The Schoolwide Enrichment Model Reading for Students


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  • Dormant, uncommitted, and unmotivated to read.
  • Liz Starts
  • In fact, practitioners and researchers agree on a number of reading strategies that is usually between 5 and 7. It is good to see how much these three align.
  • The Schoolwide Enrichment Model Reading for Students

    1. 1. Angela Housand University of North Carolina-Wilmington New Orleans Center for Creative Arts New Orleans, LA Fall 2011 The Schoolwide Enrichment Model: Reading “ Reading class would be boring if I didn’t read.”
    2. 2. 1000 – T = Housand
    3. 3.
    4. 4. genre
    5. 5. genre noun : a category of artistic endeavor having a particular form, content, or technique
    6. 6. <ul><li>Genre of Literature: </li></ul><ul><li>Fiction </li></ul><ul><li>and </li></ul><ul><li>Non-fiction </li></ul>
    7. 7. Non-fiction Genres
    8. 8. <ul><li>Narrative Nonfiction </li></ul><ul><li>Essays </li></ul><ul><li>Biography </li></ul><ul><li>Autobiography </li></ul>Non-fiction Genres
    9. 9. Fiction Genres
    10. 10. <ul><li>Drama </li></ul><ul><li>Poetry </li></ul><ul><li>Fantasy </li></ul><ul><li>Humor </li></ul><ul><li>Fable </li></ul><ul><li>Fairy Tales </li></ul><ul><li>Science Fiction </li></ul>Fiction Genres <ul><li>Short Story </li></ul><ul><li>Historical Fiction </li></ul><ul><li>Realistic Fiction </li></ul><ul><li>Mythology </li></ul><ul><li>Mystery </li></ul><ul><li>Horror </li></ul>
    11. 11. Your Mission…
    12. 12. Your Mission… <ul><li>Group your books into categories </li></ul><ul><li>Identify the genre of each of the categories </li></ul><ul><li>Be prepared to discuss your category decisions! </li></ul>
    13. 13. voracious
    14. 14. voracious adjective : exceedingly eager or avid; devouring or craving in great quantities
    15. 15. avid adjective : showing great enthusiasm for or interest in
    16. 16. aliteracy
    17. 17. aliteracy noun : the quality or state of being able to read but uninterested in doing so
    18. 18. No Time! No Interest! No WAY! The 3 Voices of Aliteracy (Beers, 1996)
    19. 19. &quot;The man who does not read good books has no advantage over the man who cannot read them.” -- Mark Twain
    20. 20. Percent of 13-year olds who are daily readers:
    21. 21. Less than 33% Percent of 13-year olds who are daily readers:
    22. 22. Less than 1/3 Percent of 13-year olds who are daily readers:
    23. 23. Among 17-year-olds, Percentage of Non-Readers: 19%
    24. 24. “ We do not need to burn books to kill our civilization; we need only to leave them unread for a generation.” — R. M. Hutchins
    25. 25. What is currently happening in reading classes in most High Schools?
    26. 26. Percentage of Time Spent Reading in School <ul><li>Study by John Goodlad in A Place Called School </li></ul>Elementary 6% Middle 3% High 2%
    27. 27. Do you read outside of class?
    28. 28. On average, Americans ages 15 to 24 spend almost 2 hours Per day watching TV
    29. 29. 7 Minutes
    30. 30. S choolwide E nrichment M odel R eading Framework
    31. 31. SEM-R <ul><li>An enrichment-based reading program that seeks to help you become a better reader through supported independent reading and access to a variety of books. </li></ul>
    32. 32. Goals of SEM-R <ul><li>Increase enjoyment of reading </li></ul><ul><li>Encourage you to pursue challenging reading </li></ul><ul><li>Increase achievement in reading </li></ul>
    33. 34. <ul><li>Enjoyable 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 person’s skills, it usually begins to be intrinsically rewarding” </li></ul><ul><li>— Csikszentmihalyi, 1990 </li></ul>
    34. 35. Components of the SEM-R Framework Increasing degree of student selection Phase 1 - Exposure Phase 2 - Training & Self-Selected Reading Phase 3 - Interest & Choice Components <ul><li>High-interest books to read aloud </li></ul><ul><li>Higher-order thinking probing questions </li></ul><ul><li>Bookmarks for teachers with questions regarding Bloom's Taxonomy, biography, character, illustrations and other topics relevant to the study of literature </li></ul><ul><li>Training and discussions on Supported Independent Reading </li></ul><ul><li>Supported Independent Reading </li></ul><ul><li>One-on-one teacher conferences on reading strategies and instruction </li></ul><ul><li>Bookmarks for students posing higher-order questions regarding character, plot, setting, considering the story, and other useful topics. </li></ul><ul><li>Introducing creative thinking </li></ul><ul><li>Exploring the Internet </li></ul><ul><li>Genre studies </li></ul><ul><li>Literary exploration </li></ul><ul><li>Responding to books </li></ul><ul><li>Investigation centers </li></ul><ul><li>Focus on biographies </li></ul><ul><li>Buddy reading </li></ul><ul><li>Books on tape </li></ul><ul><li>Literature circles </li></ul><ul><li>Creative or expository writing </li></ul><ul><li>Type III investigations </li></ul>Type I Activities Type II Activities Type II & Type III Investigations
    35. 36. Phase 1 <ul><ul><ul><ul><li>Exposure - Book Hooks: </li></ul></ul></ul></ul><ul><ul><ul><ul><li>High interest read alouds and higher order questions </li></ul></ul></ul></ul>Phase 1 - Exposure <ul><li>High-interest book hooks for read aloud </li></ul><ul><li>Higher-order thinking probing questions </li></ul><ul><li>Bookmarks for teachers with questions focusing on advanced thinking skills and reading skill instruction that is relevant to a broad range of literature </li></ul>Type I Activities
    36. 37. High interest read alouds and higher order questions Phase 1
    37. 39. Book Hooks Provide: <ul><li>An invitation to try something new </li></ul><ul><li>Encouragement for your independent reading </li></ul><ul><li>Access to a broad selections of books </li></ul><ul><li>An opportunity to create a pleasant environment for reading </li></ul><ul><li>Invitations to pursue a wide range of interests and knowledge. </li></ul>
    38. 40. <ul><li>A Short Read Aloud </li></ul><ul><li>Varied Book Selections </li></ul><ul><ul><li>Genres </li></ul></ul><ul><ul><li>Themes </li></ul></ul><ul><ul><li>Fiction/Nonfiction </li></ul></ul><ul><li>Book Talks </li></ul><ul><li>Questions for you to consider </li></ul>Book Hook Components:
    39. 41. Supported Independent Reading using individual conferences and differentiated reading support Phase 2
    40. 43. Phase 2 Goals <ul><li>You choose an interesting book </li></ul><ul><li>Read appropriately challenging books (above your current level) </li></ul><ul><li>Develop self-regulation skills </li></ul><ul><li>Have meetings with your teacher to meet your individual needs </li></ul>
    41. 44. Reading Strategies Paris, 2004 Keene & Zimmerman, 1997 Harvey & Goudvis, 2000 Making Connections Making Connections Making Connections Determining Importance Determining Importance Determining Importance Questioning Questioning Questioning Visualizing Visualizing/ Sensory Images Visualizing & Inferring Making Inferences Making Inferences Summarizing Synthesizing Synthesizing Metacognition
    42. 46. Ground Rules for SIR <ul><li>You must have a book to read </li></ul><ul><li>If you aren’t enjoying a book and have given it a fair chance (30 page rule!), ask the teacher to help you choose a new one. </li></ul><ul><li>Remain in your reading area during SIR </li></ul><ul><li>Only reading is happening </li></ul><ul><li>Minimal quiet talking </li></ul><ul><li>Do your best reading the whole time </li></ul>
    43. 47. Self-selected interest and choice components Phase 3
    44. 48. “ We need students to get more deeply interested in things, more involved in them, more engaged in wanting to know, to have projects that they can get excited about and work on over long periods of time, to be stimulated to find things out on their own.” Interest and Rigor Lead To Creative Productivity
    45. 49. <ul><li>Resolve to edge in a little reading every day, if it is but a single sentence. </li></ul><ul><li>If you gain fifteen minutes a day, it will make itself felt at the end of the year. </li></ul>— Horace Mann
    46. 50. We read to know we’re not alone. — C. S. Lewis
    47. 51. Questions?