SEM-R Elementary Chicago


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Brian Housand, PhD

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  • Dormant, uncommitted, and unmotivated to read.
  • What are the benefits of using picture books? Able to discuss an entire plot-line of a story rather than a short segment, provides novelty and promotes positive associations with literature, can explore illustrations and artwork which may appeal to certain students How could you make connections to appropriately challenging literature? Books on same topic, many picture books are written at 8th-9th grade reading level (i.e., A Woman for President),
  • ShelfariAmazon (Customers who bought this book Themed book hooks
  • 1, 2. 3. 4. 5. Encourage - Themese
  • 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
  • What are your current practices in the classroom? How are you using centers? Do you provide choice in activities?
  • 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-
  • SEM-R Elementary Chicago

    1. 1. Challenging Elementary School Readers with the<br />SEM-R<br />Dr. Brian Housand<br />East Carolina University<br />
    2. 2.<br />
    3. 3.<br />
    4. 4. Techie<br />Educator<br />Researcher<br />Gifted<br />
    5. 5. The National Research Center on the Gifted and Talented<br /><br />
    6. 6. If I were abook character, I would be…<br />(insert your answer here)<br />
    7. 7. One Size Fits All<br />
    8. 8. Sally Reis<br />Joyful Reading & the <br />SEM - R<br />
    9. 9. The SEM-R<br />An enrichment-based reading program that seeks to increase reading achievement for all students while also addressing the pressing needs of talented readers.<br />
    10. 10. Three Goals of SEM-R<br />To increase enjoyment in reading<br />To improve reading fluency, comprehension, and increase reading achievement<br />To encourage students to pursue challenging independent reading<br />
    11. 11. What do you need toknow to implement the SEM-R?<br />Write your answer on a post-it…<br />Be as specific as possible.<br />
    12. 12. aliteracynoun: the quality or state of being able to read but uninterested in doing so <br />
    13. 13. The 3 Voices of Aliteracy<br />(Beers, 1996)<br />No Time! <br />No Interest! <br />No WAY!<br />
    14. 14. "The man who does not read good books has no advantage over the man who cannot read them.”-- Mark Twain<br />
    15. 15. Percent of <br />13-year olds <br />who are daily readers:<br />1/3<br />Less than<br />
    16. 16. Among <br />17-year-olds,<br />Percentage of <br />Non-Readers:<br />19%<br />
    17. 17. DANGER<br />If you don’t read much,you really don’t know much.<br />YOU ARE DANGEROUS!<br />--Jim Trelease<br />
    18. 18. Percentage of Time Spent Reading in School<br />Study by John Goodlad in A Place Called School <br />
    19. 19. Are kids reading outside of class?<br />
    20. 20. On average,<br />Americans ages <br />15 to 24 spend almost <br />2 hours<br />Per day watching TV<br />
    21. 21. 7 Minutes<br />
    22. 22. "I didn't actually read the book, but I did play the video game loosely based on it."<br />
    23. 23. Joyful Reading - Pg. 9 <br />Components of the SEM-R Framework<br />Increasing degree of student selection<br />
    24. 24. Phase 1<br />Exposure - Book Hooks:<br />High interest read alouds and higher order questions<br />
    25. 25. The E’s of Phase 1<br />
    26. 26. Entice with Book Hooks<br />
    27. 27. BOOK<br />HOOKS<br />
    28. 28. Basic Book Hook<br />Jacket<br />Author information<br />Back cover<br />Illustration<br />Publication Information<br />
    29. 29.
    30. 30.
    31. 31. August 24, 2010<br />
    32. 32. Engage by Questioning<br />
    33. 33.
    34. 34.
    35. 35. Developing a Question<br />Help your students see themselves as investigators collecting evidence:<br />Ask open-ended questions.<br />Tie answers back to the text.<br />Modeling is a Must!<br />Consider creative, offbeat ideas a bonus.<br />
    36. 36. Exposure to a Wide Range of Books<br />
    37. 37.
    38. 38.
    39. 39.
    40. 40. Text Level<br />‘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.’<br />
    41. 41. Text Level<br />‘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.’<br />
    42. 42. 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.<br />
    43. 43. Table Talk<br />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 reluctant and remedial readers?<br />
    44. 44. Employ Skills & Strategies<br />
    45. 45. Complexity of Ideas and Content<br />The student, said the teacher, is crazy.<br />The student said the teacher is crazy.<br />
    46. 46. Complexity of Ideas and Content<br />‘Before fun was invented, people joined bell-ringing clubs. <br />As a member at Boston’s Old North Church, Paul spent hours practicing in the belfry tower.’<br />
    47. 47. Given to the most distinguished children’s informational book published in the preceding year.<br />Text Level<br />‘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; . . .’<br />
    48. 48.
