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Challenging Middle School Readers with the SEM-R

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Challenging Middle School Readers with the SEM-R

  1. 1. Challenging Middle School Readers with the<br />SEM-R<br />Dr. Angela Housand<br />University of North Carolina-Wilmington<br />
  2. 2. angelahousand.com<br />
  3. 3. The National Research Center on the Gifted and Talented<br />www.gifted.uconn.edu<br />
  4. 4. If I were abook character, I would be…<br />(insert your answer here)<br />
  5. 5. One Size Fits All<br />
  6. 6. Sally Reis<br />Joyful Reading & the <br />SEM - R<br />
  7. 7. 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 />
  8. 8. 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 />
  9. 9. Gifted<br />Middle School Readers<br /><ul><li>Continue reading avidly
  10. 10. Read more than twice as much
  11. 11. Move toward reading adult fiction</li></ul>(Carter, 1982)<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.
  24. 24. Elements of EffectiveAdolescent Literacy Programs<br />Direct, explicit comprehension instruction<br />Effective instructional principles embedded in content<br />Motivation and self-directed learning<br />
  25. 25. Elements of EffectiveAdolescent Literacy Programs<br />Text based collaborative learning<br />Strategic tutoring<br />Diverse texts<br />
  26. 26. Elements of EffectiveAdolescent Literacy Programs<br />A technology component<br />Ongoing formative assessment<br />Extended time for literacy<br />
  27. 27. Joyful Reading - Pg. 9 <br />Components of the SEM-R Framework<br />Increasing degree of student selection<br />
  28. 28. Phase 1<br />Exposure - Book Hooks:<br />High interest read alouds and higher order questions<br />
  29. 29. Middle School Readers<br />Period of transition<br />Less time for leisure reading<br />Move to young adult section<br />May read only one genre<br />Fantasy<br />Romance<br />(Herald, 1997)<br />
  30. 30. Middle SchoolGirls<br />Prefer internal action<br />Thoughts<br />Feelings<br />Willing to experiment more<br />(Carlson, 1980)<br />
  31. 31. Middle SchoolBoys <br />Less flexible than girls in reading choices<br />Will read about girl character if plot provides suspense, action, and outdoor setting<br />(Carlson, 1980)<br />
  32. 32. The E’s of Phase 1<br />
  33. 33. Entice with Book Hooks<br />
  34. 34. BOOK<br />HOOKS<br />
  35. 35. Basic Book Hook<br />Jacket<br />Author information<br />Back cover<br />Illustration<br />Publication Information<br />
  36. 36.
  37. 37.
  38. 38. August 24, 2010<br />
  39. 39.
  40. 40.
  41. 41.
  42. 42.
  43. 43.
  44. 44.
  45. 45.
  46. 46. Josh Lieb’s Website<br />
  47. 47. Engage by Questioning<br />
  48. 48.
  49. 49.
  50. 50. 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 />
  51. 51. Exposure to a Wide Range of Books<br />
  52. 52.
  53. 53.
  54. 54.
  55. 55.
  56. 56.
  57. 57. 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 />
  58. 58. 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 />
  59. 59. Employ Skills & Strategies<br />
  60. 60. Complexity of Ideas and Content<br />The student, said the teacher, is crazy.<br />The student said the teacher is crazy.<br />
  61. 61. 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 />
  62. 62. 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 />
  63. 63.
  64. 64. 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 />
  65. 65. 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 />
  66. 66. 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 />
  67. 67. Explore Connections<br />
  68. 68.
  69. 69.
  70. 70.
  71. 71.
  72. 72.
  73. 73.
  74. 74. 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 />
  75. 75. 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 />
  76. 76. Good Morning!<br />How might you hook me on a book that does not match my interests or genre preferences (ex: historical fiction)?<br />
  77. 77. How Do I Start?<br />
  78. 78. 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 />
  79. 79. 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 />
  80. 80. What are the steps?<br />Find Books<br />
  81. 81. Resources for Finding Books<br />
  82. 82. Online Book Lists<br />SEM-R Booklists<br />http://www.gifted.uconn.edu/semr<br />ALA Young Adult Library Services<br />http://www.ala.org/yalsa/booklists<br />Nancy Keane<br />http://atn-reading-lists.wikispaces.com <br />
  83. 83. http://nancykeane.com/rl/<br />
  84. 84. http://nancykeane.com/rl/<br />
  85. 85. http://nancykeane.com/rl/<br />
  86. 86. Online Book Resources<br />Shelfari<br />http://www.shelfari.com/<br />Google Books<br />A Bookshelf Developed by Dr. B. Housand<br />Shmoop<br />http://www.shmoop.com<br />
  87. 87. Online Book Resources<br />Townsend Books for $1.00<br />http://www.townsendpress.com<br />Amazon<br />http://www.amazon.com<br />
  88. 88. http://www.townsendpress.com/product/97.aspx<br />
  89. 89. http://www.townsendpress.com/product/97.aspx<br />
  90. 90. What are the steps?<br />Find Books<br />Organize a Classroom Library<br />
  91. 91. Classroom Library<br />
  92. 92. Classroom Library<br />
  93. 93. Classroom Library<br />
  94. 94. Classroom Library<br />
  95. 95. What are the steps?<br />Find Books<br />Organize a Classroom Library<br />Plan Book Hooks<br />
  96. 96. 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 />
  97. 97. What are the steps?<br />Find Books<br />Organize a Classroom Library<br />Plan Book Hooks<br />Identify Student Needs<br />
  98. 98.
  99. 99.
  100. 100. What are the steps?<br />Find Books<br />Organize a Classroom Library<br />Plan Book Hooks<br />Identify Student Needs<br />Help Students Select Books<br />
  101. 101.
  102. 102.
  103. 103.
  104. 104. What are the steps?<br />Find Books<br />Organize a Classroom Library<br />Plan Book Hooks<br />Identify Student Needs<br />Help Students Select Books<br />Embed Strategy Instruction in Individualized Conferences<br />
