3rd Day Presentation from Challenging Adolescent Talented Readers at 2011 Hormel Conference

1. Phase 2 Supported Independent Reading (SIR) using individual conferences and differentiated reading instruction

2. Supported Independent Reading was not sustained silent reading

3. Individualizing and Differentiating Conferences It is important to remember that not all students will need the same strategy instruction at the very same time, but that all students need some instruction if they are reading a book that is adequately challenging. For that reason, be sure that strategy instruction is integrated throughout conferences and differentiated to meet the needs of individual students.

4. Phase 2 is a time that the students can’t wait for. Being able to sit anywhere in the class, in any position that they want helps them to really dive deep into their reading.

6. Reading skill development

7. Interest-based reading opportunities

8. Self-regulation/ monitoring

9. Increasing ability to focusOpportunity to assess reading level and book match Thoughtful conversations about literature Opportunities to use higher order thinking skill questions from bookmarks Differentiation for students in skills, questions, and book selection for OPTIMAL CHALLENGE!

10. Common Conference Elements: Beginning

11. Common Conference Elements: Core

12. Common Conference Elements: Conclusion - Sweeny, 2008

13. Developing Conference Skills Maintaining brevity and efficiency Differentiating questions and strategies Ensuring self-regulation in the rest of the class Determining documentation that works for you

14. 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?

16. Read appropriately challenging books (1 to 1.5 above their current reading level)

17. Develop self-regulation skills to enable them to read appropriately challenging books for at least 25-35 minutes each day

19. I have seen gains in their fluency, comprehension, as well as word skills. It is truly amazing.

21. Book Hook Circles

22. The conversation structure, content, & tone Strategies used by teachers Responses of students Differentiated Reading Conferences

25. 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. ~ Treatment Teacher

26. Conferencing Questions What do you do when you encounter a word you do not know? What book are you reading? What made you interested in this book? Would you read a few pages/ paragraphs to me? How would the book be different if the main character were a girl instead of a boy? How can you try to interpret the meaning of this section of text?

27. 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

28. Student reflection on reading Student participation in assessment and review Explicit strategy instruction Purpose for reading and goal setting Efficacy building via specific feedback

29. Explicit Strategy Instruction Support the struggling reader: i. Decoding ii. Fluency Foster Comprehension: i. Synthesizing ii. Making inferences iii. Making connections iv. Determining importance v. Visualizing vi. Questioning vii. Metacognition

30. 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.

31. The five minutes with each has been a favorite time for my students, and many times I have had to cut them off.

32. 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?

33. 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.

34. While conferencing with them I have had to get into some funny positions! 

35. After our conference is done they pick up where they left off, and stay glued to the book until time is up, at which time everyone MOANS!

36. 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.

37. Reading Strategies Paris, 2004 Keene & Zimmerman, 1997 Harvey & Goudvis, 2000

38. Synthesizing Synthesizing is a process of culling through much information to describe or retell the details as a salient whole. Often, synthesis includes projecting knowledge into a new context or setting as well. Examples: Compare the main character’s personality at the beginning of the story to his or her personality at the end? If you were to visit the setting of the story, what would you pack to help you survive there?

39. Making Connections Making connections allows readers to bring background knowledge (activate schema) and, therefore, a deeper understanding to the texts they read. Examples: How does this story relate to your own life? Does this book remind you of another book that you have read? Do you think your friends would enjoy meeting the main character?

40. Making Connections Includes Text to self A text to self connection involves the reader making an authentic connection between someone or something in the story to themselves. Text to world A text to world connection is when the reader makes a connection between the text and something that has happened or is happening in the world. Text to text A text to text connection is when the reader can find a commonality between two texts. In this case, a text is anything written, (i.e., a book, a poem, or a song).

41. Making Inferences Inferences are things that a reader concludes from reading that are not directly stated in the text. Examples: Why did the author write this book? List details about the setting that might help determine where the story takes place.

42. Questioning Questioning occurs as readers ask themselves questions about the text that they are reading. Examples: What is one big question you still have after reading this book? What questions are you thinking about as you read?

43. Visualizing Visualizing involves making pictures in one’s brain of what is going on in a scene or story that is read or heard. Examples: Which scene would you most like to illustrate? Why? How do you picture the main character?

44. Determining Importance Students must evaluate material to figure out which parts are most important or valuable to use in building understanding of the text. Examples: What were some of the most important parts in the story? How does the main character stand out from the other characters?

45. Metacognition Metacognition is thinking about one’s own thinking. Enhancing metacognition during reading draws the reader’s attention to the processes they are using as they read so that they can be more cognizant of them. Examples: How has the book influenced your viewpoint? Has any part of the book confused you?

46. Using the Bookmarks to Support Read-Aloud The bookmarks are based on literary techniques as well as reading comprehension strategies.

47. Knowledge Making Inferences Making Inferences Making Connections (T-S) Making Connections (T-W) Synthesis

48. 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!

49. Strategies and Areas of Focus for Conferences

50. Enjoyable activities, in contrast, “are not natural; they demand an effort that initially one is reluctant to make. But once the interaction starts to provide feedback to the person’s skills, it usually begins to be intrinsically rewarding” — Csikszentmihalyi, 1990

54. Where will I read?

55. Will this location allow me to focus on my reading?

56. What will my reading focus be?

58. Am I being distracted? By what?

59. How can I encourage myself to stay focused?

62. Did I remain in my reading area?

63. Was I focused for the entire SEM-R time?

65. Henegar 2005

66. Classroom Management Strategies to support 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

67. Classroom Management Set ground rules: State your expectations in advance of the conferences Keep conference interruptions to a minimum Let the students decide how long reading time is. When the majority of students have lost focus, time is up.

69. Phase 3 Self-selected interest and choice components

70. Top Strategies For Phase 3 Books on CD Group Projects Buddy Reading SEM-Xplorations Renzulli Learning Literature Circles Creativity Activities Investigation Centers Independent Projects

71. Independent Projects Enable: students and teachers to identify problems or topics of student interest plan methods to investigate various types of student products problem solve and demonstrate student’s ability to apply methodological skills and knowledge find opportunities for joyful learning and self-regulation

72. 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

73. Peer/Partner Reading

74. Phase three in my classroom has been reserved for Fridays. It makes Friday a time in which students look forward to, by being able to buddy read, work on a book share project, creative training, listening centers, literature circles, etc.

75. The commitment to their chosen activity was definitely seen through the dedication that took place.

76. Components of the SEM-R Framework Increasing degree of student selection

77. Interests Choices Enrichment

78. Phase 3 Choices Buddy reading Literature circles Creativity training exercises Independent projects Online reading and research

80. I would love to see SEM-R taking place in all schools, as it has shown me that this really is a beneficial way for kids to become the best readers. I definitely will use this next year with my new class! I am proud to say I have a classroom of READERS!

81. We are teaching kids to enjoy reading, and along with that they are making big strides academically. We need to reach all students so that they do become lifelong readers, which lead to lifelong learners who are successful! Thank you for offering this pilot program, I am thrilled to have had a chance to participate in it.

82. How is using the SEM-R likeeating a tomato?

83. “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

84. Thank you! For more information, contact: fogartye@ecu.edu