Day 2 Presentation of the Talented Readers presentation at Edufest

1. Curriculum
Compacting
More complex
reading and writing
Independent study
and project
opportunities
Interest assessment
and interest-based
reading
opportunities
Acceleration
Independent reading
choices
Thematic
instructional
changes for talented
readers
Within class
grouping
Substitution of
regular reading
material with more
advanced trade
books
Independent writing
options
Advanced
questioning skills
and literary skills
Across class
grouping

2. SEM-R

3. SEM-R Results
Differences favoring the SEM-R treatment group
Reading Fluency
Reading Comprehension

4. To increase enjoyment in reading
To improve reading fluency, comprehension,
and increase reading achievement
To encourage students to pursue
challenging independent reading

5. Exposure - 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

7. 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.
~ Treatment Teacher

8. 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

11. Before you read aloud -- Take Three!
1. Exposure: Share why or how you chose
the book.
2. Critical Thinking: Choose a question,
theme, or strategy to guide your
discussion about the literature.
3. Connections: Consider links to other
books, websites, art, experiences,
activities, or projects.

12. • Use a book you enjoy.
• Match the book to your audience.
• Illustrate reading strategies
• Change intonation, speed, and volume.
• Leave them wanting to hear more.
• Scaffold higher level thinking skills.
• Choose multiple books by the same author.
• Change genres and styles often.
• Utilize great books on tape.
• Invite special guest readers.

13. 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.

14. • Jacket
– Author information
– Back cover
– illustration
• Publication
information
• Why you enjoy the
book

21. 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.

22. 1. Briefly examine the book.
2. Decide what bookmark question and/or reading
strategy you would use to guide a book hook.
3. What other books or resources might you connect to
this text?
4. Share a synopsis of the book and your ideas with the
group.

23. Themed Book Hooks
• Author
• Historical Event (WW2, Hiroshima, Gold Rush, Pioneering,
Colonialism)
• Struggle
• Socio-Cultural Issues
• Big Questions (Why hate? Why love?)
• One person can make a difference
• You can’t judge a book by its cover

24. Challenging Text
24
Text Complexity
Text Level Motivation

25. ‘The student, said the
teacher, is crazy.
The student said the
teacher is crazy.’
Complexity of Ideas and
Content

26. ‘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.’
Complexity of Ideas and
Content

27. ‘All the kids in the room
made sounds as if they
thought a talent show was
exciting news. Except
me, because it was N-O-
T, not.
But okay, fine, it wasn’t
boring, either.’
Text Level

28. ‘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.’
Text Level

29. ‘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.’
Text Level

30. ‘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; . . .’
Text Level
Given to the most distinguished children’s informational book
published in the preceding year.

32. ‘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 …’
Text Level

33. Resources for
Finding Books

34. Key Elements of
Student Engagement
in Middle School
Literacy Instruction
NCRELQuick Key Action Guide: Using Student Engagement to Improve Adolescent Literacy