1. Challenging Talented Readers
Sally Reis
University of Connecticut

2. Three Goals of the Schoolwide Enrichment Model Reading (SEM-R)
To increase enjoyment in reading
To encourage students to pursue challenging independent reading
To improve reading fluency, comprehension, and increase reading achievement
The idea here is just to remind people of the main goals of the SEMR

4. Three-Legged Stool Renzulli (1977) Vygotsky (1962)
Enrichment Triad Model
Vygotsky (1962)
Zone of Proximal Development
National Reading Panel (2000)
Need for further research

5. Three-Legged Stool Renzulli (1977) Vygotsky (1962)
Enrichment Triad Model
Vygotsky (1962)
Zone of Proximal Development
National Reading Panel (2000)
Need for further research

7. Talented Readers
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

8. E. M. Forster, English novelist
… 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.

10. Do any of you remember reading instruction when you were in school?
Choral reading;
Waiting to read;
Waiting for others to
catch up..
“I mumbled that I was sorry and retired meditating upon my crime.”
Scout

11. Scout reads from the local paper in kindergarten
Scout reads from the local paper in kindergarten. Miss Caroline forbids Scout to let Atticus teach her to read anymore. Miss Caroline tells her she can not read at home anymore. When Miss Caroline forbids her to continue reading, Scout realizes how important it is to her: "Until I feared I would lose it, I never loved to read. One does not love breathing."

12. 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
Here you are reminding them of the main 3 components of the SEMR

13. Focus of SEM-R Joy in reading Reading above level
Acknowledging and celebrating students’ interests
Conversations about reading
Here are the underlying goals of the SEMR

14. Phase 1 Components Read Alouds/Hooks Scaffolding of Thinking Skills
Book Discussions
Book Selection:
Genres
Themes
Fiction/Nonfiction

16. B O K H S

18. Reading Strategies Making Connections Determining Importance
Questioning
Visualizing
Visualizing/
Sensory Images
Visualizing & Inferring
Making Inferences
Summarizing
Synthesizing
Metacognition
In fact, practitioners and researchers agree on a number of reading strategies that is usually between 5 and 7. It is good to see how much these three align.
Paris, Keene & Zimmerman, Harvey & Goudvis, 2000

19. Phase Two Goals 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 to enable them to read appropriately challenging books for at least minutes each day
Have individualized reading instruction that is tailored to each student’s needs

22. Self-Regulated Learning
Zimmerman (1989) defines self-regulated learning as involving the regulation of three general aspects of academic learning.
First, self-regulation of behavior
active control of various resources students have available- such as time, study environment-where they study
use of peers and faculty members to help
Second, self-regulation of motivation and affect
controlling and changing motivational beliefs such as self-efficacy and goal orientation
controlling emotions and affect in ways that improve their learning.
Third, self-regulation of cognition
control of various cognitive strategies for learning such as the use of deep processing strategies for better learning and increased performance.

24. Making Connections (T-S)
Knowledge
Making Inferences
Making Inferences
Making Connections (T-S)
Here is an example showing how, along with literary device instruction, reading comprehension strategy instruction is embedded into the bookmarks. Not all bookmark questions correspond to just one reading strategy. Also, the question may
Making Connections (T-W)
Synthesis

26. Conferences provided:
Support for each student and differentiated instruction
Enthusiasm about books
Reading skill development and strategies
Interest-based reading opportunities
Self-regulation/monitoring
Literary skill development
Opportunity to assess reading level and book match and find optimal challenge level
Opportunities to use higher order thinking skill questions
Differentiation for all students in skills, questions, and book selection

28. Weekly Book Hook Theme Ideas
Historical Themes applied to: (WW2, Hiroshima, Gold Rush, Pioneering, Colonialism)
Struggle and Conflict
Power
Culture and Diversity
Gender Issues
Abstract Themes (hate, love, peace, inhumanity to others…)

29. Weekly Theme: Prejudice
Day 1
Have participants take out their Example Themed Book Hook List and follow along with each day’s books and sample questions
Dr. King uses interesting words in his speeches. [Give one
example] How would you have said the same thing?
For what purpose should someone read these books?
(MC text to self)
(MC text to text)

