Using the Schoolwide Enrichment Model Reading framework with emergent readers. SEM-R with alignments to science curriculum, technology use, and U-STARS PLUS.
A full day session, held in Ashcroft, on implementing literature circles, grades 3-12. These groups are focused on helping students have grand conversations, grow thoughtful responses and read, read, read!
Co-presented at the SEA of BC conference, Crosscurrents, with Lisa Schwartz who added another layer of working with primary lit circles. Into and refresher session for lit circles with no roles, no static groups, a focus on journaling and deep conversations.
Reading and Writing with Skill and Passion, grades 2-5. Third day in the series. Focus on primary lit circles, building shared understanding of immigration in social studies with a picture book, 2 writing strategies, graffiti walls.
Reading conference workshop to help teachers improve their conferring skills by looking at reading strategies, individual student needs, unit goals, conference formats, conference teaching points, and efficiently tracking conferring notes.
A full day session, held in Ashcroft, on implementing literature circles, grades 3-12. These groups are focused on helping students have grand conversations, grow thoughtful responses and read, read, read!
Co-presented at the SEA of BC conference, Crosscurrents, with Lisa Schwartz who added another layer of working with primary lit circles. Into and refresher session for lit circles with no roles, no static groups, a focus on journaling and deep conversations.
Reading and Writing with Skill and Passion, grades 2-5. Third day in the series. Focus on primary lit circles, building shared understanding of immigration in social studies with a picture book, 2 writing strategies, graffiti walls.
Reading conference workshop to help teachers improve their conferring skills by looking at reading strategies, individual student needs, unit goals, conference formats, conference teaching points, and efficiently tracking conferring notes.
50 Shades of the Common Core for ELA: Critical Thinking for AllJennifer Jones
This are my session slides for my 50 Shades of the Common Core presentation at this year's North Carolina Reading Association Conference in Raleigh, North Carolina.
World Read Aloud Day is celebrated on 24th February 2016. It motivates children, teenagers and adults worldwide to celebrate the power of words and creates a community of readers taking action to show the world that the right to literacy belongs to all people.
In this webinar, we will see how you can implement “reading aloud” practices in your EFL and CLIL classes. All activities presented can be adjusted for different age groups and space requirements.
Dr. Cullerton and MA Inés Torres de Muñoz share with us their presentation about How to implement Book Club and literacy-focused curricula into the classroom with learners of the English language. The webinar recording will be soon uploaded in our YouTube Channel RELO playlist.
106. Literacy Lifeline
Are you struggling to stay afloat while utilizing literacy strategies, integrating content areas, and motivating your students? This session will provide a lifeline for you! We'll share our school literacy plan, tips on using NewsELA and other nonfiction resources in class, and ways to inspire a love of reading in your students.
Presenter(s): Kathy Kendall, Tonya Kerr
Location: Augusta A
Balanced literacy in intermediate classrooms: deepening response writing with explode the sentence, co-constructing criteria, found poems; writing from questions of a picture, self assessment; purposeful homework.
209. We're Engaged! Put a Ring on Students' Learning
Come for a fun and interactive session that will cover numerous engagement strategies you can use in your classroom tomorrow! Strategies covered can be used in any grade and content area. Have your lesson plans halfway done by making your own examples to take away. Handouts provided.
Presenter(s): Kristen Meckley
Location: Blandwood
Ab lit circles.st james.assiniboia.extra slidesFaye Brownlie
Slides additional to the handout, K-12 day session, using Literature Circles with no roles and no limits on reading, with a focus on Aboriginal Ways of Knowing and Aboriginal Literature.
Carolina Forest International Elementary is implementing gifted pedagogy for all of the second grade students. This presentation is a first step in supporting teachers in that process.
50 Shades of the Common Core for ELA: Critical Thinking for AllJennifer Jones
This are my session slides for my 50 Shades of the Common Core presentation at this year's North Carolina Reading Association Conference in Raleigh, North Carolina.
World Read Aloud Day is celebrated on 24th February 2016. It motivates children, teenagers and adults worldwide to celebrate the power of words and creates a community of readers taking action to show the world that the right to literacy belongs to all people.
