school enrichment model for reading university of connecticut sem-r
TRANSCRIPT
SCHOOL ENRICHMENT MODEL FOR READING
UNIVERSITY OF CONNECTICUT
SEM-R
Three Goals in SEM-R
1. To increase enjoyment of reading2. To improve reading fluency, comprehension,
and increase reading achievement3. To encourage students to pursue challenging
independent reading materials
To become a better reader - You must read and you must be challenged by your reading!
Phase 1 – Exposure with Book Hooks
Book Hooks use high interest, challenging books from a variety of genres
The purpose is to get kids involved in the books that will be difficult for them regardless of their current level
The books selected must be 1-2 years above the student’s current reading level
Use of higher order questioningTeachers provide the bookmarks as guiding
questionsThis time is used for Mini-lessons and Modeling
Book Hook Guidelines and Selections
Show genuine enjoyment Match the book to your audience Illustrate reading strategies Leave them wanting to hear more Scaffold higher level thinking skills Make connections Change genres and styles often Use technology Invite special guest readers
Phase 1 – Starting point
Strong focus on exposure to a wide variety of books and genres
Focus on mini- lessons and modeling fluency - Focus for the Week (e.g., standard, genre, literary element, strategy): Visualizing
Listening with a purpose - Guiding Question: Find a scene in the book that left a strong picture in your mind. What language did the author use that helped to create that visualization?
Introduce “Books I Want to Read” page in student logs so students can begin their lists
Longer Phase 1 in first weeks – eventually decrease to 10 minutes
Planning for Book Hooks
What is the purpose for your book hook? What is your goal or objective? What standard from the Common Core/Literacy Map
will you focus on?What book or books will you use?What is a portion of the book that will best introduce
the book, meet the purpose, and facilitate progress toward the learning objective?
What question or questions will you ask? How will this book hook connect to other book hooks
within the same week and/or to expectations for responding to conferences and written questions?
Think of your purpose for the Book Hook
1. Exposure: Share why or how you chose the book (genre? Appeal of author, title, topic? Literary device? strategy?).
2. Critical Thinking: Choose a reading strategy or question to guide your discussion.
3. Connections: Consider links to other books, websites, art, experiences, activities, or projects. Is there a connection to the overall unit?
Example for Book Hooks/Mini-Lessons
Focus for the Week (e.g., standard, genre, literary element, strategy): Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Guiding Question or Questions: Which character’s point of view is used to tell the story? Tell one event from a different character’s point of view. What evidence from the text helped you decide how to change the description of the event?
Phase 2.1– Supported Independent Reading
Set up as SSR but it is SIR – Supported Independent Reading
Set up behavioral expectation for self regulated reading
Use the bookmark questions as a reading focusStart with 10-15 minutes of SIR and work up to
40-45 minutes of reading in each sessionThink of it as self-regulated learning and working
on self-motivationUse logs to record informationTeacher sets up differentiated conferences
Phase 2.2 - Reading Conferences
Teachers meet with students for 5 to 10 minute conferences
Use conferences for differentiated instructionIndividualized instruction is tailored to each
student based on conferencesThe idea is self regulation of cognition. Ask
them challenging questions and allow them “think time”
Use student logs to check progress
Elements of a Conference
1. Begin by reviewing the student’s log2. Inquire about the book3. Invite the student to read a paragraph or two to
you aloud – either pre-selected or where they have left off (assessing oral reading)
4. Ask the student a series of questions to spark discussion and enable you to assess comprehension and/or reading strategy use
5. Provide reading instruction and decoding strategies as needed
6. Set reading goals for next conference7. Record your meeting
Student reflection on reading
Student participation in assessment and review
Explicit strategy instruction
Purpose for reading and goal setting
Efficacy building via specific feedback
SIR/ Recording
Marking Text
Writing
Conferencing
Writing prompt (based on bookmark questions) may be selected by either teacher or student
Written responses are typically based on SIR texts (rather than Phase 1 texts)
Space for you to provide specific conference feedback that students can review regularly
Starting Phase 2
Start with building the expectations for everyone to have a book and to read quietly throughout Phase 2, and build a conference schedule.
Begin with brief conferences that focus on book match and getting baseline assessment.
Establish strategies for getting help and re-focusing so that conferences are not interrupted.
Increase focus on challenge, differentiation, and specific skills/strategies over time.
Phase 3 – Extensions - Interest and Self Choice
Extension of learning connected to their reading
Students select an “activity” that in some way ties with the book (Not Book Reports)
Example Activities:1. Group discussions (Novel Groups)2. Various forms of writing about the book or
theme 3. Interest based book projects (spin offs)4. Independent extension research5. Book Chats
Purpose of Phase 3
Promote extensions on particular books, genres, topics of interest
Provide opportunities for in-depth explorationProduct developmentVariation from the everyday Build on student interest and choiceEncourage independenceAllow work with complex and abstract ideasEnable long-term and in-depth work on topics of interestDevelop task commitment and self-regulationTeach planning and research skills at advanced levels
What can Phase 3 look like in your room?
A few students having a literature circle around a popular book
One student investigating a science topic related to a recently completed book
Two students writing letters to an author of a favorite book series
Three students developing a presentation about their research efforts
Several students developing plans for projects related to questions of interest
Several students reading or listening to audio books
Starting Phase 3
Start small! (2-3 choices)Gradually increase student choice, sophistication
of tasks, and independence Establish clear procedures for accessing
supplies, getting help, and clean upThink creatively to meet
requirements (e.g., book reports)Set clear performance standards;
perceived by students as attainable. Construct rubric linked to product expectations and standards/objectives addressed
Grades?
Quick write responses from phase 1Conference preparationConference participation/responseWritten responses from phase 2Self-regulation in readingStudent product – the overall extension piece from phase 3
Key Elements of Student Engagement in Literacy Instruction
NCREL Quick Key Action Guide: Using Student Engagement to Improve Adolescent Literacy
Additional Aids
Goodreads group set up to share books/reviews/ratings
Wiki to share book hooks/books/selections/questions or skills
G/T consultant The SEM-R site:http://www.gifted.uconn.edu/SEMR/1. A Professional Development Presentation2. A Presentation on Challenging Talented Readers 3. Video over SEM-R4. Shared Downloads of all materials5. Frequently Asked Questions
Additional Aids
Des Moines “GRINCH” Gifted Readers in Need of Challenges Wiki
Other Districts “Launching SEM-R” Wiki Willington, CT “GT Resource Teacher” Wiki Jefferson County, CO
Skype an Author!
Authors from all around the world can visit your classroom in real time
Allows students to ask questions directly to the author
Students receive a first hand look at professional writing and publication
Requires some pre-planning (tech set-up), available time may not match building schedule
Often free, depends on desired authorCan serve as Phase III project, with supportsSkype an Author Network
Resources
Resources
Resources