    49. 49. Text Level<br />‘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 …’<br />
    50. 50. Text Level<br />‘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.’<br />
    51. 51. Text Level<br />‘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.’<br />
    52. 52. Resources for Finding Books<br />
    53. 53. Online Book Lists<br />SEM-R Booklists<br /><br />ALA Young Adult Library Services<br /><br />Nancy Keane<br /> <br />
    54. 54.<br />
    55. 55.<br />
    56. 56.<br />
    57. 57. Online Book Resources<br />Shelfari<br /><br />Google Books<br />A Bookshelf Developed by Dr. B. Housand<br />Shmoop<br /><br />Amazon<br /><br />
    58. 58. Explore Connections<br />
    59. 59. Weekly Book Hook Themes<br />Author <br />Historical Event<br />(WW2, Hiroshima, Gold Rush, Civil War)<br />Struggle<br />Race <br />Gender Issues<br />Big Questions (Why hate? Why love?)<br />See Session on Book Hooks Tomorrow!<br />
    60. 60. The E’s of Phase 1<br />Entice with Book Hooks<br />Engage in Questioning with Book Marks<br />Expose Students to a Wide Range Books<br />Employ Skills and Strategies<br />Explore Connections <br />
    61. 61. Table Talk<br />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?<br />
    62. 62.
    63. 63. Phase 2<br />Supported Independent Reading (SIR) using individual conferences and differentiated reading instruction<br />
    64. 64. Supported Independent Reading isNOT sustained silent reading<br />
    65. 65. 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. <br />
    66. 66.
    67. 67.
    68. 68.
    69. 69. I have seen gains in their fluency, comprehension, as well as word skills. <br /> It is truly amazing.<br />
    70. 70. Phase Two Goals<br /> Students will . . .<br /><ul><li>Enjoy reading books of their own selection
    71. 71. Read appropriately challenging books
    72. 72. (1 to 1.5 above their current reading level)
    73. 73. Develop self-regulation skills to enable them to
    74. 74. Read appropriately challenging books
    75. 75. At least 35-45 minutes each day
    76. 76. Have individualized reading instruction that is tailored to each student’s needs</li></li></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”<br />Enjoy Reading<br />— Csikszentmihalyi, 1990 <br />
    77. 77.
    78. 78.
    79. 79. Conferences provide:<br /><ul><li>Support for each student’s needs
    80. 80. Enthusiasm about books
    81. 81. Reading skill development
    82. 82. Interest-based reading opportunities
    83. 83. Self-regulation/monitoring
    84. 84. Increasing ability to focus</li></li></ul><li>Conferences provide:<br /><ul><li>Opportunity to assess reading level and book match
    85. 85. Thoughtful conversations about literature
    86. 86. Opportunities to use higher order thinking skill questions</li></li></ul><li>Conferences provide:<br /><ul><li>Differentiation for all students in
    87. 87. Skills
    88. 88. Questions
    89. 89. Book Selection for OPTIMAL CHALLENGE!</li></li></ul><li>Table Talk<br />What do we do with Amanda?<br />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! <br />
    90. 90. 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.<br />~ Treatment Teacher<br />
    91. 91. 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 on their reading list. <br />
    92. 92. Common Conference Elements: Beginning<br />
    93. 93. Common Conference Elements: Core<br />
    94. 94. Common Conference Elements: Conclusion<br />(Sweeny, 2008)<br />
    95. 95. Developing Conferencing Skills:<br />Maintaining brevity and efficiency<br />Differentiating questions and strategies<br />Ensuring self-regulation in the rest of the class<br />Determining documentation that works for you<br />
    96. 96. (Henegar 2005)<br />
    97. 97. Table Talk<br />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, interestingbooks for my students?<br />
    98. 98.
    99. 99. Findings related to self-regulation in and task commitment in reading<br />
    100. 100. Resolve to edge in a little reading every day, if it is but a single sentence. <br />If you gain fifteen minutes a day, it will make itself felt at the end of the year.<br />—Horace Mann<br />
    101. 101. SIR Rules<br /> - You must have a book to read.<br /> - If you aren’t enjoying a book and have given it a fair chance (at least 10 pages!) ask someone to help you choose a new one.<br />- Remain in your reading area during SIR.<br />- Only reading is happening.<br /><ul><li>Books must be appropriately challenging.</li></ul>- Do your best reading the whole time.<br />
    102. 102.
    103. 103. Student keeping a record<br />Student tracking progress<br />Student assessment of goal attainment<br />Higher order thinking & metacognitive strategy use<br />
    104. 104.