In this webinar, we will see how you can implement “reading aloud” practices in your EFL and CLIL classes. All activities presented can be adjusted for different age groups and space requirements.
Dr. Cullerton and MA Inés Torres de Muñoz share with us their presentation about How to implement Book Club and literacy-focused curricula into the classroom with learners of the English language. The webinar recording will be soon uploaded in our YouTube Channel RELO playlist.
106. Literacy Lifeline
Are you struggling to stay afloat while utilizing literacy strategies, integrating content areas, and motivating your students? This session will provide a lifeline for you! We'll share our school literacy plan, tips on using NewsELA and other nonfiction resources in class, and ways to inspire a love of reading in your students.
Presenter(s): Kathy Kendall, Tonya Kerr
Location: Augusta A
Balanced literacy in intermediate classrooms: deepening response writing with explode the sentence, co-constructing criteria, found poems; writing from questions of a picture, self assessment; purposeful homework.
209. We're Engaged! Put a Ring on Students' Learning
Come for a fun and interactive session that will cover numerous engagement strategies you can use in your classroom tomorrow! Strategies covered can be used in any grade and content area. Have your lesson plans halfway done by making your own examples to take away. Handouts provided.
Presenter(s): Kristen Meckley
Location: Blandwood
Ab lit circles.st james.assiniboia.extra slidesFaye Brownlie
Slides additional to the handout, K-12 day session, using Literature Circles with no roles and no limits on reading, with a focus on Aboriginal Ways of Knowing and Aboriginal Literature.
Carolina Forest International Elementary is implementing gifted pedagogy for all of the second grade students. This presentation is a first step in supporting teachers in that process.
Leaders of Learning: BC stories of inspiration, change, and challenge. Keynote address at Primary Teachers Convention in Nanaimo. BC stories of teachers working to include all students in meaningful literacy actives, guided by the redesigned curriculum.
third in a series
What makes a difference for all learners in developing literacy K-5? Allington/Gabriel framework, examples from gr 1 writing, gr 4/5 literature circles and response writing, teaching decoding strategies in context.
This tutorial provides an overview of the three levels of questioning, drawing on the concept of the three-level study guide. *The “Three level question guide” is a technique developed by Herber in 1978.
Source: Herber, H. (1978). Teaching reading in the content
areas. New Jersey: Prentice Hall. The aim of the tutorial is future and current elementary teachers.
NCTE 2012 Facilitating Choice Within Curriculum ConstraintsMindi Rench
Presentation from 2012 NCTE (National Council of Teachers of English) Annual Convention Session: Facilitating Choice Within Curriculum Constraints
Presenters: Sarah Andersen, Jillian Heise, Danielle Kulawiak, & Mindi Rench
Using the performance standards in grades 4-6: snapshot of where the students are, then use this to plan for where you would like to students to be. Reading and writing discussed.
Brian Housand, PhD
http://brianhousand.com
SEM-R: Schoolwide Enrichment Model Reading Framework
Presentation at Olde Providence Elementary
Charlotte, NC
September 9, 2010
What makes online interactions beneficial? How does quality productivity in a digital environment support the building of your personal brand? Find out in today's lecture!
What makes up a person's digital identity? Why should students control the information available about them online? What are the most popular social media outlets?
In the year 2030, NASA intends to send humans to Mars (the red planet). Gifted students in our classrooms today are the scientists, engineers, pioneers, and innovators who will make that plan a reality, but they cannot accomplish this without motivation, determination and perseverance. These students must learn the skills that will enable them to take initiative, work autonomously, make decisions, and persevere in the face of obstacles to become the creative and independent producers that the future needs. Join us as we explore activities that support students in developing the strategies for awesomeness.
Gifted students today have access to more information than ever before and are connected in ways that no generation before has ever been. Yet they often do not understand the power they wield in digital environments or how to use information and networks to advance their learning. FutureCasting, a pedagogical roadmap, helps students develop a digital identity that enables them to leverage the power at their fingertips for achievement. The process enables students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and build influence in a global society. Join us as we explore activities that can be implemented in classrooms immediately and help students launch their talents!
