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Des Moines Public Schools
SEM-R Des Moines Public Schools August 2012 Catherine A. Little
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Getting to Know You! Think back: What is one reading experience that was memorable to you in your childhood? Think of an example from your own education of a reading experience that you found to be challenging.
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Goals and Questions What are your professional learning goals for the day? What questions do you hope will be answered today?
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SEM-R “Until I feared to lose it, I never loved to read. One does not love breathing….” (To Kill a Mockingbird)
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Advice about reading from award-winning teacher, Rafe Esquith
“I have never seen district reading objectives in which the words joy, passion, or excitement top the list. I think they should.”
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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.
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What is Needed to Teach Reading?
“Teachers must have a strong knowledge of multiple methods for teaching reading and a strong knowledge of the children in their care so they can create the appropriate balance of methods needed for the children they teach.” (International Reading Association, 1999, p.1)
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One Size Does Not Fit All
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Research and Advanced Readers
Read fluently and well Read at an early age in many instances Interested in words and word relationships (satire and jokes) Process key ideas about what is read at a more rapid pace Enjoy talking about literature or books
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SEM-R SEM-R’s central emphases are challenge and choice in reading, as well as the integration of self- regulation and key reading skills and strategies in a context that prioritizes student interest and lifelong habits of reading.
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Student Perceptions of Reading
Surveys of middle school readers suggest… Limited connections between perceptions of academic reading and pleasure reading (Pitcher et al., 2007) Limited recognition in classroom activities of what is most important to and preferred by students (Ivey & Broaddus, 2001)
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To increase enjoyment in reading
Three Goals of SEM-R To increase enjoyment in reading To improve reading fluency, comprehension, and increase reading achievement To encourage students to pursue challenging independent reading
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The most important outcome of education is to help students become independent of formal education.
-- Paul E. Gray
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Three Phases of SEM-R Phase 1: Exposure and Modeling
Phase 2: Supported Independent Reading Phase 3: Extensions on Interests and Choices
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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 Increasing degree of student selection
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Phase 2 Phase 1 Phase 3
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Key Practices of SEM-R Expose students to many and varied books
Provide “mini-lessons” as part of exposure phase Give students extensive time to read challenging books Provide differentiated instruction through individual conferences Hold high expectations for student reading and self-regulation Provide opportunities for extensions in areas of interest
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Major Influences on Design
Renzulli (1977) Enrichment Triad Model National Reading Panel (2000) Need for further research Vygotsky (1962) Zone of Proximal Development
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The Enrichment Triad Model
The Enrichment Triad Model (Renzulli, 1977) (Renzulli, 1977) Type I General Exploratory Activities Type II Group Training Activities Type III Individual & Small Group Investigations of Real Problems Regular Classroom Environment in General
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Zone of Proximal Development
If 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
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Evidence of Effectiveness
Multiple studies demonstrating performance on achievement measures at similar or higher levels compared to control groups Extensive qualitative evidence from interviews and observations emphasizing student engagement in reading and responsiveness to challenge [Visit for full citations]
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High interest read-alouds and higher order questions
Phase 1 Exposure - Book Hooks: High interest read-alouds and higher order questions
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What is a Book Hook? A book “preview” designed to entice students to read the book A read-aloud of a key segment of a book that provides the stimulus for a mini-lesson on a literary element, concept, or strategy A shared segment of a book that prompts discussion in response to guiding questions A starting point for making multiple text-to- text connections or theme studies Any or all of the above
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Focus of Phase 1 of SEM-R Joyful reading
Acknowledging students’ interests Exposure to a wide range of new and different books (One goal is to have students ask for the book) Embedded strategy instruction Modeling is a must
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Why Phase 1? Introduce books Whole-group instruction opportunity
Mini-lessons and modeling
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The E’s of Phase 1 Entice with Book Hooks
Expose Students to a Wide Range of Books Engage in Questioning with Book Marks Employ and Model Skills and Strategies Explore Connections
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Entice with Book Hooks
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Exposure to a Range of Books
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Text Level “But though he’s helped me make sense of what’s happened, and has earned my loyalty, the entire business is so extraordinarily secretive and complicated that I’ve long been convinced I will never learn anything about my past.”
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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.
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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 skills. Make connections. Change genres and styles often. Use technology. Invite special guest readers.
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Getting Started…. Strong focus on exposure to a wide variety of books and genres Introduce “Books I Want to Read” page in student logs Longer Phase 1 in first weeks – reduce eventually to <10 minutes
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Employ Skills & Strategies
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Planning Elements Focus for the Week (e.g., standard, genre, literary element, strategy): Visualizing 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?