    105. 105. Student reflection on reading<br />Student participation in assessment and review<br />Explicit strategy instruction<br />Purpose for reading and goal setting<br />Efficacy building via specific feedback<br />
    106. 106. Supporting Self-Regulation<br />Suns and Clouds<br />Teacher moving around the classroom<br />Have students use post-its when they have a question about a word<br />Students who are really struggling:<br />Personal timer (10 minutes)<br />Listen to books on CD<br />Get up, get a drink, stretch<br />
    107. 107.
    108. 108.
    109. 109. 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. <br />
    110. 110. Table Talk<br />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? <br />
    111. 111. Differentiated Reading Conferences<br /><ul><li>The conversation: Structure, Content, & Tone
    112. 112. Responses of students
    113. 113. Strategies used by teachers</li></li></ul><li>Individualizing and Differentiating Conferences<br /> 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.<br />
    114. 114. Reading Strategies<br /> Paris, 2004 Keene & Zimmerman, 1997 Harvey & Goudvis, 2000<br />
    115. 115. Strategies and Areas of Focus<br />
    116. 116.
    117. 117. 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. <br />
    118. 118. 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. <br />
    119. 119. The five minutes with each one has been a favorite time for my students, and many times I have had to cut them off. <br />
    120. 120.
    121. 121. “We do not need to burn books to kill our civilization; we need only to leave them unread for a generation.”<br />—R. M. Hutchins<br />
    122. 122. Phase Three:An Exploration of Reading Enrichment<br />
    123. 123. Interest and Rigor Lead To Creative Productivity<br />“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.”<br />
    124. 124. There can be more than one answer to a question and more than one solution to a problem.<br />- Elliot Eisner<br /><br />
    125. 125. Phase 1<br />Phase 3<br />Phase 2<br />10 Minutes<br />20 Minutes<br />30 Minutes<br />10 Minutes<br />30 Minutes<br />20 Minutes<br />40 Minutes<br />5<br />Minutes<br />???<br />
    126. 126. Some Options for Phase 3 Implementation<br />DAILY<br />15 - 20 minutes<br />1 center per day<br />Small chunks of time<br />WEEKLY<br />60 minutes<br />Multiple Centers OR<br />Focused Investigation<br />BI-WEEKLY<br />30 minutes<br />Twice a Week<br />2 Centers per day<br />
    127. 127.
    128. 128. The Illusion of Choice<br />
    129. 129. Start small (2-3 choices)<br />Organize supportive environment<br />Interest Development Centers<br />Pre-planned Creativity Activities<br />CD Listening/Reading Center<br />Set clear performance standards; perceived by students as attainable<br />
    130. 130. Sir Ken Robinson<br /> We are educating people out of their creativity. <br /> Creativity is as important in education as literacy. <br />
    131. 131.<br />
    132. 132. What’s Going On?What are your current classroom practices?How are you using centers? Do you provide choice in activities?<br />
    133. 133.
    134. 134. Gimme Five!<br />5 Fabulous Ideas4 Your Phase 3<br />Today’s Five<br />Flickr Writing Prompts<br />Ebooks Online<br />Creativity Activities<br />Scavenger Hunts<br />Lit Trips<br />
    135. 135. Flickr Writing Prompts<br /><br />
    136. 136.
    137. 137.
    138. 138.
    139. 139.
    140. 140.
    141. 141.
    142. 142.
    143. 143.
    144. 144. Book Bags…<br />
    145. 145.
    146. 146. Modern Day Books…<br />
    147. 147.
    148. 148.
    149. 149. eBooks<br /><br /><br /><br /><br />
    150. 150. Torrance Creativity Activity<br />
    151. 151. New Directions in Creativity<br />
    152. 152.<br />
    153. 153. Almanac Scavenger Hunt<br />How fast does the fastest roller coaster in the world travel?<br />What creatures have shells made of glass?<br />Who invented the pedaled bicycle in 1839?<br />What is the largest insect in the world?<br />TEACH HOW TO SEARCH AND VERIFY INFORMATION<br />
    154. 154.
    155. 155. The Many Adventures of Ben Franklin<br />
    156. 156. Connecting Phase 1 to Phase 3<br />
    157. 157.
    158. 158.
    159. 159. Independent Projects<br />Build on student interest<br />Encourage independence<br />Allow work with complex and abstract ideas<br />Enable long-term and in-depth work on topics of interest<br />Develop task commitment and self-regulation<br />Teach planning and research skills at advanced levels<br />
    160. 160. The commitment to their chosen activity was definitely seen through the dedication that took place. <br />
    161. 161. “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.”<br />-Lee Iacocca<br />
    162. 162. Be prepared to let go.<br />
    163. 163. Questions?<br />
    164. 164. We read to know we’re not alone.<br />—C. S. Lewis<br />
    165. 165. The core of the SEM-R, The Schoolwide Enrichment Model, is designed to increase enrichment opportunities and achievement by providing differentiated instruction for allstudents.<br />A rising tide lifts all ships…<br />