SEM-R Olde Providence

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Brian Housand, PhD
http://brianhousand.com

SEM-R: Schoolwide Enrichment Model Reading Framework
Presentation at Olde Providence Elementary
Charlotte, NC
September 9, 2010

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SEM-R Olde Providence

  1. 1. Challenging Elementary School Readers with the SEM-R Dr. Brian Housand East Carolina University
  2. 2. http://www.fun-with-words.com/rebus_puzzles.html
  3. 3. http://brianhousand.com
  4. 4. Techie Educator Gifted Researcher
  5. 5. NRC The National Research G/T Center on the Gifted and Talented www.gifted.uconn.edu
  6. 6. If I were a book, I would want to be… (insert your answer here)
  7. 7. One Size Fits All
  8. 8. Sally Reis Joyful Reading & the SEM - R
  9. 9. 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.
  10. 10. Three Goals of SEM-R To increase enjoyment in reading To improve reading fluency, comprehension, and increase reading achievement To encourage students to pursue challenging independent reading
  11. 11. aliteracy noun: the quality or state of being able to read but uninterested in doing so
  12. 12. The 3 Voices of Aliteracy No (Beers, 1996) Time! No No Interest! WAY!
  13. 13. "The man who does not read good books has no advantage over the man who cannot read them.” -- Mark Twain
  14. 14. Percent of 13-year olds who are daily readers: Less than
  15. 15. Among 17-year-olds, Percentage of Non-Readers:
  16. 16. DANGER If you don’t read much, you really don’t know much. YOU ARE DANGEROUS! --Jim Trelease
  17. 17. Percentage of Time Spent Reading in School Elementary 6% Middle 3% High 2% Study by John Goodlad in A Place Called School
  18. 18. Are kids reading outside of class?
  19. 19. On average, Americans ages 15 to 24 spend almost 2 hours Per day watching TV
  20. 20. 7 Minutes
  21. 21. "I didn't actually read the book, but I did play the video game loosely based on it."
  22. 22. 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
  23. 23. Focus of SEM-R • Joyful reading • Reading above level • Acknowledging and celebrating students‘ interests & strengths • Challenging conversations about reading • Increased self-regulation
  24. 24. Three-Legged Stool Renzulli (1977) Enrichment Triad Model Vygotsky (1962) National Reading Panel Zone of Proximal (2000) Development Need for further research
  25. 25. The Enrichment Triad Model (Renzulli, 1977) Type I General Type II Exploratory Group Training Activities Activities Type III Individual & Small Group Investigations of Real Problems
  26. 26. Key Concepts for Types I, II, & III Enrichment Exposure to new books and genres Self-selection and choice Training in self-regulation and reading strategies and skills
  27. 27. Zone of Proximal Development 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. ~ Vygotsky
  28. 28. Joyful Reading - Pg. 9 Components of the SEM-R Framework Phase 1 - Exposure Phase 2 - Training & Self- Phase 3 - Interest & Selected Reading Choice Components • High-interest books to read Training and discussions on Introducing creative aloud Supported Independent thinking • Higher-order thinking Reading Exploring the Internet probing questions Supported Independent Genre studies • Bookmarks for teachers Reading Literary exploration with questions regarding One-on-one teacher Responding to books Investigation centers Bloom's Taxonomy, conferences on reading Focus on biographies biography, character, strategies and instruction Buddy reading illustrations and other Bookmarks for students Books on tape topics relevant to the posing higher-order questions Literature circles study of literature regarding character, plot, Creative or expository setting, considering the story, writing and other useful topics. Type III investigations Type II & Type III Type I Activities Type II Activities Investigations
  29. 29. Phase 1 - Exposure Phase 1 • High-interest book hooks for read aloud Exposure - Book Hooks: • Higher-order thinking High interest read probing questions alouds and higher • Bookmarks for teachers with questions focusing order questions on advanced thinking skills and reading skill instruction that is relevant to a broad range of literature Type I Activities
  30. 30. The E‘s of Phase 1
  31. 31. ntice with Book Hooks
  32. 32. B O O H K O O K S
  33. 33. Basic Book Hook Jacket Author information Back cover Illustration Publication Information
  34. 34. August 24, 2010
  35. 35. ngage by Questioning
  36. 36. 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.
  37. 37. xposure to a Wide Range of Books
  38. 38. Text Level ‗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
  39. 39. Text Level ‗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.‘
  40. 40. 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.
  41. 41. Table Talk 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?
  42. 42. mploy Skills & Strategies
  43. 43. Complexity of Ideas and Content The student, said the teacher, is crazy. The student said the teacher is crazy.
  44. 44. Complexity of Ideas and Content ‗Before fun was invented, people joined bell-ringing clubs. As a member at Boston‘s Old North Church, Paul spent hours practicing in the belfry tower.‘
