SEM-RSchoolwide Enrichment

Model - Reading

• Demonstrate advanced understandingof language

• Use expansive vocabulary

• Use reading to acquire a large repertoire of language skills

• Use language for humor

• Display verbal ability in self-expression

• Use colorful and descriptive phrasing

• Demonstrate ease in use of language

Characteristics of Talented Readers

How do we find talented readers?

• “Parents offer a unique perspective” • Informal, formative assessments

– Observations at work and play– Listening for advanced literacy cues– Talking to the child

• More formal assessments– Presenting opportunities for choice and reading– DIBELS– Data collected in language arts classes

One Size Fits All

Three Goals of the Schoolwide Enrichment Model Reading

(SEM-R)

To increase enjoyment in reading

To encourage students to pursue challenging independent reading

To improve reading fluency, comprehension, and increase reading achievement

Goals of SEM-R

• • •

Three-Legged Stool

• Renzulli (1977)– Enrichment Triad Model

• Vygotsky (1962) – Zone of Proximal Development

• National Reading Panel (2000) – Need for further research

The Enrichment Triad Model (Renzulli, 1977)

Type IGeneral

Exploratory Activities

Type IIGroup Training

Activities

Type IIIIndividual & Small Group

Investigations of Real Problems

SEM-R

PHASE 1 Exposure

PHASE 3 Interest and Choice

Components

PHASE 2 Training &

Self-Selected Activities

Talented Readers

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

E. M. Forster, English novelist

… 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.

Focus of SEM-R

• Joy in reading

• Reading above level

• Acknowledging and celebrating students’ interests

• Conversations about reading

Video

Components of the SEM-R Framework

Phase 1 - Exposure Phase 2 - Training & Self-Selected

Reading

Phase 3 - Interest & Choice

Components• 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

Training and discussions on Supported Independent Reading

One-on-one teacher conferences on higher level reading strategy 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 ActivitiesType II & Type III

Investigations

Increasing degree of student selection

Phase 1

High interest read alouds and higher order

questions

Phase 1: Book Hooks

Your observations:

Teacher Read AloudGuidelines in Phase One

• Find a book you enjoy. • Match the book to your audience. • Use book hooks to illustrate reading

strategies• Use a range of intonations, speeds,

and volumes.• Read part of the book. • Use book chats to scaffold higher

level thinking skills. • Read selections from multiple books

by the same author. • Change genres and styles often. • Expose kids to great books on tape.• Invite special guest readers.

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 or a theme to guide your discussion about the literature.

3. Minilesson focus: reading strategy, literary element, etc. Model; include active engagement!

Reading StrategiesMaking

ConnectionsMaking

ConnectionsMaking

Connections

Determining 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

Reading Strategies• Making

Connections– Text to self– Text to text– Text to world

• Determining Importance

• Questioning

• Visualizing

• Making Inferences

• Synthesizing/Summarizing

• Metacognition

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 selfA text to self connection involves the reader making an authentic connection between someone or something in the story to themselves.

Text to worldA 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?

SEM-R Bookmarksfor Higher Order Thinking and Open Ended

Questioning

• What are the skills and strategies being used?

• How might you use these questions?

Making Inferences

Making Inferences

Making Connections (T-W)

Knowledge

Synthesis

Making Connections (T-S)

• Jacket– Author information– Back cover– illustration

• Publication information

• Why you enjoy the book

Planning for Phase 1

• Plan in advance• Log• Area for students to gather• The first few weeks and beyond…• Student suggested book hooks, guest

readers…• Think of this as a minilesson…

Weekly Theme: Change

Picture Books

Non-fiction Fiction

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 interesting words in his speeches. [Give one example] How would you have said the same thing?

For what purpose should someone read these books? (MC text to self)

(MC text to text)

Day 2

Why did Dr. King’s sister decide to write a book about her brother? Did Marian Anderson’s personality contribute to her success or failure?

(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 try to picture in your mind one of the characters and the setting in which he or she lived.