  105. 105. Phase 2<br />Supported Independent Reading (SIR) using individual conferences and differentiated reading instruction<br />
  106. 106. Supported Independent Reading isNOT sustained silent reading<br />
  107. 107. Phase Two Goals<br /> Students will . . .<br /><ul><li>Enjoy reading books of their own selection
  108. 108. Read appropriately challenging books
  109. 109. (1 to 1.5 above their current reading level)
  110. 110. Develop self-regulation skills to enable them to
  111. 111. Read appropriately challenging books
  112. 112. At least 35-45 minutes each day
  113. 113. Have individualized reading instruction that is tailored to each student’s needs</li></li></ul><li>What are the steps?<br />Find Books<br />Organize a Classroom Library<br />Plan Book Hooks<br />Identify Student Needs<br />Help Students Select Books<br />Embed Strategy Instruction in Individualized Conferences<br />
  114. 114. Conferences provide:<br /><ul><li>Support for each student’s needs
  115. 115. Enthusiasm about books
  116. 116. Reading skill development
  117. 117. Interest-based reading opportunities
  118. 118. Self-regulation/monitoring
  119. 119. Increasing ability to focus</li></li></ul><li>Conferences provide:<br /><ul><li>Opportunity to assess reading level and book match
  120. 120. Thoughtful conversations about literature
  121. 121. Opportunities to use higher order thinking skill questions</li></li></ul><li>Conferences provide:<br /><ul><li>Differentiation for all students in
  122. 122. Skills
  123. 123. Questions
  124. 124. Book Selection for OPTIMAL CHALLENGE!</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 />
  125. 125. 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 />
  126. 126. What are the steps?<br />Find Books<br />Organize a Classroom Library<br />Plan Book Hooks<br />Identify Student Needs<br />Help Students Select Books<br />Embed Strategy Instruction in Individualized Conferences<br />
  127. 127. 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 />
  128. 128. 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 />
  129. 129. Common Conference Elements: Beginning<br />
  130. 130. Common Conference Elements: Core<br />
  131. 131. Common Conference Elements: Conclusion<br />(Sweeny, 2008)<br />
  132. 132.
  133. 133. What are the steps?<br />Find Books<br />Organize a Classroom Library<br />Plan Book Hooks<br />Identify Student Needs<br />Help Students Select Books<br />Embed Strategy Instruction in Individualized Conferences<br />
  134. 134. Reading Strategies<br /> Paris, 2004 Keene & Zimmerman, 1997 Harvey & Goudvis, 2000<br />
  135. 135. Strategies and Areas of Focus<br />
  136. 136.
  137. 137. 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 />
  138. 138. 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 />
  139. 139. 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 />
  140. 140. 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 />
  141. 141. Findings related to self-regulation in and task commitment in reading<br />
  142. 142. 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 />
  143. 143.
  144. 144. Student keeping a record<br />Student tracking progress<br />Student assessment of goal attainment<br />Higher order thinking & metacognitive strategy use<br />
  145. 145.
  146. 146. 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 />
  147. 147. 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 />
  148. 148.
  149. 149.
  150. 150. 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 />
  151. 151. 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 />
  152. 152. Differentiated Reading Conferences<br /><ul><li>The conversation: Structure, Content, & Tone
  153. 153. Responses of students
  154. 154. 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 />
  155. 155.
  156. 156. Step #7Be prepared to let go.<br />
  157. 157. “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 />
  158. 158. Phase Three:An Exploration of Reading Enrichment<br />
  159. 159. 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 />
  160. 160.
  161. 161. The Illusion of Choice<br />
  162. 162. 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 />
  163. 163. Sir Ken Robinson<br /> We are educating people out of their creativity. <br /> Creativity is as important in education as literacy. <br />
  164. 164. http://www.21stcenturyskills.org/<br />
  165. 165. What’s Going On?What are your current classroom practices?How are you using centers? Do you provide choice in activities?<br />
  166. 166.
  167. 167. 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 />
  168. 168. Flickr Writing Prompts<br />http://www.flickr.com<br />
  169. 169.
  170. 170.
  171. 171.
  172. 172.
  173. 173.
  174. 174.
  175. 175.
  176. 176.
  177. 177. Book Bags…<br />
  178. 178.
  179. 179. Modern Day Books…<br />
  180. 180.
  181. 181.
  182. 182. eBooks<br />http://www.icdlbooks.org/<br />http://books.google.com<br />http://kids.nypl.org/reading/Childrensebooks.cfm<br />http://etext.library.adelaide.edu.au/<br />
  183. 183. Torrance Creativity Activity<br />
  184. 184. New Directions in Creativity<br />
  185. 185. http://www.fun-with-words.com/rebus_puzzles.html<br />
  186. 186. 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 />
  187. 187.
  188. 188. The Many Adventures of Ben Franklin<br />
  189. 189. Connecting Phase 1 to Phase 3<br />
  190. 190.
  191. 191.
  192. 192. 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 />
  193. 193. The commitment to their chosen activity was definitely seen through the dedication that took place. <br />
  194. 194. “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 />
  195. 195. We read to know we’re not alone.<br />—C. S. Lewis<br />
  196. 196. ThankYou!<br />
  197. 197. 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 />
  198. 198. (Henegar 2005)<br />
  199. 199. 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 />

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