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Brian Housand, Angela Housand, & Elizabeth Fogarty
February 11, 2010

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  • 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?

    1. 1. SEM-RSchoolwide EnrichmentModel - Reading<br />NCAGT<br />February 11, 2010<br />Dr. Elizabeth Fogarty<br />Dr. Angela Housand<br />Dr. Brian Housand <br />
    2. 2.<br />
    3. 3. The National Research Center on the Gifted and Talented<br /><br />
    4. 4. SchoolwideEnrichmentModelReading Framework<br />
    5. 5. 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 />
    6. 6. One Size Fits All<br />
    7. 7.
    8. 8. Think Back…<br />Choral Reading<br />Waiting to Read<br />Waiting for others to catch up<br />
    9. 9.
    10. 10. To Kill a Mockingbird<br /> Miss Caroline writes the alphabet on the board and Scout reads it through easily. Suspicious, Miss Caroline asks Scout to read from the reader and from the local paper. Then she forbids Scout to let Atticus teach her to read anymore. Miss Caroline tells her she can not read at home anymore. Scout explains she doesn&apos;t remember learning how to read, but it seems she always knew how. When Miss Caroline forbids her to continue reading, Scout realizes how important it is to her: &quot;Until I feared I would lose it, I never loved to read. One does not love breathing.&quot;<br />
    11. 11. Many (but not all) talented readers read early<br />Read at least two grade levels above chronological grade placement<br />Begin reading early and may be self-taught<br />
    12. 12.
    13. 13.
    14. 14. 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 /> — Csikszentmihalyi, 1990<br />
    15. 15. Talented readers enjoy the process of reading<br /><ul><li>Seek and enjoy depth and complexity in reading
    16. 16. Develop a deeper understanding of particular topics through reading
    17. 17. Demonstrate preferences for non-fiction
    18. 18. Pursue interest-based reading opportunities</li></ul>Read avidly and with enjoyment<br />Use reading differently for different purposes<br />Thirst for insight and knowledge through reading<br />Pursue varied interests in texts<br />View books as a way to explore the richness of life<br />
    19. 19. Talented readers have advanced language skills. <br />Enjoy the subtleties and complexities of language<br />Demonstrate advanced understanding of language<br />Use expansive vocabulary<br />Use reading to acquire a large repertoire of language skills<br />Use language for humor<br />Display verbal ability in self-expression<br />Use colorful and descriptive phrasing<br />Demonstrate ease in use of language<br />
    20. 20. Talented readers demonstrate advanced processing skills<br />Retain a large quantity of information for retrieval<br />Automatically integrate prior knowledge in reading<br />Utilize higher-order thinking skills such as analysis and synthesis<br />Process information and thoughts at an accelerated pace<br />Synthesize ideas in a comprehensive way<br />Perceive unusual relationships<br />Grasp complex ideas and nuances<br />
    21. 21. Classroom Observations in 12 Classrooms (Grades 3 & 7)<br />Prepared comparative case studies with 7-10 days of visitation over the course of the year<br />Targeted academically talented readers also identified as academically gifted<br />Compared the instructional and reading experiences of talented readers with those of other students<br />Teachers knew what to do……<br />They just could not find the time, the help, or the materials to do it well.<br />(Reis, et al., 2004)<br />
    22. 22. Time Spent Reading in School<br />Study by John Goodlad in A Place Called School <br />
    23. 23. External Forces<br />National Reading Panel Report (NRP)<br />No Child Left Behind (NCLB)<br />
    24. 24. 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 />
    25. 25. Focus of SEM-R<br />Joyful reading<br />Reading above level<br />Acknowledging and celebrating students’ interests & strengths<br />Challenging conversations about reading<br />Increased self-regulation<br />
    26. 26. Three-Legged Stool<br />Renzulli (1977) <br /> Enrichment Triad Model<br />National Reading Panel (2000) <br />Need for further research <br />Vygotsky (1962)<br />Zone of Proximal Development<br />
    27. 27. The Enrichment Triad Model<br />(Renzulli, 1977)<br />Type II<br />Group Training Activities<br />Type I<br />General Exploratory Activities<br />Type III<br />Individual & Small Group Investigations of Real Problems<br />Regular Classroom<br />Environment in General<br />
    28. 28. Key Concepts for Types I, II, & III Enrichment<br />Exposure to new books and genres<br />Self-selection and choice<br />Training in self-regulation and reading strategies and skills <br />
    29. 29. Zone of Proximal Development<br />If the environment presents no such [challenging] tasks to the adolescent, makes no new demands on him, and does not stimulate his intellect by providing a sequence of new goals, his thinking fails to reach the highest stages, or reaches them with great delay. <br /> ~ Vygotsky<br />
    30. 30. Joyful Reading - Pg. 9 <br />Components of the SEM-R Framework<br />Increasing degree of student selection<br />
    31. 31. Phase 1<br />Exposure - Book Hooks:<br />High interest read alouds and higher order questions<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 Jacket<br />Author information<br />Back cover<br />Illustration<br />Publication Information<br />
    36. 36. Engage by Questioning<br />
    37. 37.
