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SEM-R for Milwaukee Public Schools


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Using the Schoolwide Enrichment Model Reading framework with emergent readers. SEM-R with alignments to science curriculum, technology use, and U-STARS PLUS.

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SEM-R for Milwaukee Public Schools

  1. 1. Challenging  Elementary   School  Readers  with  the SEM-­‐R Dr. Angela Housand! University of North Carolina Wilmington
  2. 2. &
  3. 3. Sally  Reis Joyful  Reading  &     The  SEM  -­‐  R
  4. 4. NRC G/T The National Research Center on the Gifted and Talented
  5. 5. If I were a
 book character, I would be… (insert your answer here)
  6. 6. One Size Fits All
  7. 7. Three Goals of SEM-R To  increase  enjoyment  in  reading To  encourage  students  to  pursue   challenging  independent  reading To  improve  reading  fluency,  comprehension,   and  increase  reading  achievement
  8. 8. The SEM-R An enrichment-based reading program that seeks to increase reading achievement for all students while also addressing the pressing needs of talented readers.
  9. 9. Heterogeneously Grouped First Grade Classroom
  10. 10. Heterogeneously Grouped First Grade Classroom 4 to 5 Grade Levels
  11. 11. Lowest Performing Student at a 1st Grade Level
  12. 12. Lowest Performing Student at a 1st Grade Level Highest Performing Student at a 4th Grade Level
  13. 13. What do you need to
 know to implement the SEM-R? Write your answer on a post-it… Be as specific as possible.
  14. 14. Components of the SEM-R Framework Phase 1 - Exposure Phase 2 - Training & Self- Selected Reading Phase 3 - Interest & Choice Components • High-interest books to read aloud • Higher-order thinking probing questions • Bookmarks for teachers with questions regarding Bloom's Taxonomy, biography, character, illustrations and other topics relevant to the study of literature • Training and discussions on Supported Independent Reading • Supported Independent Reading • One-on-one teacher conferences on reading strategies 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 Increasingdegreeofstudentselection Joyful Reading (p. 9)
  15. 15. High interest read alouds and higher order questions Phase 1
  16. 16. Phase 1 Exposure via Book Hooks High interest read alouds and higher order questions Phase 1 - Exposure • 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 Type I Activities
  17. 17. The E’s of Phase 1
  18. 18. Entice with Book Hooks
  19. 19. B O O K H O O K S
  20. 20. Basic Book Hook Jacket Author information Back cover Illustration Why you enjoy the book
  21. 21. Activity Time: HookYour Friend
  22. 22. Engage by Questioning
  23. 23. Illustrations/Layout Illustrations/Layout Biography Could the illustrations in this book tell the story without words? Why or why not? How did the illustrations affect your feelings? What can you observe about the layout or organization of the book? How did the layout affect the way you are reading the book? How did the “look” of the book influence your decision to read it? Choose an illustration you like from the book. Why do you think the illustrator chose to show that moment? Is the cover of the book a good match for what you find inside? Why or why not? How do the illustrations or page layouts differ from those in other books you have read? If you were in charge of developing a new edition of this book, what changes would you make to how the book looks? Would this book be as interesting or helpful to you without the illustrations and/or diagrams? Why or why not? If you were going to write a biography, who would you write about? Why? What do you admire about the person in this biography? Why? How might you become more like this person? What do you think school was like for the person about whom this biography was written? Explain. How did the author organize the sequence of events in the story of the person’s life? Project SEM R (Elementary) University of Connecticut I 1 Project SEM R (Elementary) University of Connecticut I 2 Project SEM R (Elementary) University of Connecticut B 1
