Presentation on theme: "SCHOOL ENRICHMENT MODEL FOR READING UNIVERSITY OF CONNECTICUT SEM-R."— Presentation transcript:
SCHOOL ENRICHMENT MODEL FOR READING UNIVERSITY OF CONNECTICUT SEM-R
Three Goals in SEM-R 1. To increase enjoyment of reading 2. To improve reading fluency, comprehension, and increase reading achievement 3. 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 questioning Teachers provide the bookmarks as guiding questions This 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 skillshigher level Make connections Change genres and styles often Use technologytechnology 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 listsBooks I Want to Read 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 focus Start with minutes of SIR and work up to minutes of reading in each session Think of it as self-regulated learning and working on self-motivation Use logs to record information Teacher sets up differentiated conferences
Phase Reading Conferences Teachers meet with students for 5 to 10 minute conferences Use conferences for differentiated instruction Individualized instruction is tailored to each student based on conferences The 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 log 2. Inquire about the book 3. 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 conference 7. 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 research 5. Book Chats
Purpose of Phase 3 Promote extensions on particular books, genres, topics of interest Provide opportunities for in-depth exploration Product development Variation from the everyday Build on student interest and choice 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
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 up Think 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 1 Conference preparation Conference participation/response Written responses from phase 2 Self-regulation in reading Student 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 Goodreads Wiki to share book hooks/books/selections/questions or skills Wiki G/T consultant The SEM-R site: 1. A Professional Development Presentation 2. A Presentation on Challenging Talented Readers 3. Video over SEM-R 4. Shared Downloads of all materials 5. Frequently Asked Questions
Additional Aids Des Moines “GRINCH” Gifted Readers in Need of Challenges Wiki “GRINCH” Gifted Readers in Need of Challenges Wiki Other Districts “Launching SEM-R” Wiki Willington, CT “Launching SEM-R” Wiki “GT Resource Teacher” Wiki Jefferson County, CO “GT Resource Teacher” Wiki
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 author Can serve as Phase III project, with supports Skype an Author Network