In the year 2035, NASA intends to send humans to Mars (the red planet). Gifted students in our classrooms today are the scientists, engineers, pioneers, and innovators who will make that plan a reality, but they cannot accomplish this without motivation, determination, and perseverance. These students must learn the skills that will enable them to take initiative, work autonomously, make decisions, and persevere in the face of obstacles to become the creative and independent producers that the future needs. Join us as we explore activities that support students in developing the strategies for awesomeness.
FutureCasting provides a systematic framework that enables individuals to navigate the environments they encounter, achieve the goals they set, and establish a network of support for both personal and “professional” advancement. The program results in tangible outcomes related to personal brand, digital footprint, citizenship, and online presence.
FutureCasting at Duke TIP Summer InstituteAngela Housand
Futurecasting is a program that provides a systematic framework for adolescents and young adults that will enable them to navigate the environments they encounter, achieve the goals they set, and establish a network of support for both personal and “professional” advancement. The program results in tangible outcomes related personal identity formation, digital footprint awareness, and online presence. Become the hero of your own story with FutureCasting!
By 2040, NASA intends to send humans to Mars. Gifted students in our classrooms today are the scientists, engineers, pioneers, and innovators who will make that plan a reality, but they cannot accomplish this without motivation, determination and perseverance. These students must learn the skills that will enable them to take initiative, work autonomously, make decisions, and persevere in the face of obstacles to become the creative and independent producers that the future needs. Join us as we explore activities that support students in developing the strategies for awesomeness.
FutureCasting, a framework of “life skills” enables young people to connect who they are today with the person they will be in the future. Within this framework, students answer the questions “Who am I?” and “Who do I want to be?” The answers to these questions empower students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and become aware of how the choices they make today effect future opportunities. This session introduces teachers to FutureCasting and provides activities for participants that can be implemented immediately. Join us as we begin the work of helping students become the master of their own developmental trajectory and the hero of their own story!
FutureCasting, a framework of “life skills” enables young people to connect who they are today with the person they will be in the future. Within this framework, students answer the questions “Who am I?” and “Who do I want to be?” The answers to these questions empower students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and become aware of how the choices they make today effect future opportunities. This session introduces teachers to FutureCasting and provides activities for participants that can be implemented immediately. Join us as we begin the work of helping students become the master of their own developmental trajectory and the hero of their own story!
FutureCasting, a framework of “life skills” enables young people to connect who they are today with the person they will be in the future. Within this framework, students answer the questions “Who am I?” and “Who do I want to be?” The answers to these questions empower students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and become aware of how the choices they make today effect future opportunities. This session introduces teachers to FutureCasting and provides activities for participants that can be implemented immediately. Join us as we begin the work of helping students become the master of their own developmental trajectory and the hero of their own story!
The Internet provides access to information and enables connection in ways that no generation before has ever experienced. While gifted students in our classrooms may have the intellectual maturity for Internet participation, they may lack the social and emotional maturity. How then do we help them develop the skills of digital citizenship while maintaining safe boundaries and limiting their access to the Internet? This session introduces teachers to FutureCasting and provides activities for participants that can be implemented immediately. Join us as we help students use technology to be productive, participate in an online community, and develop a digital presence!
The Internet has become the great equalizer of the 21st Century. Today, gifted students have access to information and networks of influence previously reserved for adults. With this access, comes great opportunity and great responsibility. Gifted students can pursue interests, showcase their abilities, and even advance their career before ever leaving middle school, but are they ready to launch their talent onto a global stage?
Attaining success requires resiliency in order to overcome challenges along the way. Yet many advanced learners expect to “get the right answer” on their first attempt and once faced with truly challenging situations, give up before trying. This session provides parents with strategies to support high potential youth as they engage in the struggles that lead to meaningful SUCCESS.
Gifted students today have access to more information than ever before and are connected in ways that no generation before has ever been. Yet they often do not understand the power they wield in digital environments or how to use information and networks to advance their learning. FutureCasting, a pedagogical roadmap, helps students develop a digital identity that enables them to leverage the power at their fingertips for achievement. The process enables students to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and “professional” goals, and build influence in a global society.