  45. 45. Text Level ‗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; . . .‘ Given to the most distinguished children’s informational book published in the preceding year.
  46. 46. Text Level ‗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 …‘
  47. 47. Text Level ‗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
  48. 48. Text Level ‗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.‘
  49. 49. SEM-R Booklists http://www.gifted.uconn.edu/semr ALA Young Adult Library Services http://www.ala.org/yalsa/booklists Nancy Keane http://atn-reading-lists.wikispaces.com
  50. 50. http://nancykeane.com/rl/
  51. 51. http://nancykeane.com/rl/
  52. 52. http://nancykeane.com/rl/
  53. 53. Shelfari http://www.shelfari.com/ Google Books A Bookshelf Developed by Dr. B. Housand Shmoop http://www.shmoop.com Amazon http://www.amazon.com
  54. 54. xplore Connections
  55. 55.  Author  Historical Event  (WW2, Hiroshima, Gold Rush, Civil War)  Struggle  Race  Gender Issues  Big Questions (Why hate? Why love?)
  56. 56. The E‘s of Phase 1 • Entice with Book Hooks • Engage in Questioning with Book Marks • Expose Students to a Wide Range Books • Employ Skills and Strategies • Explore Connections
  57. 57. Table Talk 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?
  58. 58. Phase 2 - Training & Self- Selected Reading Phase 2 Training and discussions on Supported Independent Supported Independent Reading Reading (SIR) using One-on-one teacher individual conferences conferences on higher level reading strategy and and differentiated instruction reading instruction Bookmarks for students posing higher-order questions regarding character, plot, setting, considering the story, and other useful topics. Type II Activities
  59. 59. Supported Independent Reading is NOT sustained silent reading
  60. 60. 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.
  61. 61. I have seen gains in their fluency, comprehension, as well as word skills. It is truly amazing.
  62. 62. Students will . . .  Enjoy reading books of their own selection  Read appropriately challenging books  (1 to 1.5 above their current reading level)  Develop self-regulation skills to enable them to  Read appropriately challenging books  At least 35-45 minutes each day  Have individualized reading instruction that is tailored to each student‘s needs
  63. 63. 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
  64. 64. • Support for each student’s needs – Enthusiasm about books – Reading skill development – Interest-based reading opportunities – Self-regulation/monitoring – Increasing ability to focus
  65. 65. • Opportunity to assess reading level and book match • Thoughtful conversations about literature • Opportunities to use higher order thinking skill questions
  66. 66. • Differentiation for all students in – Skills – Questions – Book Selection for OPTIMAL CHALLENGE!
  67. 67. 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!
  68. 68. 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
  69. 69. 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.
  70. 70. Element Teacher Action Welcome student and Greeting establish positive rapport Check reading log and book Monitor reading habits choice Determine book match and Assess student‘s oral reading needs reading with chosen text
  71. 71. Element Teacher Action Ask questions, prompt Monitor comprehension thinking, and engage student in conversation about book Provide reading strategy Identify applicable reading instruction and scaffold strategies student‘s strategy use Support decoding and Attend to word-level needs vocabulary knowledge
  72. 72. Element Teacher Action Praise student‘s reading Engender positive feelings effort Support reading Help the student set reading independence goals (Sweeny, 2008)
  73. 73. • Maintaining brevity and efficiency • Differentiating questions and strategies • Ensuring self-regulation in the rest of the class • Determining documentation that works for you
  74. 74. SI R C o nfer e nc e R ub r ic Student Na m e : ___ _ ____ _ ____ _ ____ _ ____ _ ______ _ ____ _ ____ _ ____ _ ____ _ ______ Date: ___ _ ____ _ ____ _ ___ _ Teach e r: __ _ ____ _ ____ _ ____ _ _ AL W AYS USUALLY RARELY NEVER Student uses the r e ad ing process ef fect ively. 3 2 1 0 Uses strateg ie s to d e ter m in e m ean ing & i n c rease vo c abu lar y : co n text cl u es The stu d ent con s tructs mean in g from a w id e ra n ge of t e x ts. 3 2 1 0 Deter m ines ma in id ea/ d etai ls, seque n ce events. Ident ifies a u thorÕs p u rpo s e. Rec o gn izes use of c ompare & c o n trast The stu d ent u n ders tands th e common featu res of lite rary forms . 3 2 1 0 Understa n ds the d eve lop m ent of pl o t . Kno w s th e s im il ar ities & d ifference s a m o n g characters, sett in gs , and e v ents . The stu d ent respond s cr itically to f ict ion, n o n - fict io n , poe try, & drama . 3 2 1 0 Student ident ifie s cause a n d effe c t re la tionsh ips in li te rary te x t. TOTAL SCORE: _ _____ /12 12 - 11= A 1 0 - 9= B 8 - 7= C 6 - 4= D 3 - be lo w = F A rea(s) o f C o n cer n (circle ): LA.A. 1 .2 .3 - co n te x t c lue s LA.A . 2 . 2 . 1 - m a in id e a , d etai ls LA. A .2 . 2 . 1 - s e q ue n ce LA. E .1 . 2 . 2 - pl o t L A .A . 2. 2 .2 - a ut ho rÕs p u rpo s e LA . A. 2 .2 . 7 - c o m p are & c o n t ra st L A.A . 2 . 2. 8 & LA. A .2 .2 . 5 - gr a p h ic s o urc e s LA. E .1 . 2 . 3 - c ha ra c te rs LA . E. 2 .2 . 1 - ca us e & e ff e ct (Henegar 2005) Co mm ents:
