Way Beyond Dick and Jane day 1

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Presentation on Using the SEM-R to Teach Talented Elementary Grades Students

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Way Beyond Dick and Jane day 1

  1. 1. (WAY) Beyond Dick and Jane: Teaching Talented Readers in the Elementary School<br />Presentation for Austin Hormel Gifted Symposium<br />Dr. Elizabeth Fogarty<br />East Carolina University<br />fogartye@ecu.edu<br />
  2. 2. The National Research Center on the Gifted and Talented<br />www.gifted.uconn.edu<br />
  3. 3.
  4. 4. 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'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: "Until I feared I would lose it, I never loved to read. One does not love breathing."<br />
  5. 5. Think Back…<br />Choral Reading<br />Waiting to Read<br />Waiting for others to catch up<br />
  6. 6. What is “Good Reading Instruction?”<br />
  7. 7. 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 />
  8. 8. Talented readers enjoy the process of reading<br /><ul><li>Seek and enjoy depth and complexity in reading
  9. 9. Develop a deeper understanding of particular topics through reading
  10. 10. Demonstrate preferences for non-fiction
  11. 11. 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 />
  12. 12. 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 />
  13. 13. 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 />
  14. 14. Reading is…<br />“a complex and purposeful socio-cultural, cognitive, and linguistic process in which readers simultaneously use their knowledge of spoken and written language, their knowledge of the topic of the text, and their knowledge of their culture to construct meaning with text.”<br />(National Council of Teachers of English, 2004)<br />
  15. 15. What is Needed to Teach Reading?<br />“Teachers must have a strong knowledge of multiple methods for teaching reading and a strong knowledge of the children in their care so they can create the appropriate balance of methods needed for the children they teach.” <br />(International Reading Association, 1999, p.1)<br />
  16. 16. Differences between SEM-R and other Reading Programs<br />Focus on the joy found in reading<br />Increasing levels of challenge in reading<br />Increased self-regulation in reading<br />Acknowledging and celebrating students’ interests<br />Deeper more complex conversations about reading<br />Higher level thinking skills and questioning<br />Individualized instruction on a regular basis during Phase 2<br />
  17. 17. 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 />
  18. 18. Focus of SEM-R<br />Joyful reading<br />Reading above level<br />Acknowledging and celebrating students’ interests and strengths<br />Challenging conversations about reading<br />Increased self-regulation<br />
  19. 19. Three-Legged Stool<br />Renzulli (1977) <br /> Enrichment Triad Model<br />
  20. 20. 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 />
  21. 21. 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 />
  22. 22. Three-Legged Stool<br />Renzulli (1977) <br /> Enrichment Triad Model<br />Vygotsky (1962)<br />Zone of Proximal Development<br />
  23. 23. 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 />
  24. 24. … the only books that influence us are those for which we are ready, and which have gone a little further down our particular path than we have gone ourselves. <br />~ E. M. Forster, English novelist<br />
  25. 25.
  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. 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. BOOK<br />HOOKS<br />
  30. 30. In the SEM-R, the focus was not on me teaching, but rather on them learning. I did not have to spend hours on a lesson plan. Instead, I spent my time thinking of what to read to my students to get them excited about reading.<br />~ Treatment Teacher<br />
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  32. 32. Phase 2<br />Supported Independent Reading (SIR) using individual conferences and differentiated reading instruction<br />
  33. 33.
  34. 34. Phase Two Goals<br />Students will . . .<br /><ul><li>Enjoy reading books of their own selection
  35. 35. Read appropriately challenging books (1 to 1.5 levels above their current reading level)
  36. 36. Develop self-regulation skills to enable all students to read appropriately challenging books for at least 25-35 minutes each day
  37. 37. Have individualized reading strategy instruction</li></li></ul><li>At first, I just wanted them to finish a book. Then I became more confident and would say, Come on now, that is just too easy for you. They would smile, because they knew I was right.<br />~ Treatment Teacher<br />
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  39. 39.
  40. 40.
  41. 41. Phase 3<br />Interest and Choice<br />Increasing degree of student selection<br />
  42. 42. Phase 3 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 />
  43. 43.
  44. 44. In the SEM-R, our focus was on helping children shift from LEARNING TO READ to READING TO LEARN!<br />
  45. 45. “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 />
  46. 46. Joyful Reading - Pg. 9 <br />Components of the SEM-R Framework<br />Increasing degree of student selection<br />

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