Serendipity, that unexpected but fortunate discovery or learning experience that happened accidentally, is often characterized by successful people as a “chance encounter” or a “lucky break”. In reality, luck is what happens when preparation meets opportunity (Roman Philosopher, Seneca), and gifted students in particular have the preparation, but may not have the skills to leverage technology to create opportunities. This session highlights how gifted students are uniquely qualified to leverage technology to achieve their goals, illustrates the strategies successful individuals use to make their own luck, and provides concrete examples and activities that can be applied in classrooms or at home to enable gifted students to manifest their potential for self-fulfillment and the betterment of society.
Futurecasting for Kansas Association for the Gifted, Talented, & CreativeAngela Housand
Digital Citizenship through Self-Awareness
FutureCasting™ is a curriculum of “life skills” that enables individuals of all ages to take control of their digital identity and personal reputation, identify the value systems that influence choices, define personal and professional goals, and build influence in a global society.
The goals of FutureCasting™ are to:
1. Increase individuals’ self-awareness, engagement in learning, and achievement
2. Enable individuals to develop globally recognized digital identities
3. Prepare individuals to contribute positively to local, national, and global communities.
The FutureCasting™ framework provide the necessary knowledge, tools, and skills to create a digitally responsible and influential online identity while serving numerous educational goals. For example, Millennials (individuals aged 10-25), have never known a life without computers and access to the Internet. However, just because Millennials are “digital natives” does not mean they know how to use technology responsibly or effectively leverage the ubiquitous information available online. FutureCasting™ enables them to learn the skills of digital citizenship: Being responsible producers and critical consumers of information on the Internet. Skills like conducting research online, developing a professional network, and creating a website are combined with critical self-examination to help users attain truly integrated success.
FutureCasting™ has the potential to benefit anyone who wants to increase their online presence, align their digital footprint with personal and professional goals, or learn the skills of socially responsible action. Students, ages 12-25, can use FutureCasting™ to create a digital portfolio that reflects the intersection of personal interests with academic productivity. Meanwhile adults entering the workforce can use FutureCasting™ to develop an online presence that highlights their unique talents; making their successes more accessible to future employers and putting them ahead of their competition.
In an era when information and opportunities are driven by access to information on the Internet, a tool like FutureCasting™ is what empowers people to leverage that information to catapult themselves into a future of their own design.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
8. Three Goals of SEM-R
To increase enjoyment in reading
To encourage students to pursue
challenging independent reading
To improve reading fluency, comprehension,
and increase reading achievement
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.
14. What do you need to
know to implement the SEM-R?
Write your answer on a post-it…
Be as specific as possible.
15. Components of the SEM-R Framework
Phase 1 - Exposure Phase 2 - Training & Self-
Selected Reading
Phase 3 - Interest &
Choice Components
• High-interest books to read
aloud
• Higher-order thinking
probing questions
• Bookmarks for teachers with
questions regarding Bloom's
Taxonomy, biography,
character, illustrations and
other topics relevant to the
study of literature
• Training and discussions on
Supported Independent
Reading
• Supported Independent
Reading
• One-on-one teacher
conferences on reading
strategies and instruction
• Bookmarks for students
posing higher-order questions
regarding character, plot,
setting, considering the
story, and other useful topics.
• Introducing creative
thinking
• Exploring the Internet
• Genre studies
• Literary exploration
• Responding to books
• Investigation centers
• Focus on biographies
• Buddy reading
• Books on tape
• Literature circles
• Creative or expository
writing
• Type III investigations
Type I Activities Type II Activities
Type II & Type III
Investigations
Increasingdegreeofstudentselection
Joyful Reading (p. 9)
17. Phase 1
Exposure via 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
35. Illustrations/Layout Illustrations/Layout Biography
Could the illustrations in this
book tell the story without
words? Why or why not?
How did the illustrations affect
your feelings?
What can you observe about the
layout or organization of the
book? How did the layout affect
the way you are reading the
book?
How did the “look” of the book
influence your decision to read it?
Choose an illustration you like
from the book. Why do you think
the illustrator chose to show that
moment?
Is the cover of the book a good
match for what you find inside?
Why or why not?
How do the illustrations or page
layouts differ from those in other
books you have read?
If you were in charge of developing
a new edition of this book, what
changes would you make to how
the book looks?
Would this book be as interesting
or helpful to you without the
illustrations and/or diagrams?
Why or why not?
