http://www.fun-with-words.com/rebus_puzzles.html

Phase Three: An Exploration of Reading Enrichment

Brian Housand, Ph.D. East Carolina University brianhousand.googlepages.com [email_address]

brianhousand . googlepages .com 1,000 - T Housand

R R R R R R R R R R R R R R R R R R A Pirate Eye Test

C hoices E xplorations nterests I

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 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 Activities Type II & Type III Investigations

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

Phase 1 Phase 3 Phase 2 10 Minutes 30 - 40 Minutes 20 Minutes 20 Minutes 30 Minutes 10 Minutes 5 - 10 Minutes 30 Minutes ???

BI-WEEKLY 30 minutes Twice a Week 2 Centers per day WEEKLY 60 minutes Multiple Centers OR Focused Investigation Some Options for Phase 3 Implementation DAILY 15 - 20 minutes 1 center per day Small chunks of time

BI-WEEKLY

30 minutes

Twice a Week

2 Centers per day

WHAT’S NEXT?

The Illusion of Choice

A Teacher How-to Start small (2-3 choices) Organize supportive environment Interest Development Centers Pre-planned Creativity Activities CD Listening/Reading Center Set clear performance standards; perceived by students as attainable

Start small (2-3 choices)

Organize supportive environment

Interest Development Centers

Pre-planned Creativity Activities

CD Listening/Reading Center

Set clear performance standards; perceived by students as attainable

Fluency Flexibility Originality Elaboration

Fluency

Flexibility

Originality

Elaboration

We are educating people out of their creativity. Creativity is as important in education as literacy. Sir Ken Robinson

We are educating people out of their creativity.

What’s Going On? Phonics Fluency Guided Reading Listening Reading Interview with book character Reading in the content area AR Non-fiction Graphic Organizers Novel / Genre Study Comprehension Checks Computers Compass Learning Library Sharing Read alouds Shared Reading Lit Circles Reading Response Notebooks TumbleBooks Research Projects Digital Storytelling Podcasting Can Do / Must Do

Phonics

Fluency

Guided Reading

Listening

Reading

Interview with book character

Reading in the content area

AR

Non-fiction

Graphic Organizers

Novel / Genre Study

Comprehension Checks

Computers

Compass Learning

Library Sharing

Read alouds

Shared Reading

Lit Circles

Reading Response Notebooks

TumbleBooks

Research Projects

Digital Storytelling

Podcasting

Can Do / Must Do

http://www.21stcenturyskills.org/

Learning and Innovation Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration 21 st Century Skills Learning and Innovation

Creativity and Innovation

Critical Thinking and Problem Solving

Communication and Collaboration

21 st Century Skills

Learning and Innovation

Creativity and Innovation 21 st Century Skills Learning and Innovation Demonstrating originality and inventiveness in work Developing, implementing and communicating new ideas to others Being open and responsive to new and diverse perspectives Acting on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs

21 st Century Skills

Learning and Innovation

Demonstrating originality and inventiveness in work

Developing, implementing and communicating new ideas to others

Being open and responsive to new and diverse perspectives

Acting on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs

Creativity Killers Expected Reward Expected Evaluation Competition Surveillance Time Limits

Expected Reward

Expected Evaluation

Competition

Surveillance

Time Limits

A Highly Effective Phase 3 Intervention Includes: Most students start to work without any reminders beyond the initial directions. The activity choices offered include open-ended options and complexity to extend the challenge of previous phases.

Most students start to work without any reminders beyond the initial directions.

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

The activity choices offered demonstrate 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 (e.g., verbal reminders at start of Phase 3, self-regulation strategies posted in classroom); and all students self-regulate their behavior throughout Phase 3. A Highly Effective Phase 3

The activity choices offered demonstrate 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 (e.g., verbal reminders at start of Phase 3, self-regulation strategies posted in classroom); and all students self-regulate their behavior throughout Phase 3.

A Highly Effective 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.

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.

