Presentation on theme: "Challenging Talented Readers"— Presentation transcript:
1Challenging Talented Readers Sally ReisUniversity of Connecticut
2Three Goals of the Schoolwide Enrichment Model Reading (SEM-R) To increase enjoyment in readingTo encourage students to pursue challenging independent readingTo improve reading fluency, comprehension, and increase reading achievementThe idea here is just to remind people of the main goals of the SEMR
7Talented ReadersIf the environment presents no such [challenging] tasks to the adolescent, makes no new demands on him, and does not stimulate his intellect by providing a sequence of new goals, his thinking fails to reach the highest stages, or reaches them with great delay Vygotsky
8E. M. Forster, English novelist … the only books that influence us are those for which we are ready, and which have gone a little further down our particular path than we have gone ourselves.
10Do any of you remember reading instruction when you were in school? Choral reading;Waiting to read;Waiting for others tocatch up..“I mumbled that I was sorry and retired meditating upon my crime.”Scout
11Scout reads from the local paper in kindergarten Scout reads from the local paper in kindergarten. Miss Caroline forbids Scout to let Atticus teach her to read anymore. Miss Caroline tells her she can not read at home anymore. When Miss Caroline forbids her to continue reading, Scout realizes how important it is to her: "Until I feared I would lose it, I never loved to read. One does not love breathing."
12Components of the SEM-R Framework Phase 1 - ExposurePhase 2 - Training & Self-Selected ReadingPhase 3 - Interest & Choice ComponentsHigh-interest books to read aloudHigher-order thinking probing questionsBookmarks for teachers with questions regarding Bloom's Taxonomy, biography, character, illustrations and other topics relevant to the study of literatureTraining and discussions on Supported Independent ReadingSupported Independent ReadingOne-on-one teacher conferences on reading strategies and instructionBookmarks for students posing higher-order questions regarding character, plot, setting, considering the story, and other useful topics.Introducing creative thinkingExploring the InternetGenre studiesLiterary explorationResponding to booksInvestigation centersFocus on biographiesBuddy readingBooks on tapeLiterature circlesCreative or expository writingType III investigationsType I ActivitiesType II ActivitiesType II & Type III InvestigationsIncreasing degree of student selectionHere you are reminding them of the main 3 components of the SEMR
13Focus of SEM-R Joy in reading Reading above level Acknowledging and celebrating students’ interestsConversations about readingHere are the underlying goals of the SEMR
14Phase 1 Components Read Alouds/Hooks Scaffolding of Thinking Skills Book DiscussionsBook Selection:GenresThemesFiction/Nonfiction
18Reading Strategies Making Connections Determining Importance QuestioningVisualizingVisualizing/Sensory ImagesVisualizing & InferringMaking InferencesSummarizingSynthesizingMetacognitionIn fact, practitioners and researchers agree on a number of reading strategies that is usually between 5 and 7. It is good to see how much these three align.Paris, Keene & Zimmerman, Harvey & Goudvis, 2000
19Phase Two Goals Students will . . . Enjoy reading books of their own selectionRead appropriately challenging books (1 to 1.5 above their current reading level)Develop self-regulation skills to enable them to read appropriately challenging books for at least minutes each dayHave individualized reading instruction that is tailored to each student’s needs
22Self-Regulated Learning Zimmerman (1989) defines self-regulated learning as involving the regulation of three general aspects of academic learning.First, self-regulation of behavioractive control of various resources students have available- such as time, study environment-where they studyuse of peers and faculty members to helpSecond, self-regulation of motivation and affectcontrolling and changing motivational beliefs such as self-efficacy and goal orientationcontrolling emotions and affect in ways that improve their learning.Third, self-regulation of cognitioncontrol of various cognitive strategies for learning such as the use of deep processing strategies for better learning and increased performance.