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Engage by Questioning
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Planning Focus for the Week (e.g., standard, genre, literary element, strategy): RL.8.3. 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?
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Book Hook Planning What is the purpose for your book hook?
What is your goal or objective? 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?
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Purposes for Phase 1 Before you read aloud, consider purpose!
Exposure: Share why or how you chose the book (genre? Appeal of author, title, topic? Literary device? strategy?). Critical Thinking: Choose a reading strategy or question to guide your discussion. Connections: Consider links to other books, websites, art, experiences, activities, or projects.
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Standards and other key expectations can be embedded within Phase 1 Book Hooks
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Reading Strategies Making Connections Determining Importance
Questioning Visualizing Visualizing/ Sensory Images Visualizing & Inferring Making Inferences Summarizing Synthesizing Metacognition Paris, Keene & Zimmerman, Harvey & Goudvis, 2000
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Modeling Marking Text “I started by modeling it with a picture book, so I could show my thinking and use the post-its, and also easily be able to move the post-it when I found the answer to a question or something. Also when I read to them after lunch I model it – it helps them with making connections, and now I see them connecting everything, making connections to other subjects and so forth. “
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Sample Text Codes Create a simple set of text codes for students to use as they read. During a book hook, model how you might use each code to mark a particular point in the text. Provide students with sticky notes that they can use to mark points in the texts they are reading. Code Meaning R This reminds me of… T-T Text-to-text connection ? I have a question about this… * Important idea ! This surprised me! I really like this because…
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Explore Connections
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Similar Characters Writing Style Air of Mystery
(Plucky Orphans) Oliver Twist Anne of Green Gables Huckleberry Finn Mandy Harry Potter Writing Style Books by Roald Dahl “Series of Unfortunate Events” The Pepins and their Problems by Polly Horvath Half Magic by Edward Eager Air of Mystery The Mysterious Benedict Society Secret Garden Over Sea, Under Stone Daddy Long Legs James and the Giant Peach Ambiguity Everything on a Waffle Orwell’s Luck The Graveyard Book
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When is Phase 1, and How Long?
Every day Usually about 10 minutes Be flexible: Sometimes do Phase 1 after Phase 2
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What Can I Grade? Possibly discussion/participation
Connects to grading oral/written question responses in Phase 2
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SEM-R Planning Focus for the Week (e.g., standard, genre, literary element, strategy): Guiding Question or Questions: DAY PURPOSE BOOK(S) Monday Tuesday Wednesday Thursday Friday
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Phase 2 Supported Independent Reading (SIR) using individual conferences and differentiated reading instruction
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Supported Independent Reading is not sustained silent reading
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Why Phase 2? Core of SEM-R Primary opportunity for differentiated instruction and assessment Requires full-time involvement by the teacher and any other adults available
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Phase Two Goals Enjoy reading books of their own selection
Students will . . . Enjoy reading books of their own selection Read appropriately challenging books (1 to 1.5 above their current reading level) Develop self-regulation skills in reading and behavior Participate in individualized conferences that provide a context for targeted instruction, discussion, and assessment
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Implications Focus on book selection, matching students to books, and developing students’ strategies for choosing books Emphasis on behavioral expectations for self- regulated reading Conference preparation, which may include bookmark selection, consideration of skills/standards to address, assessment data, etc.
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SIR/ Recording Marking Text Writing Conferencing
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Teachers review the book log as part of the conference
Students are asked to evaluate their self-regulation and set goals on a weekly basis. Students may decide to make notes throughout the week about strategy use or goal achievement (prompting may be needed)
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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
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Sample Text Codes Create a simple set of text codes for students to use as they read. During a book hook, model how you might use each code to mark a particular point in the text. Provide students with sticky notes that they can use to mark points in the texts they are reading. Code Meaning R This reminds me of… T-T Text-to-text connection ? I have a question about this… * Important idea ! This surprised me! I really like this because…
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Getting Started Initial Goals: Suggestion: Next Steps:
A book in everyone’s hand Judging readiness for independent reading Suggestion: Spend a few days on “previewing” with ratings/ recording of possible book choices Next Steps: Communicating expectations for self-regulation Communicating expectations for conferences Practicing conferences
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Pre-Empt Book Shoppers!
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Ground Rules for SIR You must have a book to read
If you aren’t enjoying a book and have given it a fair chance, ask the teacher to help you choose a new one. Remain in your reading area during SIR Only reading is happening Minimal quiet talking Do your best reading the whole time
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Getting Started Regular, Consistent Conferences
Conference schedule Conference areas of focus Differentiated response Maintaining and Managing Consistent self-regulation message Strategies for getting help Ensuring preparation for conferences
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When is Phase 2, and How Long?
