Using the Schoolwide Enrichment Model Reading framework with emergent readers. SEM-R with alignments to science curriculum, technology use, and U-STARS PLUS.
8. Three Goals of SEM-R
To increase enjoyment in reading
To encourage students to pursue
challenging independent reading
To improve reading fluency, comprehension,
and increase reading achievement
9. 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.
14. What do you need to
know to implement the SEM-R?
Write your answer on a post-it…
Be as specific as possible.
15. Components of the SEM-R Framework
Phase 1 - Exposure Phase 2 - Training & Self-
Selected Reading
Phase 3 - Interest &
Choice Components
• High-interest books to read
aloud
• Higher-order thinking
probing questions
• Bookmarks for teachers with
questions regarding Bloom's
Taxonomy, biography,
character, illustrations and
other topics relevant to the
study of literature
• Training and discussions on
Supported Independent
Reading
• Supported Independent
Reading
• One-on-one teacher
conferences on reading
strategies and instruction
• Bookmarks for students
posing higher-order questions
regarding character, plot,
setting, considering the
story, and other useful topics.
• Introducing creative
thinking
• Exploring the Internet
• Genre studies
• Literary exploration
• Responding to books
• Investigation centers
• Focus on biographies
• Buddy reading
• Books on tape
• Literature circles
• Creative or expository
writing
• Type III investigations
Type I Activities Type II Activities
Type II & Type III
Investigations
Increasingdegreeofstudentselection
Joyful Reading (p. 9)
17. Phase 1
Exposure via Book Hooks
High interest read alouds and
higher order questions
Phase 1 - Exposure
• High-interest book
hooks for read aloud• !• !• !• !• !• !
• Higher-order thinking
probing questions!!!!!!
• Bookmarks for
teachers with
questions focusing on
advanced thinking
skills and reading
skill instruction that
is relevant to a broad
range of literature
Type I Activities
35. Illustrations/Layout Illustrations/Layout Biography
Could the illustrations in this
book tell the story without
words? Why or why not?
How did the illustrations affect
your feelings?
What can you observe about the
layout or organization of the
book? How did the layout affect
the way you are reading the
book?
How did the “look” of the book
influence your decision to read it?
Choose an illustration you like
from the book. Why do you think
the illustrator chose to show that
moment?
Is the cover of the book a good
match for what you find inside?
Why or why not?
How do the illustrations or page
layouts differ from those in other
books you have read?
If you were in charge of developing
a new edition of this book, what
changes would you make to how
the book looks?
Would this book be as interesting
or helpful to you without the
illustrations and/or diagrams?
Why or why not?
If you were going to write a
biography, who would you write
about? Why?
What do you admire about the
person in this biography? Why?
How might you become more
like this person?
What do you think school was like
for the person about whom this
biography was written? Explain.
How did the author organize the
sequence of events in the story of
the person’s life?
Project SEM R (Elementary)
University of Connecticut
www.gifted.uconn.edu
I 1
Project SEM R (Elementary)
University of Connecticut
www.gifted.uconn.edu
I 2
Project SEM R (Elementary)
University of Connecticut
www.gifted.uconn.edu
B 1
36. Nonfiction Nonfiction Point of View
How could an idea in this book
improve or change the world? Or,
if you are reading a history book,
how did an idea in the book
change the world?
Describe some jobs or professions
that relate to this topic. What
kinds of work do these people do?
How is the information in this book
organized? In what ways is it
similar to or different from a
fictional narrative?
What new information have you
learned from this book that makes
you curious to learn more about
the topic?
Identify one cause and effect
relationship described in this book.
Was the relationship between
cause and effect predicted or was
its discovery a surprise? Explain.
What different perspectives were
presented on an issue in this book?
How well balanced were the
viewpoints?
How do the ideas in this book
relate to your life?
How did the Table of Contents and
Index help you to use this book?
What advice would you give to
another student about using these
tools while reading this book?
Bias happens when the author
presents only one point of view on
an issue that may have multiple
perspectives. Describe how you
might investigate whether this
book presents information in a
biased way.
What point of view do you think
the author conveys on the topic?
Do you think he or she shows bias?
How? If not, how did the author
avoid conveying a bias?
Are there points in the book at
which you disagree with the
author? Explain your perspective
and what evidence you have to
support your ideas.
Project SEM R (Elementary)
University of Connecticut
www.gifted.uconn.edu
NF 1
Project SEM R (Elementary)
University of Connecticut
www.gifted.uconn.edu
NF 2
Project SEM R (Elementary)
University of Connecticut
www.gifted.uconn.edu
NF 3
37. 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.
59. 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.
60. 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 emergent readers?
79. Phase 2
Supported Independent Reading
using individual conferences &
differentiated reading instruction
Phase 2 - Training &
Self-Selected Reading
• Training and
discussions on
Supported
Independent Reading!!!
• One-on-one teacher
conferences on
higher level reading
strategy and
instruction!!!!
• Bookmarks for
students posing
questions
Type II Activities
81. 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.
82. Students will . . .
• Enjoy reading books of their own selection
• Read appropriately challenging books
• Develop self-regulation skills for sustained independent
reading
• Have individualized reading instruction that is tailored
to each student’s needs
Phase 2 Goals
83. !
I know the purpose of Phase 2 is
engage students in independent
reading, but how do I manage
conferences that with so many
emergent readers?
