1. SEM-R Schoolwide Enrichment Model - Reading1

2. Characteristics of Talented Readers
Demonstrate advanced understanding of language
Use expansive vocabulary
Use reading to acquire a large repertoire of language skills
Use language for humor
Display verbal ability in self-expression
Use colorful and descriptive phrasing
Demonstrate ease in use of language

3. 3

4. How do we find talented readers?
“Parents offer a unique perspective”
Informal, formative assessments
Observations at work and play
Listening for advanced literacy cues
Talking to the child
More formal assessments
Presenting opportunities for choice and reading
DIBELS
Data collected in language arts classes
The purpose of looking for – and hopefully finding – advanced young readers is so that we can observe student strengths and readiness and plan learning opportunities accordingly
Be sure that parents are included in identification AND planning for what comes next – Remember our goal is to create contexts for individualized learning 4

5. One Size Fits All 5

6. 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

7. Goals of SEM-R

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

9. The Enrichment Triad Model
The Enrichment Triad Model (Renzulli, 1977)
The Enrichment Triad Model
(Renzulli, 1977)
Paraphrase This Information for the Participants:
The Enrichment Triad Model
In order for enrichment learning and teaching to be systematically applied to the learning process, it must be organized in a way that makes sense to teachers and students. An organizational pattern called the Enrichment Triad Model (Renzulli, 1977) is used for this purpose. The three types of enrichment in the model are depicted in Transparency 64. Before discussing the role and function of each type of enrichment, it is necessary to discuss three considerations that relate to the model in general.
The Enrichment Triad Model is based on the ways in which people learn in a natural environment. Just as scientists "look to nature" when they attempt to solve particular types of problems, the process of learning is examined as it unfolds in the non-school world. External stimulation, internal curiosity, necessity, or combinations of these three starting points cause people to develop an interest in a topic, problem, or area of study. Humans are, by nature, curious, problem solving beings; but in order for them to act upon a problem or interest with some degree of commitment and enthusiasm, the interest must be a sincere one and one in which they see a personal reason for taking action. Once the problem or interest is personalized, a need is created to gather information, resources, and strategies for acting upon the problem.
Problem solving in nature almost always results in a product or service that has a functional, artistic, or humanitarian value. The learning that takes place in real-problem situations is collateral learning that results from attacking the problem in order to produce a product or service. It was precisely this kind of natural problem solving situation that gave rise to the Enrichment Triad Model. The only difference between the natural learning that takes place in real life situations and the use of the Triad Model within the more structured world of the school is that we view products as vehicles through which a wide variety of more enduring and transferable processes can be developed. After a third grade student has learned how to gather data on whether acid rain is falling in her community during an entire academic year, that student may become more interested in pursuing science as a career, and in conducting scientific research in the future.
Type I
General Exploratory Activities
Type II
Group Training Activities
Type III
Individual & Small Group Investigations of Real Problems

10. SEM-R PHASE 2 Training & Self-Selected Activities PHASE 1 Exposure
PHASE Interest and Choice Components

11. 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

12. 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.

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 13

14. Video

15. Components of the SEM-R Framework
Phase 1 - Exposure
Phase 2 - Training & Self-Selected Reading
Phase 3 - Interest & Choice Components
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
Training and discussions on Supported Independent Reading
One-on-one teacher conferences on higher level reading strategy 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

16. High interest read alouds and higher order questions
Phase 1
High interest read alouds and higher order questions 16

17. Phase 1: Book Hooks
Your observations:

18. Teacher Read Aloud Guidelines in Phase One
Find a book you enjoy.
Match the book to your audience.
Use book hooks to illustrate reading strategies
Use a range of intonations, speeds, and volumes.
Read part of the book.
Use book chats to scaffold higher level thinking skills.
Read selections from multiple books by the same author.
Change genres and styles often.
Expose kids to great books on tape.
Invite special guest readers.