(Visualization)

DAY 5

Today’s books are different from the books we’ve book talked about earlier this week, but they have a similar theme. How are they different?

(MC text to text)

(Synthesis)

Indications of High Quality in Phase 1

Book chats model book selection behaviors, and book choices are effective in demonstrating the identified purpose.

You have engaged students in discussion of genre characteristics, including comparisons and contrasts with other texts.

You have performed read alouds in such a way that your expression enhanced the listener’s connection to the text.

Most of the students regularly demonstrate visible excitement and/or emotional involvement with the book.

You have modeled higher order thinking skills and encouraged students to apply them and the literary concepts to frame the discussion of the read aloud.

You frequently use open-ended questions or strategies that allow entry at multiple levels.

Students make multiple connections (text to text, text to self, and text to world through modeling, direct questions and ongoing discussion.

Phase 2• Supported

Independent Reading (SIR) using individual conferences and differentiated reading instruction

Phase Two Goals

• Students will . . .Enjoy reading books of their own selectionRead appropriately challenging books (1 to

1.5 above their current reading level)Develop self-regulation skills to enable all

students to read appropriately challenging books for at least 25-35 minutes each day

Have individualized reading strategy instruction

Supported Supported Independent Independent

Reading Reading is not is not

sustained silent sustained silent readingreading

Getting Started• Organizing your classroom library

• Logs

• Book Choice and Challenge Match (30-34)

• Rules

Rules for SIR

• You must have a book to read• If you aren’t enjoying a book and have

given it a fair chance (10 pages!), ask someone to help you choose a new one.

• Remain in your reading area during SIR• Only reading is happening• Books must be appropriately challenging• Do your best reading the whole time

I suggest that 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

Differentiated Conferences

They should provide:• Support for each student’s needs

– Enthusiasm about books– Reading skill development– Reflections about literary issues– Self-regulation/monitoring– Increasing ability to focus

• Opportunity to assess reading level and book match and find optimal challenge level

• Thoughtful conversations about literature

Finding the Right Match

• After listening to the student read, ask yourself the following– Does the book seem like a good fit? – Does the book seem too difficult or too easy? – Should the student be challenging herself more?

• If the student can easily read and understand every word, it is likely that the book is not providing enough challenge.

• Two areas of sophistication– Language and grammar– Ideas and Content

The greater danger for most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark.

-Michelangelo

Interests and Reading

• Both average and talented readers disliked being forced to read materials that they had not chosen (Martin, 1984)

• Talented readers profit when– teachers develop student interest in the

reading and – teachers provide cognitive and creative

challenges with the literature

Differentiated Conferencesrefer to these sections in your manual

Assessing & Improving Fluency

Using Questioning and Conversation to Assess Comprehension

Modeling Strategies During Conferences

Gauging Enjoyment of Reading

Self Regulation

What does an individual conference look like?

1. Begin by reviewing the student’s log

2. Inquire about the book

3. Invite the student to read a page or two to you aloud

What does an individual conference look like?

4. Ask the student a series of questions to spark discussion and enable you to assess comprehensiona. Provide support in helping students with decoding and fluency

What does an individual conference look like?

4. b. Foster comprehension through strategy development integrated

and differentiated throughout conferencesi. Synthesizingii. Making inferencesiii. Making connections – help students make

connections to understand difficult material

iv. Determining importance v. Visualizingvi. Questioning – help students clarify the questions in

their mind as they readvii. Metacognition – help students identify when they

are having trouble concentrating or understanding and why

What does an individual conference look like?

4.c. Evaluate the appropriateness of the student’s book selection for comprehension and sophistication of ideas and content4. d. Suggest possibilities for further reading and pursuits

5. Record your meeting in the student log

Conferencing and Individualized Instruction (5-7

minutes)• “What book are you reading?”• “What made you interested in this book?”• “Would you read a few pages/paragraphs to

me?”• What do you do when you encounter a word you

do not know?• What strategy are you using to help you

interpret the meaning of this section of text?• Example of critical thinking question: How

would the book be different if the main character was a woman instead of a man?

