semr presentation for confratute - confratute 2015

SEM-RSchoolwide Enrichment

Model - Reading

Presentation for Confratute July 2015

Dr. Elizabeth Fogarty East Carolina University

[email protected]

2lizfogarty.weebly.com

One Size Fits All

Think Back Round Robin Reading

Waiting to Read Waiting for others to catch up

6What is Good Reading Instruction?

Questions Answers

1. How is reading taught at your school?

2. Whats 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?

7lizfogarty.weebly.com

Plan for the Week

Monday: What is the SEM-R? Overview Tuesday: Phase I: Book Hooks Wednesday: Phase 2: Supported Independent Reading Thursday: Phase 3: Challenge and Choice Your Questions and Concerns

This Weeks Objective

O Participants will determine ways they can utilize book hooks, conferencing, and choice activities to enhance the reading instruction in their classrooms.

Who Are Talented Readers?

10

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."

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 depth and complexity in reading

Develop a deeper understanding of particular topics through reading

Demonstrate preferences for non-fiction

Pursue interest-based reading opportunities

Read avidly and with enjoyment

Use reading differently for different purposes

Thirst for insight and knowledge through reading

Pursue varied interests in texts

View books as a way to explore the richness of life

What is School Like for Talented

Readers?

14

"I didn't actually read the book, but I did play the video game loosely based on it."

Lowest Performing Student at a

2nd Grade Reading Level

Heterogeneously Grouped Fifth Grade Classroom

Highest Performing Student at a

12th Grade Reading Level

Time Spent Reading in School

Study by John Goodlad in A Place Called School

Elementary 6%

Middle 3%

High 2%

Three Goals of SEM-RTo increase enjoyment in reading

To encourage students to pursue challenging independent reading

To improve reading fluency, comprehension, and increase reading achievement

Focus of SEM-R

Joyful reading Reading above level Acknowledging and celebrating students interests and strengths

Challenging conversations about reading Increased self-regulation

Components of the SEM-R FrameworkPhase 1 - Exposure Phase 2 - Training & Self-

Selected ReadingPhase 3 - Interest & Choice Components

High-interest books to read aloud

Higher-order thinking probing questions

Bookmarks for teachers with questions regarding Bloom's Taxonomy, biography, character, illustrations and other topics relevant to the study of literature

Training and discussions on Supported Independent Reading

Supported Independent Reading

One-on-one teacher conferences on reading strategies and instruction

Bookmarks for students posing higher-order questions regarding character, plot, setting, considering the story, and other useful topics.

Introducing creative thinking Exploring the Internet 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 I Activities Type II Activities Type II & Type III Investigations

Increasing degree of student selection

Joyful Reading (p. 9)

Phase 1Exposure via Book

Hooks High interest read

alouds and higher order questions

Phase 1 - Exposure

High-interest book hooks for read aloud

Higher-order thinking probing questions

Bookmarks for teachers with questions focusing on advanced thinking skills and reading skill instruction that is relevant to a broad range of literature

Type I Activities

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

The Es of Phase 1

Entice with Book Hooks

Basic Book Hook Jacket

Author information Back cover Illustration

Why you enjoy the book

Engage by Questioning

If I were abook character, I

would be(insert your answer here)

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 Bostons Old North Church, Paul spent hours practicing in the belfry tower.

Complexity of Ideas and Content

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 wasnt boring, either.

Text Level

But though hes helped me make sense of whats happened, and has earned my loyalty, the entire business is so extraordinarily secretive and complicated that Ive 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 maters 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; . . .

Text Level

Given to the most distinguished childrens informational book published in the preceding year.

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

Text Level

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?

Exposure to a Wide Range of Books

Advanced Option

Explore Connections

Fur

Tail

Type III Independent Exploration: Can you find more similarities and differences?

No Tail

910L

990L

820L

740L

Activity Time: Hook Your Friend

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.

Teacher Read AloudGuidelines 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. Invite special guest readers.

Weekly Book Hook Theme Ideas

Author Historical Event (WW2, Hiroshima, Gold

Rush, Pioneering, Colonialism) Struggle Race Gender Issues Big Questions (Why hate? Why love?)

www.CarolHurst.com/subjects/subjects.html

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

Jip: His Story To Be a Slave

Sweet Clara and the Freedom Quilt

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? For what purposes should someone use these books?

(MC text to self)(MC text to text)

Day 2

Why do you think that Dr. Kings sister would decide to write a book about her brother? How does Ms. Andersons personality contribute to her success or failure?

How do these two books add to the information that we discussed yesterday?