  24. 24. Nonfiction Nonfiction Point of View How could an idea in this book improve or change the world? Or, if you are reading a history book, how did an idea in the book change the world? Describe some jobs or professions that relate to this topic. What kinds of work do these people do? How is the information in this book organized? In what ways is it similar to or different from a fictional narrative? What new information have you learned from this book that makes you curious to learn more about the topic? Identify one cause and effect relationship described in this book. Was the relationship between cause and effect predicted or was its discovery a surprise? Explain. What different perspectives were presented on an issue in this book? How well balanced were the viewpoints? How do the ideas in this book relate to your life? How did the Table of Contents and Index help you to use this book? What advice would you give to another student about using these tools while reading this book? Bias happens when the author presents only one point of view on an issue that may have multiple perspectives. Describe how you might investigate whether this book presents information in a biased way. What point of view do you think the author conveys on the topic? Do you think he or she shows bias? How? If not, how did the author avoid conveying a bias? Are there points in the book at which you disagree with the author? Explain your perspective and what evidence you have to support your ideas. Project SEM R (Elementary) University of Connecticut NF 1 Project SEM R (Elementary) University of Connecticut NF 2 Project SEM R (Elementary) University of Connecticut NF 3
  25. 25. Developing a Question Help your students see themselves as investigators collecting evidence: • Ask open-ended questions. • Tie answers back to the text. • Modeling is a Must! • Consider creative, offbeat 
 ideas a bonus.
  26. 26. Exposureto a Wide Range of Books
  27. 27. Advanced Option
  28. 28. ExploreConnections
  29. 29. Weekly Book Hook Themes ● Author ! ● Science Concepts! ● weather! ● animals! ● space! ● motion! ● Broad Concepts! ● Change! ● Big Questions! ● Why hate? Why love?
  30. 30. Shout Out: Possible Book Hook Themes
  31. 31. Chimpanzees are NOT Monkeys. They are Great Apes
  32. 32. Fur Tail Type III Independent Exploration: Can you find more similarities and differences? No Tail
  33. 33. 910L 990L 820L 740L
  34. 34. 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.
  35. 35. 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 emergent readers?
  36. 36. RESOURCES 

  37. 37. Online Book Lists: Science! ONSTA Outstanding Science Books ! Robert F. Sibert Medal & Honor Books bookmedia/sibertmedal ! Goodreads kindergarten-science
  38. 38. Online Book Resources Shelfari ! ! Google Books A Bookshelf Developed by Dr. B. Housand ! ! Amazon
  39. 39.
  40. 40. Book  Bags…
  41. 41. Modern  Day  Books…
  42. 42. eBooks! ! !! !! ! node=154606011
  43. 43. The E’s of Phase 1 • Entice with Book Hooks • Engage in Questioning with Book Marks • Expose Students to a Wide Range Books • Explore Connections
  44. 44. Questions?
  45. 45. Activity Time: Design a Themed Book Hook
  46. 46. &
  47. 47. Supported Independent Reading using individual conferences and differentiated reading instruction Phase 2
  48. 48. Phase 2 Supported Independent Reading using individual conferences & differentiated reading instruction Phase 2 - Training & Self-Selected Reading • Training and discussions on Supported Independent Reading!!! • One-on-one teacher conferences on higher level reading strategy and instruction!!!! • Bookmarks for students posing questions Type II Activities
  49. 49. Supported Independent Reading is
 NOT sustained silent reading
  50. 50. 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.
  51. 51. Students will . . . • Enjoy reading books of their own selection • Read appropriately challenging books • Develop self-regulation skills for sustained independent reading • Have individualized reading instruction that is tailored to each student’s needs Phase 2 Goals
  52. 52. ! I know the purpose of Phase 2 is engage students in independent reading, but how do I manage conferences that with so many emergent readers?