If you were going to write a
biography, who would you write
about? Why?
What do you admire about the
person in this biography? Why?
How might you become more
like this person?
What do you think school was like
for the person about whom this
biography was written? Explain.
How did the author organize the
sequence of events in the story of
the person’s life?
Project SEM R (Elementary)
University of Connecticut
www.gifted.uconn.edu
I 1
Project SEM R (Elementary)
University of Connecticut
www.gifted.uconn.edu
I 2
Project SEM R (Elementary)
University of Connecticut
www.gifted.uconn.edu
B 1
36. Nonfiction Nonfiction Point of View
How could an idea in this book
improve or change the world? Or,
if you are reading a history book,
how did an idea in the book
change the world?
Describe some jobs or professions
that relate to this topic. What
kinds of work do these people do?
How is the information in this book
organized? In what ways is it
similar to or different from a
fictional narrative?
What new information have you
learned from this book that makes
you curious to learn more about
the topic?
Identify one cause and effect
relationship described in this book.
Was the relationship between
cause and effect predicted or was
its discovery a surprise? Explain.
What different perspectives were
presented on an issue in this book?
How well balanced were the
viewpoints?
How do the ideas in this book
relate to your life?
How did the Table of Contents and
Index help you to use this book?
What advice would you give to
another student about using these
tools while reading this book?
Bias happens when the author
presents only one point of view on
an issue that may have multiple
perspectives. Describe how you
might investigate whether this
book presents information in a
biased way.
What point of view do you think
the author conveys on the topic?
Do you think he or she shows bias?
How? If not, how did the author
avoid conveying a bias?
Are there points in the book at
which you disagree with the
author? Explain your perspective
and what evidence you have to
support your ideas.
Project SEM R (Elementary)
University of Connecticut
www.gifted.uconn.edu
NF 1
Project SEM R (Elementary)
University of Connecticut
www.gifted.uconn.edu
NF 2
Project SEM R (Elementary)
University of Connecticut
www.gifted.uconn.edu
NF 3
37. 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.
59. 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.
60. 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 emergent readers?
79. Phase 2
Supported Independent Reading
using individual conferences &
differentiated reading instruction
Phase 2 - Training &
Self-Selected Reading
• Training and
discussions on
Supported
Independent Reading!!!
• One-on-one teacher
conferences on
higher level reading
strategy and
instruction!!!!
• Bookmarks for
students posing
questions
Type II Activities
81. 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.
82. Students will . . .
• Enjoy reading books of their own selection
• Read appropriately challenging books
• Develop self-regulation skills for sustained independent
reading
• Have individualized reading instruction that is tailored
to each student’s needs
Phase 2 Goals
83. !
I know the purpose of Phase 2 is
engage students in independent
reading, but how do I manage
conferences that with so many
emergent readers?
103. CONFERENCES
PROVIDE:
• Support for each student’s needs
– Enthusiasm about books
– Reading skill development
– Interest-‐based reading opportunities
– Self-‐regulation/monitoring
– Increasing ability to focus
104. CONFERENCES
PROVIDE:
• Opportunity to assess reading level
and book match
• Thoughtful conversations about
literature
• Opportunities to use higher order
thinking skill questions
106. Common
Conference
Elements:
Beginning
Element Teacher
Action
Greeting
Welcome student and
establish positive rapport
Monitor reading habits
Check reading log and book
choice
Determine book match and
reading needs
Assess student’s oral reading
with chosen text
107.
108. Student keeping a record
!
!
Student tracking progress
!
Student assessment of goal
attainment
!
Higher order thinking &
metacognitive strategy
use
110. Student reflection on
reading
Student participation in
assessment and review
Explicit strategy
instruction
!
Purpose for reading and
goal setting
Efficacy building via
specific feedback
111. Element Teacher
Action
Monitor comprehension
Ask questions, prompt
thinking, and engage student
in conversation about book
Identify applicable reading
strategies
Provide reading strategy
instruction and scaffold
student’s strategy use
Attend to word-level needs
Support decoding and
vocabulary knowledge
Common
Conference
Elements:
Core
112. Element Teacher
Action
Engender positive feelings
Praise student’s reading
effort
Support reading
independence
Help the student set reading
goals
(Sweeny, 2008)
Common
Conference
Elements:
Conclusion
113.