(Making Inferences)

(Making Inferences)

(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? What questions do you have about the time period in which these books took place?

What kind of text could you use to find answers to your questions?

(MC text to world)

(Questioning)

(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

Todays books are different from the books weve book talked the other days this week, but they have a similar theme. How are they different?

What seems to be the theme for this weeks books?

(MC text to text)

(Synthesis)

Shout Out: Possible Book Hook Themes

Online Resources

http://www.gifted.uconn.edu/semr

Beth Newinghams website

Amazon Trailer of The Graveyard Book

The Book Hive

http://nancykeane.com/rl/

I know the purpose of the SEM-R is to engage kids in reading appropriately challenging material, but how do I do that within Phase 1 with so many emergent readers?

RESOURCES FOR FINDING BOOKS

Online Book Lists: Science!

ONSTA Outstanding Science Books http://www.nsta.org/publications/ostb/

Robert F. Sibert Medal & Honor Books http://www.ala.org/alsc/awardsgrants/bookmedia/

sibertmedal

Goodreads http://www.goodreads.com/shelf/show/kindergarten-

science

Online Book ResourcesShelfari http://www.shelfari.com/

Google Books http://bit.ly/SEMR_Library_K-3

Amazon http://www.amazon.com

books.google.com

eBookshttp://www.icdlbooks.org/

http://books.google.com https://play.google.com

http://kids.nypl.org/reading/Childrensebooks.cfm

http://www.amazon.com/Kindle-eBooks/b?node=154606011

The Es of Phase 1 Entice with Book Hooks Engage in Questioning with Book Marks Expose Students to a Wide Range Books Explore Connections

Supported Independent Reading using individual conferences and differentiated reading instruction

Phase 2

Phase 2Supported Independent Reading using individual conferences & differentiated reading instruction

Phase 2 - Training & Self-Selected Reading

Training and discussions on Supported Independent Reading

One-on-one teacher conferences on higher level reading strategy and instruction

Bookmarks for students posing questions

Type II Activities

Phase 2 is a time that the students cant 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.

Students will . . . Enjoy reading books of their own selection Read appropriately challenging books Develop self-regulation skills for sustained independent

reading Have individualized reading instruction that is tailored to

each students needs

Phase 2 Goals

The language should make demands on your childs vocabulary. Keep an eye out for descriptive words that stimulate visual imagery. If the language patterns are those of another country or another time, so much the better; your child will be challenged to infer meaning from the context.

Style refers to the use of literary devices such as metaphor, allusion, and symbol. These require the reader to create some of the meaning and will stretch your childs perception.

Seek plots structured in thought-provoking ways. Look for flashbacks, narration that switches from one character to another, and stories that end without a definite resolution. These devices cause the reader to examine a situation from different perspectives.

The setting can be anywherein the real world or in the imaginationor at any time. By reading books that span a wide range of settings, your child can experience ways of living that she may never encounter in her own life. So encourage her to look for books that branch out beyond contemporary American life at least some of the time.

Judith Wynn Halsted

I know the purpose of Phase 2 is engage students in independent reading, but how do I manage conferences that with so many emergent readers?

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 students needs

CONFERENCES PROVIDE:

Support for each students needs Enthusiasm about books Reading skill development Interest-based reading opportunities Self-regulation/monitoring Increasing ability to focus


Opportunity to assess reading level and book match

Thoughtful conversations about literature

Opportunities to use higher order thinking skill questions


Differentiation for all students in Skills Questions Book Selection for OPTIMAL CHALLENGE!

Common Conference Elements: Beginning

Element Teacher Action

Greeting Welcome student and establish positive rapport

Monitor reading habits Check reading log and book choice

Determine book match and reading needs

Assess students oral reading with chosen text

Student keeping a record

Student tracking progress

Student assessment of goal attainment

Higher order thinking & metacognitive strategy

use

Student reflection on reading

Student participation in assessment and review

Explicit strategy instruction

Purpose for reading and goal setting

Efficacy building via specific feedback


Monitor comprehensionAsk questions, prompt thinking, and engage student in conversation about book

Identify applicable reading strategies

Provide reading strategy instruction and scaffold students strategy use

Attend to word-level needs Support decoding and vocabulary knowledge

Common Conference Elements: Core


Engender positive feelings Praise students reading effort

Support reading independence

Help the student set reading goals

(Sweeny, 2008)

Common Conference Elements: Conclusion

DEVELOPING CONFERENCING 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.

Differentiated Reading Conferences

The conversation structure, content, & tone

Strategies used by teachers Responses of students

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

What book are

you reading?

