positive rapport Check reading log and book Monitor reading habits choice Determine book match and Assess student’s oral reading needs reading with chosen text p. 96-97
  • 89. Common Conference Elements: Core Element Teacher Action Ask questions, prompt Monitor comprehension thinking, and engage student in conversation about book Provide reading strategy Identify applicable reading instruction and scaffold strategies student’s strategy use Support decoding and Attend to word-level needs vocabulary knowledge
  • 90. Common Conference Elements: Conclusion Element Teacher Action Praise student’s reading Engender positive feelings effort Support reading Help the student set reading independence goals - Sweeny, 2008
  • 91. Developing Conference Skills • Maintaining brevity and efficiency • Differentiating questions and strategies • Ensuring self-regulation in the rest of the class • Determining documentation that works for you
  • 92. ―I have truly found the SEM-R model to be one of the most beneficial reading programs in which students gained the most academically in comparison to the reading curriculum of prior years.‖
  • 93. I have a class full of extremely enthusiastic readers who look forward to independent reading.
  • 94. Having them read out of their comfort zone (current reading level or lower) has proven to stretch their minds in ways that have amazed me. They have learned how to select books that are a challenge to them, and devour them, to only quickly get another that is one their reading list.
  • 95. I have seen gains in their fluency, comprehension, as well as word skills. It is truly amazing.
  • 96. • The conversation structure, content, & tone • Strategies used by teachers • Responses of students Differentiated Reading Conferences
  • 99. The individual conferences were so helpful. My average to above average readers really surprised me. They went beyond what I ever thought they could do with advanced thinking skills and questioning skills. ~ Treatment Teacher
  • 101. In the beginning my kids looked at me as if I had two heads when I took the books away from them and told them that they were reading a book that was too easy for them. ~ Treatment Teacher
  • 102. Explicit Strategy Instruction Support the struggling reader: i. Decoding ii. Fluency Foster Comprehension: i. Synthesizing ii. Making inferences iii. Making connections iv. Determining importance v. Visualizing vi. Questioning vii. Metacognition
  • 103. The one on one five minute conferences are the best way for me to monitor each child’s unique learning needs, and be able to use strategies individually for each student that benefits them the most.
  • 104. The five minutes with each has been a favorite time for my students, and many times I have had to cut them off.
  • 105. Table Talk I’m concerned about my talented readers. Many have the ability to read at a college level, but I’m worried about adult content and fielding calls from alarmed parents. What can I do to avoid pitfalls and still find challenging, interesting books for my students?
  • 106. Table Talk I know I need to differentiate my reading conferences, but I am also trying to get all my students to focus on theme as a literary element right now. Can I ask everybody the same questions, or do I need to come up with different questions for every student?
  • 107. I chose to go to them for the conferences to help make them feel more comfortable, and keep them in their reading mode with the least interruption.
  • 108. While conferencing with them I have had to get into some funny positions! 
  • 110. After our conference is done they pick up where they left off, and stay glued to the book until time is up, at which time everyone MOANS!
  • 111. I am able to stretch their minds with the higher level questions that I used in every conference. I absolutely love the bookmarks, and placed them on rings to use.
  • 112. Reading Strategies Making Making Making Connections Connections Connections Determining Determining Determining Importance Importance Importance Questioning Questioning Questioning Visualizing Visualizing/ Visualizing & Sensory Images Inferring Making Making Inferences Inferences Summarizing Synthesizing Synthesizing Metacognition Paris, 2004 Keene & Zimmerman, 1997 Harvey & Goudvis, 2000
  • 113. Synthesizing Synthesizing is a process of culling through much information to describe or retell the details as a salient whole. Often, synthesis includes projecting knowledge into a new context or setting as well. Examples: Compare the main character’s personality at the beginning of the story to his or her personality at the end? If you were to visit the setting of the story, what would you pack to help you survive there?
  • 114. Making Connections Making connections allows readers to bring background knowledge (activate schema) and, therefore, a deeper understanding to the texts they read. Examples: How does this story relate to your own life? Does this book remind you of another book that you have read? Do you think your friends would enjoy meeting the main character?
  • 115. Making Connections Includes Text to self A text to self connection involves the reader making an authentic connection between someone or something in the story to themselves. Text to world A text to world connection is when the reader makes a connection between the text and something that has happened or is happening in the world. Text to text A text to text connection is when the reader can find a commonality between two texts. In this case, a text is anything written, (i.e., a book, a poem, or a song).
  • 116. Making Inferences Inferences are things that a reader concludes from reading that are not directly stated in the text. Examples: Why did the author write this book? List details about the setting that might help determine where the story takes place.
  • 117. Questioning Questioning occurs as readers ask themselves questions about the text that they are reading. Examples: What is one big question you still have after reading this book? What questions are you thinking about as you read?
  • 118. Visualizing Visualizing involves making pictures in one’s brain of what is going on in a scene or story that is read or heard. Examples: Which scene would you most like to illustrate? Why? How do you picture the main character?
