The document discusses implementing the SEM-R framework to engage middle school readers. It provides an overview of the three phases of the SEM-R, with a focus on Phase 1. Phase 1 involves exposing students to a wide range of high-interest books through book hooks, questioning, and exploring connections. Strategies are employed to increase the complexity of reading material based on student needs. The document also addresses finding appropriate books, organizing a classroom library, planning book hooks, identifying student reading levels, helping students select books, and embedding strategy instruction in individual conferences with students.

1. Challenging Middle School Readers with theSEM-RDr. Angela HousandUniversity of North Carolina-Wilmington

2. angelahousand.com

3. The National Research Center on the Gifted and Talentedwww.gifted.uconn.edu

4. If I were abook character, I would be…(insert your answer here)

5. One Size Fits All

6. Sally ReisJoyful Reading & the SEM - R

7. The SEM-RAn enrichment-based reading program that seeks to increase reading achievement for all students while also addressing the pressing needs of talented readers.

8. What do you need toknow to implement the SEM-R?Write your answer on a post-it…Be as specific as possible.

9. GiftedMiddle School ReadersContinue reading avidly

10. Read more than twice as much

11. Move toward reading adult fiction(Carter, 1982)

12. aliteracynoun: the quality or state of being able to read but uninterested in doing so

13. The 3 Voices of Aliteracy(Beers, 1996)No Time! No Interest! No WAY!

14. "The man who does not read good books has no advantage over the man who cannot read them.”-- Mark Twain

15. Percent of 13-year olds who are daily readers:1/3Less than

16. Among 17-year-olds,Percentage of Non-Readers:19%

17. DANGERIf you don’t read much,you really don’t know much.YOU ARE DANGEROUS!--Jim Trelease

18. Percentage of Time Spent Reading in SchoolStudy by John Goodlad in A Place Called School

19. Are kids reading outside of class?

20. On average,Americans ages 15 to 24 spend almost 2 hoursPer day watching TV

21. 7 Minutes

22. "I didn't actually read the book, but I did play the video game loosely based on it."

24. Elements of EffectiveAdolescent Literacy ProgramsDirect, explicit comprehension instructionEffective instructional principles embedded in contentMotivation and self-directed learning

25. Elements of EffectiveAdolescent Literacy ProgramsText based collaborative learningStrategic tutoringDiverse texts

26. Elements of EffectiveAdolescent Literacy ProgramsA technology componentOngoing formative assessmentExtended time for literacy

27. Joyful Reading - Pg. 9 Components of the SEM-R FrameworkIncreasing degree of student selection

28. Phase 1Exposure - Book Hooks:High interest read alouds and higher order questions

29. Middle School ReadersPeriod of transitionLess time for leisure readingMove to young adult sectionMay read only one genreFantasyRomance(Herald, 1997)

30. Middle SchoolGirlsPrefer internal actionThoughtsFeelingsWilling to experiment more(Carlson, 1980)

31. Middle SchoolBoys Less flexible than girls in reading choicesWill read about girl character if plot provides suspense, action, and outdoor setting(Carlson, 1980)

32. The E’s of Phase 1

33. Entice with Book Hooks

34. BOOKHOOKS

35. Basic Book HookJacketAuthor informationBack coverIllustrationPublication Information

38. August 24, 2010

46. Josh Lieb’s Website

47. Engage by Questioning

50. Developing a QuestionHelp 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.

51. Exposure to a Wide Range of Books

57. 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.

58. Table TalkI 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?

59. Employ Skills & Strategies

60. Complexity of Ideas and ContentThe student, said the teacher, is crazy.The student said the teacher is crazy.

61. 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.’

62. Given to the most distinguished children’s informational book published in the preceding year.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; . . .’

64. 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 …’

65. 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 past.’

66. 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.’

67. Explore Connections

74. Table TalkEvery 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?

75. The E’s of Phase 1Entice with Book HooksEngage in Questioning with Book MarksExpose Students to a Wide Range BooksEmploy Skills and StrategiesExplore Connections

76. Good Morning!How might you hook me on a book that does not match my interests or genre preferences (ex: historical fiction)?

77. How Do I Start?

78. Phase 1Phase 3Phase 210 Minutes20 Minutes30 Minutes10 Minutes30 Minutes20 Minutes40 Minutes5Minutes???

79. Some Options for Phase 3 ImplementationDAILY15 - 20 minutes1 center per daySmall chunks of timeWEEKLY60 minutesMultiple Centers ORFocused InvestigationBI-WEEKLY30 minutesTwice a Week2 Centers per day

80. What are the steps?Find Books

81. Resources for Finding Books

82. Online Book ListsSEM-R Booklistshttp://www.gifted.uconn.edu/semrALA Young Adult Library Serviceshttp://www.ala.org/yalsa/booklistsNancy Keanehttp://atn-reading-lists.wikispaces.com

83. http://nancykeane.com/rl/

84. http://nancykeane.com/rl/

85. http://nancykeane.com/rl/

86. Online Book ResourcesShelfarihttp://www.shelfari.com/Google BooksA Bookshelf Developed by Dr. B. HousandShmoophttp://www.shmoop.com

87. Online Book ResourcesTownsend Books for $1.00http://www.townsendpress.comAmazonhttp://www.amazon.com

88. http://www.townsendpress.com/product/97.aspx

89. http://www.townsendpress.com/product/97.aspx

90. What are the steps?Find BooksOrganize a Classroom Library

91. Classroom Library

92. Classroom Library

93. Classroom Library

94. Classroom Library

95. What are the steps?Find BooksOrganize a Classroom LibraryPlan Book Hooks

96. Weekly Book Hook ThemesAuthor Historical Event(WW2, Hiroshima, Gold Rush, Civil War)StruggleRace Gender IssuesBig Questions (Why hate? Why love?)See Session on Book Hooks Tomorrow!