103. CONFERENCES
PROVIDE:
• Support for each student’s needs
– Enthusiasm about books
– Reading skill development
– Interest-‐based reading opportunities
– Self-‐regulation/monitoring
– Increasing ability to focus
104. CONFERENCES
PROVIDE:
• Opportunity to assess reading level
and book match
• Thoughtful conversations about
literature
• Opportunities to use higher order
thinking skill questions
106. Common
Conference
Elements:
Beginning
Element Teacher
Action
Greeting
Welcome student and
establish positive rapport
Monitor reading habits
Check reading log and book
choice
Determine book match and
reading needs
Assess student’s oral reading
with chosen text
107.
108. Student keeping a record
!
!
Student tracking progress
!
Student assessment of goal
attainment
!
Higher order thinking &
metacognitive strategy
use
110. Student reflection on
reading
Student participation in
assessment and review
Explicit strategy
instruction
!
Purpose for reading and
goal setting
Efficacy building via
specific feedback
111. Element Teacher
Action
Monitor comprehension
Ask questions, prompt
thinking, and engage student
in conversation about book
Identify applicable reading
strategies
Provide reading strategy
instruction and scaffold
student’s strategy use
Attend to word-level needs
Support decoding and
vocabulary knowledge
Common
Conference
Elements:
Core
112. Element Teacher
Action
Engender positive feelings
Praise student’s reading
effort
Support reading
independence
Help the student set reading
goals
(Sweeny, 2008)
Common
Conference
Elements:
Conclusion
113.
114.
115. 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
116. SIR Conference Rubric
Student Name: _________________________________________________________
Date: __________________ Teacher: ___________________
ALWAYS USUALLY RARELY NEVER
Student uses the reading
process effectively.
Uses strategies to determi e
meaning & ncrease vocabulary:
context clues
3 2 1 0
The student constructs meaning
from a wide range of exts.
Determines main idea/details,
sequence events. Identifies
authorÕs urpose. Recognizes
use of compare & contrast
3 2 1 0
The student understands the
common features of literary
forms.
Understands the evelopment
of plot. Knows the simi arities &
differences among characters,
settings, and events.
3 2 1 0
The student responds critically
to fiction, non-fiction, poetry, &
drama.
Student identifies cause and
effect rel tionships in l terary
text.
3 2 1 0
TOTAL SCORE: ______/12
12-11= A 10- 9= B 8-7= C 6-4= D 3-below= F
Area(s) f Concern (circle): LA.A.1.2.3- context clues LA.A.2.2.1- main idea, details LA.A.2.2.1- sequence
LA.E.1.2.2- plot LA.A.2.2.2- authorÕs purpose LA.A.2.2.7- compare & contrast LA.A.2.2.8 & LA.A.2.2.5- graphic sources
LA.E.1.2.3- characters LA.E.2.2.1- cause & effect
Comments:
(Henegar 2005)
117. I have seen gains in their fluency,
comprehension, as well as word skills.
It is truly amazing.
118. Enjoy Reading
Enjoyable activities, “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
119.
120. 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
121. 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.
122. —Horace Mann
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.
123.
124. 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.
126. Not all students need the same strategy
instruction at the very same time, but all students
need some instruction if they are reading an
adequately challenging book.
!
For that reason, be sure that strategy instruction
is integrated throughout conferences and
differentiated to meet the needs of individual
students.
Individualizing and Differentiating
Conferences
127. • The conversation varies in:
• Structure
• Tone
• Content
• Responses of students are at different levels
• Different strategies are used by the teacher
You Know a Conference is
Differentiated When…
129. STRATEGIES
AND
AREAS
OF
FOCUS
Category Strategy/Focus
Area
Comprehension
Background knowledge, compare/contrast, inferring,
main idea, metacognition, predicting, questioning,
sequencing, summarizing, visualizing
Connections Text-to-text, text-to-self, text-to-world
Higher-level thinking Analysis, evaluation, judgment, synthesis
Text characteristics Genres, Narrative elements, Non-narrative elements
Literary elements Author’s craft, theme
Word-level
instruction
Decoding, fluency, pace, rereading, skimming, skipping,
syllabication, vocabulary
Habits & attitude
Affective response, autonomy, habits, locating evidence
in text, previewing selection, setting purpose
Book selection Appropriate, easy, difficult, purpose for selection
130.
131. 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.
132. 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.
133. The five minutes with each one has been a
favorite time for my students, and many
times I have had to cut them off.
134.
135. “We do not need to
burn books to kill
our civilization;
we need only to
leave them unread
for a generation.”
—R. M. Hutchins
139. “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.”
Interest and
Rigor Lead To
Creative
Productivity
140. +
What’s Going On?
What are your current classroom practices?
How are you using centers?
Do you provide choice in activities?
143. • 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
144.
145. SEM-Xplorations
• Build a bridge
• Create an artifact box
• Draw a comic strip
• Design a city of the future
• Create an illustrated book
• Invent something new
• Write a short story
146. Make an Artifact Box
Step 1: Brainstorm
Step 2: Choose items for the box
Step 3: Make clue cards
Step 4: Group the items in your box
Step 5: Develop an answer sheet
163. Top Strategies For Phase 3
Books on CD
Group Projects
Buddy Reading
SEM-Xplorations
Renzulli Learning
Literature Circles
Creativity Activities
Investigation Centers
Independent Projects
164. 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
169. The commitment to their chosen activity
was definitely seen through the dedication
that took place.
170. “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
174. A rising tide lifts all ships…!
The core of the SEM-R, The Schoolwide Enrichment Model,
is designed to increase enrichment opportunities and
achievement by providing differentiated instruction for all
students.