SEM-R The Schoolwide Enrichment Model for Reading By: Julie Burt

Background The SEM-R is based on the Schoolwide Enrichment Model (Renzulli, 1977; Renzulli & Reis, 1997) The SEM and SEM-R models are not exclusively for “gifted” students. These models benefit students that may demonstrate talents in certain areas. Both programs expose all students to information, while differentiating to allow for ALL students to have their unique academic needs met.

Purpose and Usage “The SEM-R focuses on enrichment for all students through engagement in challenging, self-selected reading that is accompanied by instruction in high-level thinking and reading strategy skills.” SEM-R is to provides appropriate challenges to all students in the general education classroom: from those in need to extra support and remediation, to those talented students that excel academically.

Goals To encourage children to enjoy the reading process by giving them access to high- interest, self-selected books that they can read for periods of time at school and at home. To develop independence and self-regulation in reading through the selection of these books as well as the opportunity to have individualized reading instruction. To enable all students to improve in reading fluency and comprehension through the use of reading comprehension strategies.

How It Fits... SEM-R is not designed to be a language arts program. SEM-R is designed to be a component within a larger language arts program. It is flexible enough to use with Storytown, as a way to enrich independent reading tasks. It is similar to D.E.A.R. (Drop Everything And Read!), but with more accountability, goal-setting, and appropriate challenges. Because SEM-R teaches children to read independently, it increases meaningful reading practice; therefore increasing reading achievement.

3 Easy Phases for Implementation! Phase 1: Hooking Kids on Literature with Teacher Read-Alouds Phase 2: Supported Independent Reading and Differentiated Conferences Phase 3: Interest and Choice Activities

Areas of Differentiation This model considers differentiation in several areas: aptitudes and abilities achievement academic background cultural differences affect effort and ability interests learning styles product styles

Differentiation Strategies Students may be grouped for instruction, meaning interest, ability, learning style, or heterogeneous. Advanced students showing mastery of a skill may be eligible for acceleration or curriculum compacting. This gives academically above-average students the challenge that they deserve in school. Tiered Reading Instruction provides different levels of opportunities for students. A workbook page for the class would not be appropriate; however, different sets of goals and challenges per assignment would be. “Choice contributes to engagement, motivation, and interest in reading” (Reis, p. 38). Allowing children to choose what they read can create enthusiasm instead of hostility towards the subject.

But what about Storytown? Because SEM-R is meant to be used with another reading program it will work with Storytown beautifully. You may begin implementing these methods of independent reading and book conferences by first modeling, and then trying them in groups. After a few days of modeling and practicing the desired behaviors, students will be familiar with expectations. Begin by having students read independently and uninterrupted for 15 minutes, and pull 3 children back for conferences. After a few days of this, move up to 20 minutes, and 4 children. Continuing this pattern, students will be reading independently, and the teacher will be able to conference with ease.

References Reis, Sally M. (2009). Joyful Reading: Differentiation and Enrichment for Successful Literacy Learning. San Francisco: Jossey- Bass. Reis, Sally M. (2009). The Joyful Reading Resource Kit: Teaching Tools, Hands-On Activities, and Enrichment Resources. San Francisco: Jossey-Bass.