Savoring Reading SchoolwideSally M. Reis and Elizabeth A. Fogarty<br />Jackie Krogulski<br />
School Enrichment Model in Reading<br />Collaboration of teachers and researchers from the University of Connecticut.<br />Focuses on engaging students in challenging reading accompanied by instruction in higher-order thinking and strategy skills.<br />Teachers guide students to continue reading and challenging themselves.<br />Called SEM-R<br />
Why Enrichment Is Not Optional<br />Standardized testing (American College Test) demonstrates that students are not prepared for college or jobs, especially minority and poverty living students.<br />Schools need to try alternative methods of teaching reading that promote a lifelong enjoyment of reading.<br />Schools that have used the SEM-R approach have been successful in fluency and comprehension.<br />
How The Model Works<br />Developed from a model used in gifted education.<br />Focuses on increasing a student readers’ enjoyment through planned enrichment experiences<br />Includes three categories:<br />Broad exposure to appropriate texts and areas of possible interest.<br />Higher-order thinking skills training and methods instruction.<br />Opportunities to pursue self-selected activities.<br />
Phase 1: Hooking Kids on Literature<br />In Phase 1, teachers read out loud to students from diverse texts and find books that are geared to each class’s interests, reading levels, backgrounds, and cultures.<br />In 10-20 minute “book hook” sessions, teachers read excerpts to hook students on reading pausing periodically to ask higher-order questions.<br />The SEM-R team gave teachers laminated bookmarks with cognitively challenging questions to help students become more accustomed to answering higher-level thinking questions.<br />Students are able to write in a reading log the title of books they want to read on their own if the book hood interests them.<br />
Phase 2: Supported Independent Reading with Conferences<br />Teachers encourage students to chose high-interest books slightly above their current reading level.<br />Concentration reading began with only 5-10 minutes per day, and increased gradually to 30-45 minutes with specific ground rules for students to follow.<br />Talk openly about the need to develop the habit of focused reading for success in life.<br />Tell students to make sure their brain is not“channel surfing.”<br />Let the students choose where they want to read in the room.<br />Teachers circle the room and offer individual support for differentiated instruction. <br />SEM-R materials provide a series of lessons for teachers to guide individual needs of students.<br />
Phase 3: Options for Individual Interests<br />Teachers encourage students to participate about one hour each week in literacy-related activities.<br />Can be 15 minutes each day or one period devoted to SEM-R.<br />Teachers gave students several different options.<br />Explore the internet and reading materials online.<br />Interest-based projects.<br />Reading aloud with a friend.<br />Book chats in literature circles.<br />Listening to books on tape.<br />This phase pushes students to read critically and find enjoyable challenging literature beyond texts that teachers and schools provide.<br />
Results in Urban Schools<br />Students taught with the SEM-R method have more positive attitudes towards reading, higher reading fluency, and comprehension scores, and an increased confidence in answering higher-order thinking questions.<br />Positive changes extended beyond increased test scores. <br />Students could not wait to begin reading, and were upset when the time for the day was up.<br />Children who rarely read, read through entire book series.<br />More advanced conversations occurred regarding books and knowledge students gained from reading more.<br />
How this Article affects YOU!<br />Look at other options to reading. Don’t get basal crazy!<br />Don’t be afraid to try something new! Use your own interests to spark those of others.<br />Silent reading time is not a time for correcting papers or writing lesson plans. Move around and talk to you students about what they’re reading!<br />
Works Cited<br />Reis, Sally M., and Elizabeth A. Fogarty. "Saboring Reading Schoolwide." Educational Leadership October 2006: 32-35. Print. <br />
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