    38. 38. 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 />
    39. 39. Exposure to a Wide Range of Books<br />
    40. 40.
    41. 41.
    42. 42.
    43. 43. 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 />
    44. 44. 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 />
    45. 45. 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 />
    46. 46. Employ Skills & Strategies<br />
    47. 47. Complexity of Ideas and Content<br />The student, said the teacher, is crazy.<br />The student said the teacher is crazy.<br />
    48. 48. 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 />
    49. 49. 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 />
    50. 50.
    51. 51. 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 />
    52. 52. Resources for Finding Books <br />
    53. 53. Online Book Lists<br />SEM-R Booklists<br /><br />Carol Hurst<br /><br />Nancy Keane<br /> <br />
    54. 54. Explore Connections<br />
    55. 55. Weekly Book Hook Theme Ideas<br /><br />Author <br />Historical Event (WW2, Hiroshima, Gold Rush, Pioneering, Colonialism)<br />Struggle<br />Race <br />Gender Issues<br />Big Questions (Why hate? Why love?)<br />
    56. 56. Weekly Theme:Dealing with Change in Life <br />
    57. 57. Weekly Theme: Prejudice<br /> Day 1<br />
    58. 58. Day 2<br />Why do you think that Dr. King’s sister would decide to write a book about her brother? <br />How does Ms. Anderson’s personality contribute to her success or failure?<br />How do these two books add to the information that we discussed yesterday?<br />
    59. 59. Day 3<br />How do the events in the passages from these two books relate to what was going on in the world during the stories’ time periods?<br /> What questions do you have about the time period in which these books took place? <br />What kind of text could you use to find answers to your questions?<br />
    60. 60. Day 4<br />
    61. 61. DAY 5<br />Today’s books are different from the books we’ve book talked the other days this week, but they have a similar theme. How are they different? <br />
    62. 62. 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 />
    63. 63. 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 />
    64. 64.<br />
    65. 65. Phase 2<br />Supported Independent Reading using individual conferences and differentiated reading instruction<br />
    66. 66. 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” <br /> — Csikszentmihalyi, 1990<br />
    67. 67. Supported Independent Reading was not sustained silent reading<br />
    68. 68. 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 />
    69. 69. 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 />
    70. 70.
    71. 71.
    72. 72.
    73. 73.
    74. 74.
    75. 75.