Every day Goal is minutes, built over time Teacher conferences throughout Phase 2
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What does an individual conference look like?
Begin by reviewing the student’s log Inquire about the book Invite the student to read a paragraph or two to you aloud Ask the student a series of questions to spark discussion and enable you to assess comprehension and/or reading strategy use Record your meeting.
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Your Turn to Conference!
Work in pairs. Decide who will be the student first and who will be the teacher first. Work through a practice conference using the books you brought with you today. First, one person play the teacher role and conduct a brief conference. Select a bookmark or two before you begin, then follow the steps of asking the student a little about the book, having the student read, and following up with discussion. Switch roles.
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Common Conference Elements: Beginning
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
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Common Conference Elements: Core
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
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Common Conference Elements: Conclusion
Teacher Action Engender positive feelings Praise student’s reading effort Support reading independence Help the student set reading goals - Sweeny, 2008
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How do I Manage Phase 2? Emphasize self-direction and self-regulation.
Have a schedule and structure for organizing conferences. Include an “emergency conference” mechanism Use timers. Balance needs of everyone with needs of a few. Connect Phase 2 to Phase 1 and overall planning to ensure alignment.
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What Text Codes Would You Use?
Meaning R This reminds me of…
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Elements of Conference Planning
Area(s) of Focus for the Cycle Relevant Bookmarks “Back-up” for Books that Don’t Fit Special Areas of Focus for Individual Students Preferred Mode of Record-Keeping
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Student reflection on reading
Student participation in assessment and review Explicit strategy instruction Purpose for reading and goal setting Efficacy building via specific feedback
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What Can I Grade? Conference preparation
Conference participation/response Written responses Self-regulation in reading
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Getting Started and Growing 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.
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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.
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At 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. ~ Treatment Teacher
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Assessing Challenge Levels
Text & Vocabulary Interest Concepts & Ideas
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Text Complexity: Common Core
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Selecting Appropriately Challenging Books
Modeling from Phase One: Strategies for finding books Lists of “Books to Read in the Future” – in student logs Guidelines for “appropriately challenging” – challenging in vocabulary/reading level, themes, structure
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On time management: Even though it seems strange because it’s one on one, you can be more efficient with your time with each student while the others are reading…. You can work with decoding if that’s an issue for a student, or whatever is the particular need.
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The 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. ~ Treatment Teacher
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Self-Regulation Behavior Motivation and affect Cognition
Use Phase 1 and individual conferences to talk about self-regulation….
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Teacher Comment on Student Self-Regulation
“A lot of them have attention problems – but you’ll see them monitor themselves, maybe moving to a different place or turning a different way to avoid distractions – they are really into their books.”
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Phase 3 Interest and Choice
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Why Phase 3? Promote extensions on particular books, genres, topics of interest Provide opportunities for in-depth exploration Product development Variation from the everyday
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Vision of Phase 3
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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
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Choice Opportunities- Phase 3
Listening to Books on CD Group Projects Buddy Reading Literature Circles Creativity Activities Investigation Centers Independent Projects Using Technology
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Usual Reality of Phase 3 Students developing book projects related to favorite titles, individually or in groups Students presenting book projects Self-regulation emphasis and clarity of expectations are necessities.
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When is Phase 3, and How Long?
Possible timing options: 10 minutes at the end of class (least realistic option) Fill-in for “ragged time” Approx. 30 minutes once every 1-2 weeks 3-4 days or a full week, perhaps at end of marking period
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How to Manage, and How to Grade?
Emphasize self-direction and self-regulation. Determine what the overall product expectations will be and communicate clearly. Ensure time, materials, support are accessible. Construct rubric linked to product expectations and standards/objectives addressed.
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Phase 3 Tasks 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
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Getting Started in 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
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Opportunities Provided by SEM-R
Regular informal diagnostic assessment (or more formal as desired) Integration of reading strategies and higher level questioning in multiple contexts Differentiated, individualized instruction Personal connections between students and books and between students and teachers Development of self-regulation strategies and reading motivation Development of a culture of reading across the school, including professional connections among teachers
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Having them read out of their comfort zone 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 one their reading list.
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Key Elements of Student Engagement in Literacy Instruction
North Central Regional Educational Laboratory. (2005). Using Student Engagement to Improve Adolescent Literacy. Napierville, IL: Learning Point Associates. NCREL Quick Key Action Guide: Using Student Engagement to Improve Adolescent Literacy
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… 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. ~ E. M. Forster, English novelist
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