  • 119. Determining Importance Students must evaluate material to figure out which parts are most important or valuable to use in building understanding of the text. Examples: What were some of the most important parts in the story? How does the main character stand out from the other characters?
  • 120. Metacognition Metacognition is thinking about one’s own thinking. Enhancing metacognition during reading draws the reader’s attention to the processes they are using as they read so that they can be more cognizant of them. Examples: How has the book influenced your viewpoint? Has any part of the book confused you?
  • 121. Using the Bookmarks to Support Read-Aloud • The bookmarks are based on literary techniques as well as reading comprehension strategies.
  • 122. Talk & Do Listen 30 minutes 30 minutes Synthesiz e 30 minutes
  • 123. Knowledge Making Inferences Making Inferences Making Connections (T-S) Making Connections (T-W) Synthesis
  • 125. Student reflection on reading Student participation in assessment and review Explicit strategy instruction Purpose for reading and goal setting Efficacy building via specific feedback
  • 126. Table Talk What do we do with Amanda? Every time I conference with Amanda she is reading the same simple book. However, she’s a really talented reader who deserves to be challenged!
  • 127. Talk & Do Listen 30 minutes 30 minutes Synthesiz e 30 minutes
  • 128. Strategies and Areas of Focus for Conferences Category Strategy/Focus Area Background knowledge, compare/contrast, inferring, Comprehension main idea, metacognition, predicting, questioning, sequencing, summarizing, visualizing Connections Text-to-text, text-to-self, text-to-world Higher-level thinking Analysis, evaluation, judgment, synthesis Text characteristics Genres, Narrative elements, Non-narrative elements Literary elements Author’s craft, theme Word-level Decoding, fluency, pace, rereading, skimming, skipping, instruction syllabication, vocabulary Affective response, autonomy, habits, locating evidence Habits & attitude in text, previewing selection, setting purpose Book selection Appropriate, easy, difficult, purpose for selection
  • 129. Enjoyable activities, in contrast, ―are not natural; they demand an effort that initially one is reluctant to make. But once the interaction starts to provide feedback to the person’s skills, it usually begins to be intrinsically rewarding‖ — Csikszentmihalyi, 1990
  • 130. SIR Conference Rubric Student Name: _________________________________________________________ Date: __________________ Teacher: ___________________ ALWAYS USUALLY RARELY NEVER Student usesthe reading process ef ectively. f 3 2 1 0 Uses strategies to determine meaning & increase vocabulary: conte xt cl e s u The student constructs meaning from a wide range of texts. 3 2 1 0 Determines main ide a/de tails, se que nce events. Identifies authorÕs purpose . Recognizes use of compare & contrast The student understands the common features of literary forms. 3 2 1 0 Understands the development of plot. Knows the similarities & differences among characte rs, se ttings, and eve nts. The student responds critically to fiction, non-fiction, poetry, & drama. 3 2 1 0 Student identifies cause and e ffect relationships in literary text. TOTAL SCORE: ______/12 12-11= A 10- 9= B 8-7= C 6-4= D 3-below= F Are a(s) of Conce rn (circle): LA.A.1.2.3- context clues LA.A.2.2.1- main idea, details LA.A.2.2.1- sequence p LA.E.1.2.2- plot LA.A.2.2.2- authorÕs urpose LA.A.2.2.7- compare & contrast LA.A.2.2.8 & LA.A.2.2.5- graphic sources LA.E.1.2.3- characters LA.E.2.2.1- cause & effect Henegar 2005 Comments:
  • 131. Classroom Management • Strategies to support self-regulation – Suns and Clouds – Teacher moving around the classroom – Have students use post-its when they have a question about a word – Students who are really struggling: • Personal timer (10 minutes) • Listen to books on CD • Get up, get a drink, stretch
  • 132. Classroom Management • Set ground rules: – State your expectations in advance of the conferences – Keep conference interruptions to a minimum • Let the students decide how long reading time is. When the majority of students have lost focus, time is up.
  • 134. Phase 3 Pg. 130 Phase 3 - Interest & Choice Components Introducing creative Interest and Choice thinking Exploring the Internet Increasing degree of student selection Genre studies Literary exploration Responding to books Investigation centers Focus on biographies Buddy reading Books on tape Literature circles Creative or expository writing Type III investigations Type II & Type III Investigations
  • 135. Talk & Do Listen 15 minutes 15 minutes Synthesize 10 minutes
  • 136. Phase three in my classroom has been reserved for Fridays. It makes Friday a time in which students look forward to, by being able to buddy read, work on a book share project, creative training, listening centers, literature circles, etc.
  • 137. The commitment to their chosen activity was definitely seen through the dedication that took place.