  75. 75. 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, interesting books for my students?
  76. 76. Findings related to self-regulation in and task commitment in reading
  77. 77. 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. —Horace Mann
  78. 78. Student keeping a record Student tracking progress Student assessment of goal attainment Higher order thinking & metacognitive strategy use
  79. 79. Student reflection on reading Student participation in assessment and review Explicit strategy instruction Purpose for reading and goal setting Efficacy building via specific feedback
  80. 80. Supporting 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
  81. 81. 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.
  82. 82. 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?
  83. 83. Differentiated Reading Conferences • The conversation: Structure, Content, & Tone • Responses of students • Strategies used by teachers
  84. 84. 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.
  85. 85. Making Making Making Connections Connections Connections Determining Determining Determining Importance Importance Importance Questioning Questioning Questioning Visualizing Visualizing/ Visualizing & Sensory Images Inferring Making Making Inferences Inferences Summarizing Synthesizing Synthesizing Metacognition Paris, 2004 Keene & Zimmerman, 1997 Harvey & Goudvis, 2000
  86. 86. Category Strategy/Focus Area Background knowledge, compare/contrast, inferring, Comprehension 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 Decoding, fluency, pace, rereading, skimming, skipping, instruction syllabication, vocabulary Affective response, autonomy, habits, locating evidence Habits & attitude in text, previewing selection, setting purpose Book selection Appropriate, easy, difficult, purpose for selection
  87. 87. 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.
  88. 88. 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.
  89. 89. The five minutes with each one has been a favorite time for my students, and many times I have had to cut them off.
  90. 90. “We do not need to burn books to kill our civilization; we need only to leave them unread for a generation.” —R. M. Hutchins
  91. 91. Phase Three: An Exploration of Reading Enrichment
  92. 92. Interest and Rigor Lead To Creative Productivity “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.”
  93. 93. There can be more than one answer to a question and more than one solution to a problem. http://goo.gl/jXex - Elliot Eisner
  94. 94. Phase 1 Phase 2 Phase 3 20 10 30 Minutes Minutes Minutes 10 20 30 Minutes Minutes Minutes 5 40 ??? Minutes Minutes
  95. 95. Some Options for DAILY Phase 3 15 - 20 minutes Implementation 1 center per day Small chunks of time WEEKLY BI-WEEKLY 60 minutes 30 minutes Multiple Centers OR Twice a Week Focused Investigation 2 Centers per day
  96. 96. The Illusion of Choice
  97. 97. Start small(2-3 choices) Organize supportive environment Interest Development Centers Pre-planned Creativity Activities CD Listening/Reading Center Set clearperformance standards; perceived by students as attainable
  98. 98. Sir Ken Robinson We are educating Creativity is as people out of their important in education creativity. as literacy.
  99. 99. http://www.21stcenturyskills.org/
  100. 100. + What’s Going On? What are your current classroom practices? How are you using centers? Do you provide choice in activities?
  101. 101. + Gimme Five! Today’s Five Flickr Writing Prompts 5 Fabulous Ideas Ebooks Online 4 Your Phase 3 Creativity Activities Scavenger Hunts Lit Trips
  102. 102. + Flickr Writing Prompts  http://www.flickr.com
  103. 103. Book Bags…
  104. 104. Modern Day Books…
  105. 105. eBooks http://www.icdlbooks.org/ http://books.google.com http://kids.nypl.org/reading/Childrensebooks.cfm http://etext.library.adelaide.edu.au/
  106. 106. + Torrance Creativity Activity
  107. 107. New Directions in Creativity +
  108. 108. http://www.fun-with- words.com/rebus_puzzles.html
  109. 109. Almanac Scavenger Hunt How fast does the fastest roller coaster in the world travel? What creatures have shells made of glass? Who invented the pedaled bicycle in 1839? What is the largest insect in the world? TEACH HOW TO SEARCH AND VERIFY INFORMATION
  110. 110. The Many Adventures of Ben Franklin
  111. 111. Connecting Phase 1 to Phase 3
  112. 112. 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
  113. 113. The commitment to their chosen activity was definitely seen through the dedication that took place.
  114. 114. “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
  115. 115. Be prepared to let go.
  116. 116. Questions?
  117. 117. We read to know we’re not alone. —C. S. Lewis
  118. 118. 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. A rising tide lifts all ships…

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