  53. 53. Poetry
  54. 54. Culture
  55. 55. History Advanced Option
  56. 56. Math Advanced Option
  57. 57. Advanced Option
  58. 58. Activities Advanced Option
  59. 59. Leveled Activities
  60. 60. Listening Station
  61. 61. CONFERENCES  PROVIDE: • Support  for  each  student’s  needs   – Enthusiasm  about  books   – Reading  skill  development   – Interest-­‐based  reading  opportunities   – Self-­‐regulation/monitoring   – Increasing  ability  to  focus
  62. 62. CONFERENCES  PROVIDE: • Opportunity  to  assess  reading  level   and  book  match   • Thoughtful  conversations  about   literature   • Opportunities  to  use  higher  order   thinking  skill  questions
  63. 63. CONFERENCES  PROVIDE: • Differentiation  for  all  students  in     – Skills   – Questions   – Book  Selection  for  OPTIMAL  CHALLENGE!
  64. 64. Common  Conference  Elements:   Beginning Element Teacher  Action Greeting Welcome student and establish positive rapport Monitor reading habits Check reading log and book choice Determine book match and reading needs Assess student’s oral reading with chosen text
  65. 65. Student keeping a record ! ! Student tracking progress ! Student assessment of goal attainment ! Higher order thinking & metacognitive strategy use
  66. 66. 109
  67. 67. Student reflection on reading Student participation in assessment and review Explicit strategy instruction ! Purpose for reading and goal setting Efficacy building via specific feedback
  68. 68. Element Teacher  Action Monitor comprehension Ask questions, prompt thinking, and engage student in conversation about book Identify applicable reading strategies Provide reading strategy instruction and scaffold student’s strategy use Attend to word-level needs Support decoding and vocabulary knowledge Common  Conference  Elements:   Core
  69. 69. Element Teacher  Action Engender positive feelings Praise student’s reading effort Support reading independence Help the student set reading goals (Sweeny, 2008) Common  Conference  Elements:   Conclusion
  70. 70. DEVELOPING   CONFERENCING  SKILLS: • Maintaining  brevity  and  efficiency   • Differentiating  questions  and   strategies   • Ensuring  self-­‐regulation  in  the  rest   of  the  class   • Determining  documentation  that   works  for  you
  71. 71. SIR Conference Rubric Student Name: _________________________________________________________ Date: __________________ Teacher: ___________________ ALWAYS USUALLY RARELY NEVER Student uses the reading process effectively. Uses strategies to determi e meaning & ncrease vocabulary: context clues 3 2 1 0 The student constructs meaning from a wide range of exts. Determines main idea/details, sequence events. Identifies authorÕs urpose. Recognizes use of compare & contrast 3 2 1 0 The student understands the common features of literary forms. Understands the evelopment of plot. Knows the simi arities & differences among characters, settings, and events. 3 2 1 0 The student responds critically to fiction, non-fiction, poetry, & drama. Student identifies cause and effect rel tionships in l terary text. 3 2 1 0 TOTAL SCORE: ______/12 12-11= A 10- 9= B 8-7= C 6-4= D 3-below= F Area(s) f Concern (circle): LA.A.1.2.3- context clues LA.A.2.2.1- main idea, details LA.A.2.2.1- sequence LA.E.1.2.2- plot LA.A.2.2.2- authorÕs purpose LA.A.2.2.7- compare & contrast LA.A.2.2.8 & LA.A.2.2.5- graphic sources LA.E.1.2.3- characters LA.E.2.2.1- cause & effect Comments: (Henegar 2005)
  72. 72. I have seen gains in their fluency, comprehension, as well as word skills. It is truly amazing.
  73. 73. Enjoy Reading 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” — Csikszentmihalyi, 1990
  74. 74. 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
  75. 75. 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.
  76. 76. —Horace Mann Resolve to edge in a little reading every day, if it is but a single sentence.   If you gain fifteen minutes a day, it will make itself felt at the end of the year.
  77. 77. 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.