  • 138. Components of the SEM-R Framework Phase 1 - Exposure Phase 2 - Training & Self- Phase 3 - Interest & Selected Reading Choice Components • High-interest books to Training and discussions on Introducing creative read aloud Supported Independent thinking • Higher-order thinking Reading Exploring the Internet probing questions Supported Independent Genre studies • Bookmarks for teachers Reading Literary exploration with questions regarding One-on-one teacher Responding to books Investigation centers Bloom's Taxonomy, conferences on reading Focus on biographies biography, character, strategies and instruction Buddy reading illustrations and other Bookmarks for students Books on tape topics relevant to the posing higher-order Literature circles study of literature questions regarding Creative or expository character, plot, setting, writing considering the story, and Type III investigations other useful topics. Type II & Type III Type I Activities Type II Activities Investigations
  • 139. Interests Choices Enrichment
  • 140. Phase 3 Projects • Build on student interest • Encourage independence • Allow work with complex and abstract ideas • Enable long-term and in-depth work on topics of interest • Develop task commitment and self-regulation • Teach planning and research skills at advanced levels
  • 141. Phase 3 Choices • Buddy reading • Literature circles • Creativity training exercises • Independent projects • Online reading and research
  • 142. Talk & Do Listen 30 minutes 30 minutes Synthesiz e 30 minutes
  • 143. Talk & Do Listen 30 minutes 30 minutes Synthesiz e 30 minutes
  • 144. Technology and Phase 3 Accessing e-books and audio books Contacting children’s authors on-line Accessing writers’ web pages Webquests
  • 146. Things to discuss, decide, and plan: • Student reading logs • Scheduling • Teaming? • Resources • Leveling books in your classroom library
  • 147. I would love to see SEM-R taking place in all schools, as it has shown me that this really is a beneficial way for kids to become the best readers. I definitely will use this next year with my new class! I am proud to say I have a classroom of READERS!
  • 148. We are teaching kids to enjoy reading, and along with that they are making big strides academically. We need to reach all students so that they do become lifelong readers, which lead to lifelong learners who are successful! Thank you for offering this pilot program, I am thrilled to have had a chance to participate in it.
  • 150. How is using the SEM-R like eating a tomato?
  • 151. “In a completely rational society, the best of us would aspire to be teachers and the rest of us would have to settle for something less, because passing civilization along from one generation to the next ought to be the highest honor and the highest responsibility anyone could have.” -Lee Iacocca
  • 152. Thank you! For more information, contact: [email protected]
  • 153. Exit Ticket for Day 1 Something I learned today is . . . Something I’m still wondering about is . . .
  • 154. Self-Regulated Learning Zimmerman (1989) defined self-regulated learning as involving the regulation of three general aspects of academic learning. First, self-regulation of behavior • active control of various resources students have available- such as time, study environment-where they study • use of peers and faculty members to help Second, self-regulation of motivation and affect • controlling and changing motivational beliefs such as self-efficacy and goal orientation • controlling emotions and affect in ways that improve learning. Third, self-regulation of cognition • control of various cognitive strategies for learning such as the use of deep processing strategies for better learning and increased performance.
  • 155. Self-Regulation in Phase Two Self-regulation before reading - • Which book will I read? • Where will I read? • Will this location allow me to focus on my reading? • What will my reading focus be? • Do I have all my SEM-R materials?
  • 156. Self-Regulation in Phase Two - continued Self-regulation during reading - • Am I focused on my reading? • Am I being distracted? By what? • How can I encourage myself to stay focused? • What questions do I have?
  • 157. Sample Self-Regulation Rubric Rate yourself on each question on a scale from 1-4: 4 3 2 1 I really need to All the time Most of the time Some of the time focus on this • Did I have all of my SEM-R materials? • Did I remain in my reading area? • Was I focused for the entire SEM-R time? • If I got distracted was I able to refocus quickly?
  • 158. Tools and Techniques to Support SIR • Self-regulation systems • Sticky notes • Signal cards • Timer • Personal CD players
  • 159. Your Turn: Create Your Own Theme Book Lists • Create a week-long series of book hooks • Work alone, in pairs, or small groups (by grade level, for instance) • Use library resources and computers GOAL: Create a themed book hook list for a week

Editor's Notes

  • #38: Biancarosa, C., & Snow, C. E. (2006). Reading next—A vision for action and research in middle andhigh school literacy: A report to Carnegie Corporation of New York (2nd ed.).Washington, DC: Alliancefor Excellent Education. -Page 3-
  • #56: Consider a system for signing up to read the book when it’s available: it could be a list on the board, a sticky note inside the back cover of interested students, or a margarine container where students submit their names and a drawing occurs randomly at the end of the day (sort of like a silent auction)- You may want to have a “display area” (chalk trays work well) where recently featured books are displayed for a certain amount of time or where students who are looking for a new book can peruse. - Another effective strategy is to have related texts (same author, topic, non-fiction, website, etc) and ideas available for interested students
  • #69: Good book choices for this activity:- The Librarian of Basra If the World Were a Village Science Verse John, Paul, George, and Ben Diary of a Wimpy Kid