19. A Primary Focus Before you read aloud -- Take Three!
Exposure: Share why or how you chose the book.
Critical Thinking: Choose a question or a theme to guide your discussion about the literature.
Minilesson focus: reading strategy, literary element, etc. Model; include active engagement! 19

20. 20

21. 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 21

22. Reading Strategies Making Connections Determining Importance
Text to self
Text to text
Text to world
Determining Importance
Questioning
Visualizing
Making Inferences
Synthesizing/Summarizing
Metacognition

23. 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?
Synthesis is the 23

24. 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? 24

25. 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). 25

26. 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. 26

27. 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? 27

28. 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? 28

29. 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? 29

30. 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? 30

31. SEM-R Bookmarks for Higher Order Thinking and Open Ended Questioning
What are the skills and strategies being used?
How might you use these questions?

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

33. 33

34. Publication information Why you enjoy the book
Jacket
Author information
Back cover
illustration
Publication information
Why you enjoy the book 34

35. 35

36. Planning for Phase 1 Plan in advance Log Area for students to gather
The first few weeks and beyond…
Student suggested book hooks, guest readers…
Think of this as a minilesson…

37. Weekly Theme: Change
Picture Books
Non-fiction
Fiction

38. Weekly Theme: Freedom and the Loss of Freedom
Sweet Clara and the Freedom Quilt
Jip: His Story
To Be a Slave 38

39. 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)

40. 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)

41. 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)

42. 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)

43. 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)

44. Indications of High Quality in Phase 1
Book chats model book selection behaviors, and book choices are effective in demonstrating the identified purpose.
You have engaged students in discussion of genre characteristics, including comparisons and contrasts with other texts.
You have performed read alouds in such a way that your expression enhanced the listener’s connection to the text.
Most of the students regularly demonstrate visible excitement and/or emotional involvement with the book.
You have modeled higher order thinking skills and encouraged students to apply them and the literary concepts to frame the discussion of the read aloud.
You frequently use open-ended questions or strategies that allow entry at multiple levels.
Students make multiple connections (text to text, text to self, and text to world through modeling, direct questions and ongoing discussion.

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

46. 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 all students to read appropriately challenging books for at least minutes each day
Have individualized reading strategy instruction

47. Supported Independent Reading is not sustained silent reading

48. Getting Started Organizing your classroom library Logs
Book Choice and Challenge Match (30-34)
Rules

50. Rules for SIR You must have a book to read
If you aren’t enjoying a book and have given it a fair chance (10 pages!), ask someone to help you choose a new one.
Remain in your reading area during SIR
Only reading is happening
Books must be appropriately challenging
Do your best reading the whole time

52. I suggest that 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

54. Differentiated Conferences
They should provide:
Support for each student’s needs
Enthusiasm about books
Reading skill development
Reflections about literary issues
Self-regulation/monitoring
Increasing ability to focus
Opportunity to assess reading level and book match and find optimal challenge level
Thoughtful conversations about literature

55. Finding the Right Match
After listening to the student read, ask yourself the following
Does the book seem like a good fit?
Does the book seem too difficult or too easy?
Should the student be challenging herself more?
If the student can easily read and understand every word, it is likely that the book is not providing enough challenge.
Two areas of sophistication
Language and grammar
Ideas and Content

56. The greater danger for most of us lies not in setting our aim too high
and falling short;
but in setting our aim too low,
and achieving our mark.
-Michelangelo 56

57. Interests and Reading
Both average and talented readers disliked being forced to read materials that they had not chosen (Martin, 1984)
Talented readers profit when
teachers develop student interest in the reading and
teachers provide cognitive and creative challenges with the literature 57

58. Differentiated Conferences refer to these sections in your manual
Modeling Strategies During Conferences
Gauging Enjoyment of Reading
Self Regulation
Assessing & Improving Fluency
Using Questioning and Conversation to Assess Comprehension

59. What does an individual conference look like?
1. Begin by reviewing the student’s log
2. Inquire about the book
3. Invite the student to read a page or two to you aloud

60. What does an individual conference look like?
4. Ask the student a series of questions to spark discussion and enable you to assess comprehension
a. Provide support in helping students with decoding and fluency

61. What does an individual conference look like?
4. b. Foster comprehension through strategy development integrated
and differentiated throughout conferences
i. Synthesizing
ii. Making inferences
iii. Making connections – help students make connections to
understand difficult material
iv. Determining importance
v. Visualizing
vi. Questioning – help students clarify the questions in their mind as they read
vii. Metacognition – help students identify when they are having trouble concentrating or understanding and why

62. What does an individual conference look like?
4.c. Evaluate the appropriateness of the student’s book selection for comprehension and sophistication of ideas and content
4. d. Suggest possibilities for further reading and pursuits
5. Record your meeting in the student log

63. Conferencing and Individualized Instruction (5-7 minutes)
“What book are you reading?”
“What made you interested in this book?”
“Would you read a few pages/paragraphs to me?”
What do you do when you encounter a word you do not know?
What strategy are you using to help you interpret the meaning of this section of text?
Example of critical thinking question: How would the book be different if the main character was a woman instead of a man?

