Uploaded byAngela Housand
SEM-R for Milwaukee Public Schools
The document outlines the SEM-R (Schoolwide Enrichment Model for Reading), a framework aimed at enhancing reading achievement for elementary students through enjoyment, independent reading, and improved fluency and comprehension. It details the three phases of the program: exposure to engaging materials, training and self-selected reading, and exploration of reading enrichment, while suggesting various activities and strategies for teachers to implement. Key components emphasize fostering student choice, creative thinking, and individualized instruction to cater to diverse reading levels.
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Similar to SEM-R for Milwaukee Public Schools
SEM-R for Milwaukee Public Schools
- 1. Challenging Elementary School Readers with the SEM-‐R Dr. Angela Housand! University of North Carolina Wilmington
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- 4. Sally Reis Joyful Reading & The SEM -‐ R
- 5. www.gifted.uconn.edu NRC G/T The National ResearchCenter on the Gifted and Talented
- 6. If I werea book character, I would be… (insert your answer here)
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- 8. Three Goals ofSEM-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-basedreading program that seeks to increase reading achievement for all students while also addressing the pressing needs of talented readers.
- 10. Heterogeneously Grouped First GradeClassroom
- 11. Heterogeneously Grouped First GradeClassroom 4 to 5 Grade Levels
- 12. Lowest Performing Student ata 1st Grade Level
- 13. Lowest Performing Student ata 1st Grade Level Highest Performing Student at a 4th Grade Level
- 14. What do youneed to know to implement the SEM-R? Write your answer on a post-it… Be as specific as possible.
- 15. Components of theSEM-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)
- 16. High interest readalouds and higher order questions Phase 1
- 17. Phase 1 Exposure viaBook 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
- 18. The E’s ofPhase 1
- 19. Entice with BookHooks
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- 21. Basic Book Hook Jacket Authorinformation Back cover Illustration Why you enjoy the book
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- 35. Illustrations/Layout Illustrations/Layout Biography Couldthe 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 Pointof 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 Helpyour 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.
- 38. Exposureto a WideRange of Books
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- 47. Weekly Book HookThemes ● Author ! ● Science Concepts! ● weather! ● animals! ● space! ● motion! ● Broad Concepts! ● Change! ● Big Questions! ● Why hate? Why love?
- 48. Shout Out: Possible BookHook Themes
- 50. Chimpanzees are NOTMonkeys. They are Great Apes
- 51. Fur Tail Type III IndependentExploration: Can you find more similarities and differences? No Tail
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- 59. The students havebroadened 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 thepurpose 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?
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- 62. Online Book Lists: Science! ONSTAOutstanding Science Books http://www.nsta.org/publications/ostb/ ! Robert F. Sibert Medal & Honor Books http://www.ala.org/alsc/awardsgrants/ bookmedia/sibertmedal ! Goodreads http://www.goodreads.com/shelf/show/ kindergarten-science
- 63. Online Book Resources Shelfari http://www.shelfari.com/ ! ! GoogleBooks A Bookshelf Developed by Dr. B. Housand ! ! Amazon http://www.amazon.com
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- 72. The E’s ofPhase 1 • Entice with Book Hooks • Engage in Questioning with Book Marks • Expose Students to a Wide Range Books • Explore Connections
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- 74. Activity Time: Design aThemed Book Hook
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- 78. Supported Independent Reading usingindividual conferences and differentiated reading instruction Phase 2
- 79. Phase 2 Supported IndependentReading 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
- 80. Supported Independent Readingis NOT sustained silent reading
- 81. Phase 2 isa 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 thepurpose of Phase 2 is engage students in independent reading, but how do I manage conferences that with so many emergent readers?
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- 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
- 105. CONFERENCES PROVIDE: • Differentiation for all students in – Skills – Questions – Book Selection for OPTIMAL CHALLENGE!
- 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
- 108. Student keeping arecord ! ! Student tracking progress ! Student assessment of goal attainment ! Higher order thinking & metacognitive strategy use
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- 110. Student reflection on reading Studentparticipation in assessment and review Explicit strategy instruction ! Purpose for reading and goal setting Efficacy building via specific feedback
- 111. Element Teacher Action Monitorcomprehension 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 Engenderpositive feelings Praise student’s reading effort Support reading independence Help the student set reading goals (Sweeny, 2008) Common Conference Elements: Conclusion
- 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 StudentName: _________________________________________________________ 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 seengains 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
- 120. In the beginningmy 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 readout 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 toedge 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.
- 124. I chose togo to them for the conferences to help make them feel more comfortable, and keep them in their reading mode with the least interruption.
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- 126. Not all studentsneed 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 conversationvaries 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…
- 128. READING STRATEGIES Making Connections Making Connections Making Connections Determining Importance Determining Importance Determining Importance Questioning QuestioningQuestioning Visualizing Visualizing/ Sensory Images Visualizing & Inferring Making Inferences Making Inferences Summarizing Synthesizing Synthesizing Metacognition Paris, 2004 Keene & Zimmerman, 1997 Harvey & Goudvis, 2000
- 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
- 131. I am ableto 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 onone 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 minuteswith each one has been a favorite time for my students, and many times I have had to cut them off.
- 135. “We do notneed to burn books to kill our civilization; we need only to leave them unread for a generation.” —R. M. Hutchins
- 136. Phase 1 Phase3Phase 2 5-10 Minutes 20+ Minutes 10-15 Minutes 20 Minutes 30 Minutes 10 Minutes 5 Minutes 30 Minutes ???
- 137. Self-selected interest and choicecomponents Phase 3
- 138. Phase Three: An Explorationof Reading Enrichment
- 139. “We need studentsto 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? Whatare your current classroom practices? How are you using centers? Do you provide choice in activities?
- 142. The Illusion ofChoice
- 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
- 145. SEM-Xplorations • Build abridge • 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 ArtifactBox 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
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- 151. ! ! ! ! We are educating peopleout of their creativity. ! Creativity is as important in education as literacy. Sir Ken Robinson
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- 163. Top Strategies ForPhase 3 Books on CD Group Projects Buddy Reading SEM-Xplorations Renzulli Learning Literature Circles Creativity Activities Investigation Centers Independent Projects
- 164. Independent Projects • Buildon 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
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- 169. The commitment totheir chosen activity was definitely seen through the dedication that took place.
- 170. “In a completelyrational 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
- 171. Be prepared tolet go.
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- 173. We read to knowwe’re not alone. —C. S. Lewis
- 174. A rising tidelifts 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.