    76. 76. Phase Two Goals<br />Students will . . .<br /><ul><li>Enjoy reading books of their own selection
    77. 77. Read appropriately challenging books (1 to 1.5 above their current reading level)
    78. 78. Develop self-regulation skills to enable them to read appropriately challenging books for at least 25-35 minutes each day
    79. 79. Have individualized reading instruction that is tailored to each student’s needs</li></li></ul><li> 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. <br />
    80. 80. I have seen gains in their fluency, comprehension, as well as word skills. <br /> It is truly amazing.<br />
    81. 81. Rules for SIR<br />You must have a book to read<br />If you aren’t enjoying a book and have given it a fair chance (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 />Books must be appropriately challenging<br />Do your best reading the whole time<br />
    82. 82. Conferences provided:<br />Support for each student and differentiated instruction<br />Enthusiasm about books<br />Reading skill development and strategies<br />Interest-based reading opportunities<br />Self-regulation/monitoring<br />Literary skill development<br />Opportunity to assess reading level and book match and find optimal challenge level<br />Opportunities to use higher order thinking skill questions<br />Differentiation for all students in skills, questions, and book selection<br />
    83. 83. Explicit Strategy Instruction<br />Support the struggling reader:<br />i. Decoding<br /> ii. Fluency<br />Foster Comprehension:<br />i. Synthesizing<br />ii. Making inferences<br />iii. Making connections<br />iv. Determining importance <br />v. Visualizing<br />vi. Questioning <br />vii. Metacognition<br />
    84. 84. Purpose of a Conference<br />Evaluate student’s book selection<br />Comprehension<br />Sophistication of ideas<br />Content<br />Suggest Possibilities<br />Make connections with student interests<br />
    85. 85. What does an individual conference look like?<br />Begin by reviewing the student’s log<br />Inquire about the book<br />Invite the student to read a paragraph or two to you aloud<br />
    86. 86. What does an individual conference look like?<br />4. Ask the student a series of questions to spark discussion and enable you to assess comprehension<br />a. Provide support in helping students with decoding and fluency<br /> b. Foster comprehension through strategy development integrated <br /> and differentiated throughout conferences<br /> i. Synthesizing<br /> ii. Making inferences<br /> iii. Making connections – help students make connections to <br /> understand difficult material<br /> iv. Determining importance <br /> v. Visualizing<br /> vi. Questioning – help students clarify the questions in their mind as they read<br /> vii. Metacognition – help students identify when they are having trouble concentrating or understanding and why<br />
    87. 87. What does an individual conference look like?<br />c. Evaluate the appropriateness of the student’s book selection for comprehension and sophistication of ideas and content<br />d. Suggest possibilities for further reading and pursuits<br />5. Record your meeting<br />
    88. 88. 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 />
    89. 89. 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 />
    90. 90. The five minutes with each has been a favorite time for my students, and many times I have had to cut them off. <br />
    91. 91.
    92. 92. 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 />
    93. 93. While conferencing with them I have had to get into some funny positions! <br />
    94. 94.
    95. 95. 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!<br />
    96. 96. 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 />
    97. 97. Reading Strategies<br />Paris, 2004 Keene & Zimmerman, 1997 Harvey & Goudvis, 2000<br />
    98. 98. Knowledge<br />Making Inferences<br />Making Inferences<br /> Making Connections (T-S)<br /> Making Connections (T-W)<br /> Synthesis<br />
    99. 99.
    100. 100.
    101. 101.
    102. 102.
    103. 103.
    104. 104.
    105. 105.
    106. 106.
    107. 107.
    108. 108. Henegar 2005<br />
    109. 109. Classroom Management<br />Strategies to support 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 />
    110. 110. Classroom Management<br />Set ground rules:<br />State your expectations in advance of the conferences<br />Keep conference interruptions to a minimum<br />Let the students decide how long reading time is. When the majority of students have lost focus, time is up.<br />
    111. 111.
    112. 112. Phase Three:An Exploration of Reading Enrichment<br />
    113. 113. 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 />
    114. 114. I<br />nterests<br />C<br />hoices<br />E<br />xplorations<br />
    115. 115. Components of the SEM-R Framework<br />Increasing degree of student selection<br />
    116. 116. 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 />
    117. 117. 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 />
    118. 118.
    119. 119. The Illusion of Choice<br />
    120. 120. 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 />
    121. 121. Sir Ken Robinson<br /> We are educating people out of their creativity. <br /> Creativity is as important in education as literacy. <br />
    122. 122.<br />
    123. 123.
    124. 124. What’s Going On?What are your current classroom practices?How are you using centers? Do you provide choice in activities?<br />
    125. 125.
    126. 126. 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 />
    127. 127. Flickr Writing Prompts<br /><br />
    128. 128.
    129. 129.
    130. 130.
    131. 131.
    132. 132.
    133. 133.
    134. 134.
    135. 135.
    136. 136.
    137. 137.
    138. 138. eBooks<br /><br /><br /><br /><br />
    139. 139. Torrance Creativity Activity<br />
    140. 140. New Directions in Creativity<br />
    141. 141. 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 />
    142. 142.
    143. 143. The Many Adventures of Ben Franklin<br />
    144. 144. Connecting Phase 1 to Phase 3<br />
    145. 145.
    146. 146.
    147. 147. Be prepared to let go.<br />