64. Questioning Techniques
Bookmarks: higher order, open-ended questions
Model answers
Model comprehension strategies through think-aloud
Consider different ideas

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

66. MAKING TEXT-TO-SELF CONNECTIONS
Conferencing on:
What are some similarities
between you and Clementine?
How would you rewrite this story to include one of your friends as a character?
MAKING TEXT-TO-SELF CONNECTIONS
SYNTHESIS 66

67. Independent Conferences
If the student struggled with the reading:
Help student identify words that may have been difficult and discuss whether this selection may be too difficult.
“Have you read other books about this topic/by this author?”
“Do you have any questions about what you read?”
Use bookmark questions to probe comprehension
Engage in a conversation about appropriate book level
If the student is reading at an appropriate level:
Bookmark questions can be used and:
“What questions do you have about what you are reading?”
Do you think that this is an appropriate level of reading challenge for you?
What future reading selections are you considering?

69. Self-Regulation
Compared with low achieving students, high achievers more frequently:
Set specific learning goals
Use a variety of learning strategies
Self-monitor
Adapt their efforts systematically

70. Self-Regulated Learning
Self-regulation of behavior
Control of resources and environment
Self-regulation of motivation and affect
Control of motivational beliefs
Self-regulation of cognition
Control of various cognitive strategies for learning
Zimmerman (1989)

71. Indications of High Quality-Phase 2
Most students start to read without any reminders beyond initial direction.
The teacher conducts conferences without interruption throughout Phase 2.
Teacher communicates a purpose for each student’s oral reading prior to listening to the student read.
Teacher extends discussion beyond student’s next book choice to address book selection habits in general.
Teacher uses questions at multiple levels across conferences and uses one or more higher-level question in every conference.
Teacher diagnoses individual needs from student’s oral reading and integrates strategies clearly connected to demonstrated reading behaviors.

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

73. Top Strategies For Phase 3
nterests I
Books on CD
Group Projects
Buddy Reading
Book Clubs/Literature Circles
Creativity Activities
Investigation Centers
Independent Projects
SEM-Xplorations
Renzulli Learning C
hoices E
xplorations

75. Reading with a buddy

77. A Time for Inquiry, Research, and Exploration
“As they become more fluent readers and writers, students find out that reading a writing give them power: the power to take control of their learning.” (Open Court Teacher’s Edition, Level 3, Book 1, pg. 19)
How can you structure your Phase 3 time to encourage students to tap into this power?

78. Interest Development Center
Allows opportunity for study in greater breadth and depth
Allows introduction of topics not in the regular curriculum
Can satisfy curiosity—explores hows and whys
Allows student choice
Draws on ability to make connections between fields and topics
Opportunity for hands-on exploration

79. E-books: Books available to read online
Little Women by Louisa May Alcott
CHAPTER ONE
"Christmas won't be Christmas without any presents," grumbled Jo, lying on the rug. "It's so dreadful to be poor!" sighed Meg, looking down at her old dress. "I don't think it's fair for some girls to have plenty of pretty things, and other girls nothing at all,“ added little Amy, with an injured sniff.

80. Indications of High Quality-Phase 3
Most students start work without any reminders beyond initial direction.
The activity choices offered include open-ended options and complexity to extend the challenge of previous phases.
The activity choices offered demonstrate a responsiveness to specific student interests and varied expression styles in product development.
The teacher provides verbal guidance and/or environmental reminders of self-regulation strategies for activities (verbal reminders at start, strategies posted); and all students self-regulate their behavior throughout Phase 3.
Most students demonstrate visible enthusiasm and task commitment for their chosen activity in Phase 3.
The teacher enhances Phase 3 activities through existing physical organization and ease of student access to resources.