What made you

interested in this book? W

ould you read a few

pages/ paragraphs to

me?

What do you do when

you encounter a word

you do not know?

How can you tr

y to

interpret the me

aning of

this section of te

xt?

How would the book be

different if the main

character were a girl

instead of a boy?

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 childs 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.

- You must have a book to read.

- If you arent enjoying a book and

have given it a fair chance (at least 10

pages!) ask someone to help you

choose a new one.

- Remain in your reading area during

SIR.

SIR Rules

- Do your best reading the whole time.

- Only reading is happening.

- Books must be appropriately

challenging. Page 105

(Henegar 2005)

I have seen gains in their fluency, comprehension, as well as word skills.

It is truly amazing.

Enjoy ReadingEnjoyable activities, are not

natural; they demand an effort that initially one is reluctant to make. But once the interaction starts to provide feedback to the persons

skills, it usually begins to be intrinsically rewarding

Csikszentmihalyi, 1990

Horace Mann

Resolve to edge in a little reading every

day, if it is but a single sentence.

If you gain fifteen minutes a day, it will

make itself felt at the end of the year.

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.

Not all students need the same strategy instruction at the very same time, but all students need some instruction if they are reading an adequately challenging book.

For that reason, be sure that strategy instruction is integrated throughout conferences and differentiated to meet the needs of individual students.

Individualizing and Differentiating Conferences

The conversation varies in: Structure Tone Content

Responses of students are at different levels Different strategies are used by the teacher

You Know a Conference is Differentiated When

READING STRATEGIESMaking

ConnectionsMaking

ConnectionsMaking

ConnectionsDetermining Importance

Determining Importance

Determining Importance

Questioning Questioning Questioning

Visualizing Visualizing/ Sensory Images

Visualizing & Inferring

Making Inferences

Making Inferences

Summarizing Synthesizing Synthesizing

Metacognition

Paris, 2004 Keene & Zimmerman, 1997 Harvey & Goudvis, 2000

STRATEGIES AND AREAS OF FOCUS

Category Strategy/Focus Area

ComprehensionBackground knowledge, compare/contrast, inferring, 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 Authors craft, theme

Word-level instruction

Decoding, fluency, pace, rereading, skimming, skipping, syllabication, vocabulary

Habits & attitudeAffective response, autonomy, habits, locating evidence in text, previewing selection, setting purpose

Book selection Appropriate, easy, difficult, purpose for selection

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.

We do not need to burn books to kill our civilization;

we need only to leave them unread for a

generation.

R. M. Hutchins

Phase 1 Phase 3Phase 2

5-10 Minutes

20+ Minutes

10-15 Minutes

20 Minutes

30 Minutes

10 Minutes

5 Minutes

30 Minutes

???

Phase 3Interest and Choice

Incr

easi

ng d

egre

e of

stu

dent

sel

ectio

n

Phase 3 - Interest & Choice Components

Introducing creative thinking

Exploring the Internet 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

Whats Going On?

What are your current classroom practices?

How are you using centers?

Do you provide choice in activities?

CHOICE

Top Strategies For Phase 3

Books on CD Group Projects Buddy Reading

SEM-Xplorations Renzulli Learning Literature Circles

Creativity Activities Investigation Centers Independent Projects

THE ILLUSION OF CHOICE

SEM-Xplorations

Build a bridge Create an artifact box Draw a comic strip Design a city of the future Create an illustrated book Invent something new Write a short story

Make an Artifact Box

Step 1: Brainstorm Step 2: Choose items for the box Step 3: Make clue cards Step 4: Group the items in your box Step 5: Develop an answer sheet

Invent Something New

Hour of Code

We are educating people out of their

creativity.

Creativity is as important in education

as literacy.

Sir Ken Robinson

Independent 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

The commitment to their chosen activity was definitely seen through the dedication that took place.

Be prepared to let go.

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

Peer/Partn

er Reading

In the SEM-R, our focus was on helping children

shift from LEARNING TO READ to READING TO

LEARN!

Phase 3Interest and Choice

Incr

easi

ng d

egre

e of

stu

dent

sel

ectio

n

Phase 3 - Interest & Choice Components

Introducing creative thinking

Exploring the Internet 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

Pg. 130

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.

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

Accessing e-books and audio books

Contacting childrens authors on-line

Accessing writers web pages

Webquests

Technology and Phase 3

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.

Questions??

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

For more information, contact:

[email protected]

Thank you!

semr presentation for confratute - confratute 2015

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