97. What are the steps?Find BooksOrganize a Classroom LibraryPlan Book HooksIdentify Student Needs

100. What are the steps?Find BooksOrganize a Classroom LibraryPlan Book HooksIdentify Student NeedsHelp Students Select Books

104. What are the steps?Find BooksOrganize a Classroom LibraryPlan Book HooksIdentify Student NeedsHelp Students Select BooksEmbed Strategy Instruction in Individualized Conferences

105. Phase 2Supported Independent Reading (SIR) using individual conferences and differentiated reading instruction

106. Supported Independent Reading isNOT sustained silent reading

107. Phase Two Goals Students will . . .Enjoy reading books of their own selection

108. Read appropriately challenging books

109. (1 to 1.5 above their current reading level)

110. Develop self-regulation skills to enable them to

111. Read appropriately challenging books

112. At least 35-45 minutes each day

113. Have individualized reading instruction that is tailored to each student’s needsWhat are the steps?Find BooksOrganize a Classroom LibraryPlan Book HooksIdentify Student NeedsHelp Students Select BooksEmbed Strategy Instruction in Individualized Conferences

114. Conferences provide:Support for each student’s needs

115. Enthusiasm about books

116. Reading skill development

117. Interest-based reading opportunities

118. Self-regulation/monitoring

119. Increasing ability to focusConferences provide:Opportunity to assess reading level and book match

120. Thoughtful conversations about literature

121. Opportunities to use higher order thinking skill questionsConferences provide:Differentiation for all students in

122. Skills

123. Questions

124. Book Selection for OPTIMAL CHALLENGE!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”Enjoy Reading— Csikszentmihalyi, 1990

125. Table TalkWhat 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!

126. What are the steps?Find BooksOrganize a Classroom LibraryPlan Book HooksIdentify Student NeedsHelp Students Select BooksEmbed Strategy Instruction in Individualized Conferences

127. 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

128. 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.

129. Common Conference Elements: Beginning

130. Common Conference Elements: Core

131. Common Conference Elements: Conclusion(Sweeny, 2008)

133. What are the steps?Find BooksOrganize a Classroom LibraryPlan Book HooksIdentify Student NeedsHelp Students Select BooksEmbed Strategy Instruction in Individualized Conferences

134. Reading Strategies Paris, 2004 Keene & Zimmerman, 1997 Harvey & Goudvis, 2000

135. Strategies and Areas of Focus

137. 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.

138. 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.

139. The five minutes with each one has been a favorite time for my students, and many times I have had to cut them off.

140. 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

141. Findings related to self-regulation in and task commitment in reading

142. SIR Rules - You must have a book to read. - If you aren’t enjoying a book and have given it a fair chance (at least 10 pages!) ask someone to help you choose a new one.- Remain in your reading area during SIR.- Only reading is happening.Books must be appropriately challenging.- Do your best reading the whole time.

144. Student keeping a recordStudent tracking progressStudent assessment of goal attainmentHigher order thinking & metacognitive strategy use

146. Student reflection on readingStudent participation in assessment and reviewExplicit strategy instructionPurpose for reading and goal settingEfficacy building via specific feedback

147. Supporting Self-RegulationSuns and CloudsTeacher moving around the classroomHave students use post-its when they have a question about a wordStudents who are really struggling:Personal timer (10 minutes)Listen to books on CDGet up, get a drink, stretch

150. 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.

151. Table TalkI 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?

152. Differentiated Reading ConferencesThe conversation: Structure, Content, & Tone

153. Responses of students

154. Strategies used by teachersIndividualizing 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.

156. Step #7Be prepared to let go.

157. “We do not need to burn books to kill our civilization; we need only to leave them unread for a generation.”—R. M. Hutchins

158. Phase Three:An Exploration of Reading Enrichment

159. 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.”

161. The Illusion of Choice

162. Start small (2-3 choices)Organize supportive environmentInterest Development CentersPre-planned Creativity ActivitiesCD Listening/Reading CenterSet clear performance standards; perceived by students as attainable

163. Sir Ken Robinson We are educating people out of their creativity. Creativity is as important in education as literacy.

164. http://www.21stcenturyskills.org/

165. What’s Going On?What are your current classroom practices?How are you using centers? Do you provide choice in activities?

167. Gimme Five!5 Fabulous Ideas4 Your Phase 3Today’s FiveFlickr Writing PromptsEbooks OnlineCreativity ActivitiesScavenger HuntsLit Trips

168. Flickr Writing Promptshttp://www.flickr.com

177. Book Bags…

179. Modern Day Books…

182. eBookshttp://www.icdlbooks.org/http://books.google.comhttp://kids.nypl.org/reading/Childrensebooks.cfmhttp://etext.library.adelaide.edu.au/

183. Torrance Creativity Activity

184. New Directions in Creativity