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Way Beyond Dick and Jane Day 3
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Way Beyond Dick and Jane Day 3

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3rd Day Presentation

3rd Day Presentation

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  • 1. Phase 2
    Supported Independent Reading (SIR) using individual conferences and differentiated reading instruction
  • 2. Supported Independent Reading was not sustained silent reading
  • 3. Individualizing and Differentiating Conferences
    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.
  • 4. 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.
  • 5. Conferences Provide:
    Support for each student’s needs -
    • Enthusiasm about books
    • 6. Reading skill development
    • 7. Interest-based reading opportunities
    • 8. Self-regulation/ monitoring
    • 9. Increasing ability to focus
    Opportunity to assess reading level and book match
    Thoughtful conversations about literature
    Opportunities to use higher order thinking skill questions from bookmarks
    Differentiation for students in skills, questions, and book selection for OPTIMAL CHALLENGE!
  • 10. Common Conference Elements: Beginning
  • 11. Common Conference Elements: Core
  • 12. Common Conference Elements: Conclusion
    - Sweeny, 2008
  • 13. Developing Conference Skills
    Maintaining brevity and efficiency
    Differentiating questions and strategies
    Ensuring self-regulation in the rest of the class
    Determining documentation that works for you
  • 14. Table Talk
    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?
  • 15. Phase Two Goals
    Students will . . .
    • Enjoy reading books of their own selection
    • 16. Read appropriately challenging books (1 to 1.5 above their current reading level)
    • 17. Develop self-regulation skills to enable them to read appropriately challenging books for at least 25-35 minutes each day
    • 18. Have individualized reading instruction that is tailored to each student’s needs
  • 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 one their reading list.
  • 19. I have seen gains in their fluency, comprehension, as well as word skills.
    It is truly amazing.
  • 20. SIR Rules
    - You must have a book to read.
    - 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.
    - Remain in your reading area during SIR.
    - Only reading is happening.
    • Books must be appropriately challenging.
    - Do your best reading the whole time.
  • 21. Welcome Back!
    Thoughts and reactions to yesterday?
  • 22. TWINS WIN!!!!!!!
  • 23. Book Hook Circles
  • 24. The conversation structure, content, & tone
    Strategies used by teachers
    Responses of students
    Differentiated Reading Conferences
  • 25.
  • 26.
  • 27. The individual conferences were so helpful. My average to above average readers really surprised me. They went beyond what I ever thought they could do with advanced thinking skills and questioning skills.
    ~ Treatment Teacher
  • 28. Conferencing Questions
    What do you do when you encounter a word you do not know?
    What book are you reading?
    What made you interested in this book?
    Would you read a few pages/ paragraphs to me?
    How would the book be different if the main character were a girl instead of a boy?
    How can you try to interpret the meaning of this section of text?
  • 29. 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.
    ~ Treatment Teacher
  • 30. Student reflection on reading
    Student participation in assessment and review
    Explicit strategy instruction
    Purpose for reading and goal setting
    Efficacy building via specific feedback
  • 31. Explicit Strategy Instruction
    Support the struggling reader:
    i. Decoding
    ii. Fluency
    Foster Comprehension:
    i. Synthesizing
    ii. Making inferences
    iii. Making connections
    iv. Determining importance
    v. Visualizing
    vi. Questioning
    vii. Metacognition
  • 32. 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.
  • 33. The five minutes with each has been a favorite time for my students, and many times I have had to cut them off.
  • 34. Table Talk
    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?
  • 35. 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.
  • 36. While conferencing with them I have had to get into some funny positions! 
  • 37. After our conference is done they pick up where they left off, and stay glued to the book until time is up, at which time everyone MOANS!
  • 38. 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.
  • 39. Reading Strategies
    Paris, 2004 Keene & Zimmerman, 1997 Harvey & Goudvis, 2000
  • 40. 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?
  • 41. 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?
  • 42. Making Connections Includes
    Text to self
    A text to self connection involves the reader making an authentic connection between someone or something in the story to themselves.