24Making Connections (T-S) KnowledgeMaking InferencesMaking InferencesMaking Connections (T-S)Here is an example showing how, along with literary device instruction, reading comprehension strategy instruction is embedded into the bookmarks. Not all bookmark questions correspond to just one reading strategy. Also, the question mayMaking Connections (T-W)Synthesis
26Conferences provided: Support for each student and differentiated instructionEnthusiasm about booksReading skill development and strategiesInterest-based reading opportunitiesSelf-regulation/monitoringLiterary skill developmentOpportunity to assess reading level and book match and find optimal challenge levelOpportunities to use higher order thinking skill questionsDifferentiation for all students in skills, questions, and book selection
28Weekly Book Hook Theme Ideas Historical Themes applied to: (WW2, Hiroshima, Gold Rush, Pioneering, Colonialism)Struggle and ConflictPowerCulture and DiversityGender IssuesAbstract Themes (hate, love, peace, inhumanity to others…)
29Weekly Theme: Prejudice Day 1Have participants take out their Example Themed Book Hook List and follow along with each day’s books and sample questionsDr. King uses interesting words in his speeches. [Give oneexample] How would you have said the same thing?For what purpose should someone read these books?(MC text to self)(MC text to text)
30Day 2This slide corresponds to the second day on their themed book hook list and shows how to embed comprehension strategies into the book talk. Here we see the strategies of making inferences and making connections.Why did Dr. King’s sister decide to write a book about her brother?Did Marian Anderson’s personality contribute to her success or failure?(Making Inferences)(MC text to text)
31Day 3How do the events in the passages from these two books relate to what was going on in the world during the stories’ time periods?What questions do you have about the time period in which these books took place?What kind of text could you use to find answers to your questions?(MC text to world)(Questioning)(MC text to text)
32Day 4As I read from this book, I want you to try to picture in your mind one of the characters and the setting in which he or she lived.(Visualization)
33DAY 5Today’s books are different from the books we’ve book talked about earlier this week, but they have a similar theme. How are they different?(MC text to text)(Synthesis)
34Self-selected interest and choice components Phase 3Self-selected interest and choice components
35Components of the SEM-R Framework Phase 1 - ExposurePhase 2 - Training & Self-Selected ReadingPhase 3 - Interest & Choice ComponentsHigh-interest books to read aloudHigher-order thinking probing questionsBookmarks for teachers with questions regarding Bloom's Taxonomy, biography, character, illustrations and other topics relevant to the study of literatureTraining and discussions on Supported Independent ReadingSupported Independent ReadingOne-on-one teacher conferences on reading strategies and instructionBookmarks for students posing higher-order questions regarding character, plot, setting, considering the story, and other useful topics.Introducing creative thinkingExploring the InternetGenre studiesLiterary explorationResponding to booksInvestigation centersFocus on biographiesBuddy readingBooks on tapeLiterature circlesCreative or expository writingType III investigationsType I ActivitiesType II ActivitiesType II & Type III InvestigationsIncreasing degree of student selectionHere you are reminding them of the main 3 components of the SEMR
37Independent Projects Build on student interest Encourage independence Allow 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
40SEM-R Results Over 6 years--Different Elementary and Middle Schools Significant differences favoring the SEM-R treatment group over the Control GroupAttitudes toward ReadingReading FluencyReading Comprehension
44SEM-R--After School Program 6 weeks--two sessions each week for 90 minutes for students of all levels. Reading Fluency Test Scores for Talented Readers before and after the SEM-R Intervention Pre RFT Post RFT Beth Brad Carrie Harry Luz
45SEM-R--After School Program Reading Fluency Test Scores for Talented Reader before and after the SEM-R Intervention Beth 21 points Brad 24 points Harry points Reading Fluency Scores (students at the 90th percentile) Increase in Grade 3- Fall (130) Winter (147) Spring (163) Increase 33 points (Hasbrouck & Tindal, 2005)
46Differences between SEM-R and other Reading Programs Focus on the joy and student interest in readingIncreasing levels of challenge in readingCan be used in conjunction with other programsIncreased self-regulation in readingTeacher choice and independenceDeeper more complex conversations about readingHigher level thinking skills and questioningIndividualized instruction on a regular basis 2-4 times each week during Phase 2Freedom (teachers and students) to choose activities and reading!
47The Right MatchIn 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.—4th grade treatment teacher
48The individual conferences were so helpful The individual conferences were so helpful. My average to above average readers really surprised me. They went beyond what I ever thought they could do with advanced thinking skills and questioning skills.-5th grade treatment teacher
49In the beginning, I did not realize how much middle of the road reading instruction I did and how few of my kids I really challenged.4th grade treatment teacher
503rd grade treatment teacher In the SEM-R, the focus was not on me teaching, but rather on them learning. I did not have to spend hours on a lesson plan. Instead, I spent my time thinking of what to read to my students to get them excited about reading.3rd grade treatment teacher
51Teacher Reactions 3rd grade treatment teacher The individualized reading was so enjoyable. I found the basal program brutally boring! The same activities each day followed by the same kinds of questions. The same worksheets each day were mind-numbing. I hated it! I loved doing the individualized stuff.3rd grade treatment teacher
52At first, I just wanted them to finish a book At first, I just wanted them to finish a book. Then I became more confident and would say, Come on now, that is just too easy for you. They would smile, because they knew I was right.5th grade treatment teacher
53In the SEM-R, our focus was on helping children shift from LEARNING TO READ to READING TO LEARN!
54Implications and Future Research Questions Is the SEM-R more effective in urban schools than in suburban or rural schools?Can we implement in an after-school enriched reading program to increase reading achievement ?Can we implement in schools in which others are coaching that we have trained at UCONN?