30. Day 2
This slide corresponds to the second day on their themed book hook list and shows how to embed comprehension strategies into the book talk. Here we see the strategies of making inferences and making connections.
Why did Dr. King’s sister decide to write a book about her brother?
Did Marian Anderson’s personality contribute to her success or failure?
(Making Inferences)
(MC text to text)

31. Day 3
How do the events in the passages from these two books relate to what was going on in the world during the stories’ time periods?
What questions do you have about the time period in which these books took place?
What kind of text could you use to find answers to your questions?
(MC text to world)
(Questioning)
(MC text to text)

32. Day 4
As I read from this book, I want you to try to picture in your mind one of the characters and the setting in which he or she lived.
(Visualization)

33. DAY 5
Today’s books are different from the books we’ve book talked about earlier this week, but they have a similar theme. How are they different?
(MC text to text)
(Synthesis)

34. Self-selected interest and choice components
Phase 3
Self-selected interest and choice components

35. 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
Here you are reminding them of the main 3 components of the SEMR

36. Choice Opportunities- Phase 3
Books on CD
Group Projects
Buddy Reading
Literature Circles
Creativity Activities
Investigation Centers
Independent Projects
SEM-Xplorations
Renzulli Learning

37. 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

38. The Total Talent Portfolio

40. SEM-R Results Over 6 years--Different Elementary and Middle Schools
Significant differences favoring the SEM-R treatment group over the Control Group
Attitudes toward Reading
Reading Fluency
Reading Comprehension

42. For more information See our special web page on SEM-R
Attend the next session!
Book (at cost only)

43. Webpage address: www.gifted.uconn.edu/SEMR

44. SEM-R--After School Program 6 weeks--two sessions each week for 90 minutes for students of all levels. Reading Fluency Test Scores for Talented Readers before and after the SEM-R Intervention Pre RFT Post RFT Beth Brad Carrie Harry Luz

45. SEM-R--After School Program Reading Fluency Test Scores for Talented Reader before and after the SEM-R Intervention Beth 21 points Brad 24 points Harry points Reading Fluency Scores (students at the 90th percentile) Increase in Grade 3- Fall (130) Winter (147) Spring (163) Increase 33 points (Hasbrouck & Tindal, 2005)

46. Differences between SEM-R and other Reading Programs
Focus on the joy and student interest in reading
Increasing levels of challenge in reading
Can be used in conjunction with other programs
Increased self-regulation in reading
Teacher choice and independence
Deeper more complex conversations about reading
Higher level thinking skills and questioning
Individualized instruction on a regular basis 2-4 times each week during Phase 2
Freedom (teachers and students) to choose activities and reading!

47. The Right Match
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.
—4th grade treatment teacher

48. 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.
-5th grade treatment teacher

49. In the beginning, I did not realize how much middle of the road reading instruction I did and how few of my kids I really challenged.
4th grade treatment teacher

50. 3rd grade treatment teacher
In the SEM-R, the focus was not on me teaching, but rather on them learning. I did not have to spend hours on a lesson plan. Instead, I spent my time thinking of what to read to my students to get them excited about reading.
3rd grade treatment teacher

51. Teacher Reactions 3rd grade treatment teacher
The individualized reading was so enjoyable. I found the basal program brutally boring! The same activities each day followed by the same kinds of questions. The same worksheets each day were mind-numbing. I hated it! I loved doing the individualized stuff.
3rd grade treatment teacher

52. 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.
5th grade treatment teacher

53. In the SEM-R, our focus was on helping children shift from LEARNING TO READ to READING TO LEARN!

54. Implications and Future Research Questions
Is the SEM-R more effective in urban schools than in suburban or rural schools?
Can we implement in an after-school enriched reading program to increase reading achievement ?
Can we implement in schools in which others are coaching that we have trained at UCONN?

56. A focus of our work is to increase enrichment opportunities and achievement for all students and this focus is respected in the SEM-R.
A rising tide lifts all ships…

57. WHAT’S NEXT?

58. For more information, contact:
Thank you!
For more information, contact: