7. 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.
8. What do you need toknow to implement the SEM-R? Write your answer on a post-it… Be as specific as possible.
22. "I didn't actually read the book, but I did play the video game loosely based on it."
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24. Elements of EffectiveAdolescent Literacy Programs Direct, explicit comprehension instruction Effective instructional principles embedded in content Motivation and self-directed learning
26. Elements of EffectiveAdolescent Literacy Programs A technology component Ongoing formative assessment Extended time for literacy
27. Joyful Reading - Pg. 9 Components of the SEM-R Framework Increasing degree of student selection
28. Phase 1 Exposure - Book Hooks: High interest read alouds and higher order questions
29. Middle School Readers Period of transition Less time for leisure reading Move to young adult section May read only one genre Fantasy Romance (Herald, 1997)
30. Middle SchoolGirls Prefer internal action Thoughts Feelings Willing to experiment more (Carlson, 1980)
31. Middle SchoolBoys Less flexible than girls in reading choices Will read about girl character if plot provides suspense, action, and outdoor setting (Carlson, 1980)
50. 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.
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 Talk 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 reluctant and remedial readers?
60. Complexity of Ideas and Content The 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; . . .’
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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.’
74. Table Talk Every 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 1 Entice with Book Hooks Engage in Questioning with Book Marks Expose Students to a Wide Range Books Employ Skills and Strategies Explore Connections
76. Good Morning! How might you hook me on a book that does not match my interests or genre preferences (ex: historical fiction)?
79. Some Options for Phase 3 Implementation DAILY 15 - 20 minutes 1 center per day Small chunks of time WEEKLY 60 minutes Multiple Centers OR Focused Investigation BI-WEEKLY 30 minutes Twice a Week 2 Centers per day
95. What are the steps? Find Books Organize a Classroom Library Plan Book Hooks
96. Weekly Book Hook Themes Author Historical Event (WW2, Hiroshima, Gold Rush, Civil War) Struggle Race Gender Issues Big Questions (Why hate? Why love?) See Session on Book Hooks Tomorrow!
97. What are the steps? Find Books Organize a Classroom Library Plan Book Hooks Identify Student Needs
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100. What are the steps? Find Books Organize a Classroom Library Plan Book Hooks Identify Student Needs Help Students Select Books
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104. What are the steps? Find Books Organize a Classroom Library Plan Book Hooks Identify Student Needs Help Students Select Books Embed Strategy Instruction in Individualized Conferences
105. Phase 2 Supported Independent Reading (SIR) using individual conferences and differentiated reading instruction
125. Table Talk What 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 Books Organize a Classroom Library Plan Book Hooks Identify Student Needs Help Students Select Books Embed 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.
133. What are the steps? Find Books Organize a Classroom Library Plan Book Hooks Identify Student Needs Help Students Select Books Embed Strategy Instruction in Individualized Conferences
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
144. Student keeping a record Student tracking progress Student assessment of goal attainment Higher order thinking & metacognitive strategy use
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146. Student reflection on reading Student participation in assessment and review Explicit strategy instruction Purpose for reading and goal setting Efficacy building via specific feedback
147. Supporting Self-Regulation Suns and Clouds Teacher moving around the classroom Have students use post-its when they have a question about a word Students who are really struggling: Personal timer (10 minutes) Listen to books on CD Get up, get a drink, stretch
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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 Talk I 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?
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.”
162. 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
163. Sir Ken Robinson We are educating people out of their creativity. Creativity is as important in education as literacy.
186. Almanac Scavenger Hunt How fast does the fastest roller coaster in the world travel? What creatures have shells made of glass? Who invented the pedaled bicycle in 1839? What is the largest insect in the world? TEACH HOW TO SEARCH AND VERIFY INFORMATION
192. 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
193. The commitment to their chosen activity was definitely seen through the dedication that took place.
194. “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
195. We read to know we’re not alone. —C. S. Lewis
197. 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
199. Table Talk I’m concerned about my talented readers. Many have the ability to read at a college level, but I’m worried about adult content and fielding calls from alarmed parents. What can I do to avoid pitfalls and still find challenging, interestingbooks for my students?
Editor's Notes
Dormant, uncommitted, and unmotivated to read.
Biancarosa, C., & Snow, C. E. (2006). Reading next—A vision for action and research in middle andhigh school literacy: A report to Carnegie Corporation of New York (2nd ed.).Washington, DC: Alliancefor Excellent Education. -Page 3-
What happens to young adolescents in other aspects of their lives occurs in their reading too – they are leaving childhood and the literature appropriate to it. They move to the Young Adult section in bookstores and libraries and they may choose to read only one genre like romance novels or fantasy (Herald, 1997 in Halstead, p. 82).
What are the benefits of using picture books? Able to discuss an entire plot-line of a story rather than a short segment, provides novelty and promotes positive associations with literature, can explore illustrations and artwork which may appeal to certain students How could you make connections to appropriately challenging literature? Books on same topic, many picture books are written at 8th-9th grade reading level (i.e., A Woman for President),
ShelfariAmazon (Customers who bought this book Themed book hooks
Consider a system for signing up to read the book when it’s available: it could be a list on the board, a sticky note inside the back cover of interested students, or a margarine container where students submit their names and a drawing occurs randomly at the end of the day (sort of like a silent auction)- You may want to have a “display area” (chalk trays work well) where recently featured books are displayed for a certain amount of time or where students who are looking for a new book can peruse. - Another effective strategy is to have related texts (same author, topic, non-fiction, website, etc) and ideas available for interested students
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1, 2. 3. 4. 5. Encourage - Themese
1, 2. 3. 4. 5. Encourage - Themese
1, 2. 3. 4. 5. Encourage - Themese
1, 2. 3. 4. 5. Encourage - Themese
1, 2. 3. 4. 5. Encourage - Themese
1, 2. 3. 4. 5. Encourage - Themese
1, 2. 3. 4. 5. Encourage - Themese
1, 2. 3. 4. 5. Encourage - Themese
1, 2. 3. 4. 5. Encourage - Themese
1, 2. 3. 4. 5. Encourage - Themese
1, 2. 3. 4. 5. Encourage - Themese
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What are your current practices in the classroom? How are you using centers? Do you provide choice in activities?