114.
115. DEVELOPING
CONFERENCING
SKILLS:
• Maintaining brevity and efficiency
• Differentiating questions and
strategies
• Ensuring self-‐regulation in the rest
of the class
• Determining documentation that
works for you
116. SIR Conference Rubric
Student Name: _________________________________________________________
Date: __________________ Teacher: ___________________
ALWAYS USUALLY RARELY NEVER
Student uses the reading
process effectively.
Uses strategies to determi e
meaning & ncrease vocabulary:
context clues
3 2 1 0
The student constructs meaning
from a wide range of exts.
Determines main idea/details,
sequence events. Identifies
authorÕs urpose. Recognizes
use of compare & contrast
3 2 1 0
The student understands the
common features of literary
forms.
Understands the evelopment
of plot. Knows the simi arities &
differences among characters,
settings, and events.
3 2 1 0
The student responds critically
to fiction, non-fiction, poetry, &
drama.
Student identifies cause and
effect rel tionships in l terary
text.
3 2 1 0
TOTAL SCORE: ______/12
12-11= A 10- 9= B 8-7= C 6-4= D 3-below= F
Area(s) f Concern (circle): LA.A.1.2.3- context clues LA.A.2.2.1- main idea, details LA.A.2.2.1- sequence
LA.E.1.2.2- plot LA.A.2.2.2- authorÕs purpose LA.A.2.2.7- compare & contrast LA.A.2.2.8 & LA.A.2.2.5- graphic sources
LA.E.1.2.3- characters LA.E.2.2.1- cause & effect
Comments:
(Henegar 2005)
117. I have seen gains in their fluency,
comprehension, as well as word skills.
It is truly amazing.
118. Enjoy Reading
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
119.
120. 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
121. 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.
122. —Horace Mann
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.
123.
124. 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.
126. Not all students need the same strategy
instruction at the very same time, but all students
need some instruction if they are reading an
adequately challenging book.
!
For that reason, be sure that strategy instruction
is integrated throughout conferences and
differentiated to meet the needs of individual
students.
Individualizing and Differentiating
Conferences
127. • The conversation varies in:
• Structure
• Tone
• Content
• Responses of students are at different levels
• Different strategies are used by the teacher
You Know a Conference is
Differentiated When…
129. STRATEGIES
AND
AREAS
OF
FOCUS
Category Strategy/Focus
Area
Comprehension
Background knowledge, compare/contrast, inferring,
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
instruction
Decoding, fluency, pace, rereading, skimming, skipping,
syllabication, vocabulary
Habits & attitude
Affective response, autonomy, habits, locating evidence
in text, previewing selection, setting purpose
Book selection Appropriate, easy, difficult, purpose for selection
130.
131. 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.
132. 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.
133. The five minutes with each one has been a
favorite time for my students, and many
times I have had to cut them off.
134.
135. “We do not need to
burn books to kill
our civilization;
we need only to
leave them unread
for a generation.”
—R. M. Hutchins
139. “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.”
Interest and
Rigor Lead To
Creative
Productivity
140. +
What’s Going On?
What are your current classroom practices?
How are you using centers?
Do you provide choice in activities?
143. • Start small (2-‐3 choices)
• Organize supportive environment
• Interest Development Centers
• Pre-‐planned Creativity Activities
• CD Listening/Reading Center
• Set clear performance standards;
perceived by students as attainable
144.
145. SEM-Xplorations
• Build a bridge
• Create an artifact box
• Draw a comic strip
• Design a city of the future
• Create an illustrated book
• Invent something new
• Write a short story
146. Make an Artifact Box
Step 1: Brainstorm
Step 2: Choose items for the box
Step 3: Make clue cards
Step 4: Group the items in your box
Step 5: Develop an answer sheet
163. Top Strategies For Phase 3
Books on CD
Group Projects
Buddy Reading
SEM-Xplorations
Renzulli Learning
Literature Circles
Creativity Activities
Investigation Centers
Independent Projects
164. 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
169. The commitment to their chosen activity
was definitely seen through the dedication
that took place.
170. “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
174. A rising tide lifts all ships…!
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.