The basic characteristics of this type of learning environment include: The student and teacher select a topic that may be an off-shoot of the regular curriculum or an independent topic based on the student’s interests. The student produces a product and/or service that is intended to have an impact on a particular audience. The student uses authentic methods, technological resources and advanced level content to produce his/her product or service.

The student and teacher select a topic that may be an off-shoot of the regular curriculum or an independent topic based on the student’s interests.

The student produces a product and/or service that is intended to have an impact on a particular audience.

The student uses authentic methods, technological resources and advanced level content to produce his/her product or service.

Critical Thinking and Problem Solving 21 st Century Skills Learning and Innovation Exercising sound reasoning in understanding Making complex choices and decisions Understanding the interconnections among systems Identifying and asking significant questions that clarify various points of view and lead to better solutions Framing, analyzing and synthesizing information in order to solve problems and answer questions

21 st Century Skills

Learning and Innovation

Exercising sound reasoning in understanding

Making complex choices and decisions

Understanding the interconnections among systems

Identifying and asking significant questions that clarify various points of view and lead to better solutions

Framing, analyzing and synthesizing information in order to solve problems and answer questions

Communication and Collaboration 21 st Century Skills Learning and Innovation Articulating thoughts and ideas clearly and effectively through speaking and writing Demonstrating ability to work effectively with diverse teams Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal Assuming shared responsibility for collaborative work

21 st Century Skills

Learning and Innovation

Articulating thoughts and ideas clearly and effectively through speaking and writing

Demonstrating ability to work effectively with diverse teams

Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal

Assuming shared responsibility for collaborative work

Literacy through the ages

eBooks http://www.icdlbooks.org/ http://books.google.com http://kids.nypl.org/reading/Childrensebooks.cfm http://etext.library.adelaide.edu.au/

The 5 Functions of New Literacies of Online Reading Comprehension IDENTIFYING important questions LOCATING information ANALYZING information SYNTHESIZING information COMMUNICATING information ( Leu, Zawilinski, Castek, Banerjee, Housand, Liu, & O’Neil, 2006)

IDENTIFYING important questions

LOCATING information

ANALYZING information

SYNTHESIZING information

COMMUNICATING information

Five Fabulous Tricks, Tips, and Tools for Today’s Teacher Today’s Five Flickr Writing Prompts Google Patents Torrance Creativity Activity New Directions Lit Trips Gimme Five!

Flickr Writing Prompts http://www.flickr.com

http://www.flickr.com

Google Patents http://patents.google.com

http://patents.google.com

Torrance Creativity Activity

New Directions in Creativity

The Many Adventures of Ben Franklin

Learning beyond the classroom.

http://mabryonline.org

http://filmonthefly.ning.com/ http://www.koce.org/filmonthefly/

The illiterate of the 21st Century will not be those who cannot read or write, but those who cannot LEARN , UNLEARN AND RELEARN . (Toffler, 1971)

“ For the first time in history, our jobs as educators is to prepare our students for a future that we can not clearly describe.” David Warlick

NETS FOR STUDENTS 2007 Creativity and Innovation Communication and Collaboration Research and Information Fluency Critical Thinking, Problem Solving, and Decision Making Digital Citizenship Technology Operations and Concepts

Creativity and Innovation

Communication and Collaboration

Research and Information Fluency

Critical Thinking, Problem Solving, and Decision Making

Digital Citizenship

Technology Operations and Concepts

NETS FOR TEACHERS 2008 Facilitate and Inspire Student Learning and Creativity Design and Develop Digital-Age Learning Experiences and Assessment Model Digital-Age Work and Learning Promote and Model Digital Citizenship and Responsibility Engage in Professional Growth and Leadership

Facilitate and Inspire Student Learning and Creativity

Design and Develop Digital-Age Learning Experiences and Assessment

Model Digital-Age Work and Learning

Promote and Model Digital Citizenship and Responsibility

Engage in Professional Growth and Leadership

Be prepared to let go.

Change Is Inevitable Choose to GROW Growth Is An Option

t y v m brianhousand.googlepages.com [email_address]