  78. 78. Activity Time: Conferences
  79. 79. Not all students need the same strategy instruction at the very same time, but all students need some instruction if they are reading an adequately challenging book. ! For that reason, be sure that strategy instruction is integrated throughout conferences and differentiated to meet the needs of individual students. Individualizing and Differentiating Conferences
  80. 80. • The conversation varies in: • Structure • Tone • Content • Responses of students are at different levels • Different strategies are used by the teacher You Know a Conference is Differentiated When…
  81. 81. READING STRATEGIES Making Connections Making Connections Making Connections Determining Importance Determining Importance Determining Importance Questioning Questioning Questioning Visualizing Visualizing/ Sensory Images Visualizing & Inferring Making Inferences Making Inferences Summarizing Synthesizing Synthesizing Metacognition     Paris,  2004                      Keene  &  Zimmerman,  1997                                Harvey  &  Goudvis,  2000
  82. 82. STRATEGIES  AND  AREAS  OF  FOCUS Category Strategy/Focus  Area Comprehension Background knowledge, compare/contrast, inferring, main idea, metacognition, predicting, questioning, sequencing, summarizing, visualizing Connections Text-to-text, text-to-self, text-to-world Higher-level thinking Analysis, evaluation, judgment, synthesis Text characteristics Genres, Narrative elements, Non-narrative elements Literary elements Author’s craft, theme Word-level instruction Decoding, fluency, pace, rereading, skimming, skipping, syllabication, vocabulary Habits & attitude Affective response, autonomy, habits, locating evidence in text, previewing selection, setting purpose Book selection Appropriate, easy, difficult, purpose for selection
  83. 83. 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.
  84. 84. 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.
  85. 85. The five minutes with each one has been a favorite time for my students, and many times I have had to cut them off.
  86. 86. “We do not need to burn books to kill our civilization; 
 we need only to leave them unread for a generation.”
 —R.  M.  Hutchins
  87. 87. Phase 1 Phase 3Phase 2 5-10 Minutes 20+ Minutes 10-15 Minutes 20 Minutes 30 Minutes 10 Minutes 5 Minutes 30 Minutes ???
  88. 88. Self-selected interest and choice components Phase 3
  89. 89. Phase Three:
 An Exploration of Reading Enrichment
  90. 90. “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.”
 Interest and Rigor Lead To Creative Productivity
  91. 91. + What’s Going On?
 What are your current classroom practices?
 How are you using centers? 
 Do you provide choice in activities?
  92. 92. The Illusion of Choice
  93. 93. • 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
  94. 94. SEM-Xplorations • Build a bridge • Create an artifact box • Draw a comic strip • Design a city of the future • Create an illustrated book • Invent something new • Write a short story
  95. 95. Make an Artifact Box Step 1: Brainstorm Step 2: Choose items for the box Step 3: Make clue cards Step 4: Group the items in your box Step 5: Develop an answer sheet
  96. 96. Invent Something New
  97. 97. Hour of Code
  98. 98. ! ! ! ! We are educating people out of their creativity. ! Creativity is as important in education as literacy. Sir Ken Robinson
  99. 99. + Torrance Creativity Activity
  100. 100. + NewDirectionsin Creativity
  101. 101.
  102. 102. Top Strategies For Phase 3 Books on CD Group Projects Buddy Reading SEM-Xplorations Renzulli Learning Literature Circles Creativity Activities Investigation Centers Independent Projects
  103. 103. Independent Projects • Build on student interest • Encourage independence • Allow work with complex and abstract ideas • Enable long-term and in-depth work on topics of interest • Develop task commitment and self-regulation • Teach planning and research skills at advanced levels
  104. 104. Debbie Diller
  105. 105. Debbie Diller
  106. 106. The commitment to their chosen activity was definitely seen through the dedication that took place.
  107. 107. “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
  108. 108. Be prepared to let go.
  109. 109. Questions?
  110. 110. We read to know we’re not alone.
 —C. S. Lewis
  111. 111. A rising tide lifts all ships…! The core of the SEM-R, The Schoolwide Enrichment Model, is designed to increase enrichment opportunities and achievement by providing differentiated instruction for all students.