    Text to world
    A 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).
  • 43. 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.
  • 44. 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?
  • 45. 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?
  • 46. 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?
  • 47. 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?
  • 48. Using the Bookmarks to Support Read-Aloud
    The bookmarks are based on literary techniques as well as reading comprehension strategies.
  • 49. Knowledge
    Making Inferences
    Making Inferences
    Making Connections (T-S)
    Making Connections (T-W)
    Synthesis
  • 50. Table Talk
    What do we do with Amanda?
    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!
  • 51. Strategies and Areas of Focus for Conferences
  • 52. Enjoyable activities, in contrast, “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”
    — Csikszentmihalyi, 1990
  • 53. Self-Regulated Learning
    Zimmerman (1989) defined self-regulated learning as involving the regulation of three general aspects of academic learning.
    First, self-regulation of behavior
    • active control of various resources students have available- such as time, study environment-where they study
    • 54. use of peers and faculty members to help
    Second, self-regulation of motivation and affect
    • controlling and changing motivational beliefs such as self-efficacy and goal orientation
    • 55. controlling emotions and affect in ways that improve learning.
    Third, self-regulation of cognition
    • control of various cognitive strategies for learningsuch as the use of deep processing strategies for better learning and increased performance.
  • Self-Regulation in Phase Two
    Self-regulation before reading -
    • Which book will I read?
    • 56. Where will I read?
    • 57. Will this location allow me to focus on my reading?
    • 58. What will my reading focus be?
    • 59. Do I have all my SEM-R materials?
  • Self-Regulation in Phase Two - continued
    Self-regulation during reading -
    • Am I focused on my reading?
    • 60. Am I being distracted? By what?
    • 61. How can I encourage myself to stay focused?
    • 62. What questions do I have?
  • Sample Self-Regulation Rubric
    Rate yourself on each question on a scale from 1-4:
    • Did I have all of my SEM-R materials?
    • 63. Did I remain in my reading area?
    • 64. Was I focused for the entire SEM-R time?
    • 65. If I got distracted was I able to refocus quickly?
  • Tools and Techniques to Support SIR
    Self-regulation systems
    Sticky notes
    Signal cards
    Timer
    Personal CD players
  • 66. Henegar 2005
  • 67. Classroom Management
    Strategies to support self-regulation
    Suns and Clouds
    Teacher moving around the classroom
    Have students use post-its when they have a question about a word
    Students who are really struggling:
    Personal timer (10 minutes)
    Listen to books on CD
    Get up, get a drink, stretch
  • 68. Classroom Management
    Set ground rules:
    State your expectations in advance of the conferences
    Keep conference interruptions to a minimum
    Let the students decide how long reading time is. When the majority of students have lost focus, time is up.
  • 69.
  • 70. Phase 3
    Self-selected interest and choice components
  • 71. Phase three in my classroom has been reserved for Fridays. It makes Friday a time in which students look forward to, by being able to buddy read, work on a book share project, creative training, listening centers, literature circles, etc.
  • 72. The commitment to their chosen activity was definitely seen through the dedication that took place.
  • 73. Components of the SEM-R Framework
    Increasing degree of student selection
  • 74. Interests
    Choices
    Enrichment
  • 75. Phase 3 Choices
    Buddy reading
    Literature circles
    Creativity training exercises
    Independent projects
    Online reading and research
  • 76.
  • 77. I would love to see SEM-R taking place in all schools, as it has shown me that this really is a beneficial way for kids to become the best readers. I definitely will use this next year with my new class! I am proud to say I have a classroom of READERS!
  • 78. We are teaching kids to enjoy reading, and along with that they are making big strides academically. We need to reach all students so that they do become lifelong readers, which lead to lifelong learners who are successful! Thank you for offering this pilot program, I am thrilled to have had a chance to participate in it.
  • 79. How is using the SEM-R likeeating a tomato?
  • 80. “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.”
    -Lee Iacocca
  • 81. Thank you!
    For more information, contact:
    fogartye@ecu.edu
  • 82. Exit Ticket for Day 1
    Something I learned today is . . .
    Something I’m still wondering about is . . .