Questioning Techniques

• Bookmarks: higher order, open-ended questions

• Model answers • Model comprehension strategies

through think-aloud• Consider different ideas

Making Inferences

Making Inferences

Making Connections (T-W)

Knowledge

Synthesis

Making Connections (T-S)

Conferencing on:

• What are some similarities

between you and Clementine?

• How would you rewrite this story to include one of your friends as a character?

MAKING TEXT-TO-SELF CONNECTIONS

SYNTHESIS

Independent Conferences

• If the student struggled with the reading:– Help student identify words that may have been

difficult and discuss whether this selection may be too difficult.

– “Have you read other books about this topic/by this author?”

– “Do you have any questions about what you read?”– Use bookmark questions to probe comprehension– Engage in a conversation about appropriate book

level• If the student is reading at an appropriate level:

Bookmark questions can be used and:– “What questions do you have about what you are

reading?”– Do you think that this is an appropriate level of reading

challenge for you?– What future reading selections are you considering?

Self-Regulation

• Compared with low achieving students, high achievers more frequently: – Set specific learning goals– Use a variety of learning strategies– Self-monitor– Adapt their efforts systematically

www.gifted.uconn.edu/siegle/selfregulation/section4.html

Self-Regulated Learning

• Self-regulation of behavior– Control of resources and environment

• Self-regulation of motivation and affect– Control of motivational beliefs

• Self-regulation of cognition– Control of various cognitive strategies for

learning

Zimmerman (1989)

Indications of High Quality-Phase 2

Most students start to read without any reminders beyond initial direction.

The teacher conducts conferences without interruption throughout Phase 2.

Teacher communicates a purpose for each student’s oral reading prior to listening to the student read.

Teacher extends discussion beyond student’s next book choice to address book selection habits in general.

Teacher uses questions at multiple levels across conferences and uses one or more higher-level question in every conference.

Teacher diagnoses individual needs from student’s oral reading and integrates strategies clearly connected to demonstrated reading behaviors.

Phase 3

Self-selected interest and choice

components

Top Strategies For Phase 3

Books on CD

Group Projects

Buddy Reading

Book Clubs/Literature Circles

Creativity Activities

Investigation Centers

Independent Projects

SEM-Xplorations

Renzulli Learning

Reading with a buddy

A Time for Inquiry, Research, and Exploration

• “As they become more fluent readers and writers, students find out that reading a writing give them power: the power to take control of their learning.” (Open Court Teacher’s Edition, Level 3, Book 1, pg. 19)

• How can you structure your Phase 3 time to encourage students to tap into this power?

Interest Development CenterInterest Development Center

• Allows opportunity for study in greater breadth and depth

• Allows introduction of topics not in the regular curriculum

• Can satisfy curiosity—explores hows and whys

• Allows student choice• Draws on ability to make connections

between fields and topics• Opportunity for hands-on exploration

E-books: Books available to read online

CHAPTER ONE

"Christmas won't be Christmas without any presents," grumbled Jo, lying on the rug. "It's so dreadful to be poor!" sighed Meg, looking down at her old dress. "I don't think it's fair for some girls to have plenty of pretty things, and other girls nothing at all,“ added little Amy, with an injured sniff.

Little Women by Louisa May Alcott

Indications of High Quality-Phase 3

Most students start work without any reminders beyond initial direction.

The activity choices offered include open-ended options and complexity to extend the challenge of previous phases.

The activity choices offered demonstrate a responsiveness to specific student interests and varied expression styles in product development.

The teacher provides verbal guidance and/or environmental reminders of self-regulation strategies for activities (verbal reminders at start, strategies posted); and all students self-regulate their behavior throughout Phase 3.

Most students demonstrate visible enthusiasm and task commitment for their chosen activity in Phase 3.

The teacher enhances Phase 3 activities through existing physical organization and ease of student access to resources.