SCHOOL ENRICHMENT MODEL FOR READING

UNIVERSITY OF CONNECTICUT

SEM-R

Three Goals in SEM-R

1. To increase enjoyment of reading2. To improve reading fluency, comprehension,

and increase reading achievement3. To encourage students to pursue challenging

independent reading materials

To become a better reader - You must read and you must be challenged by your reading!

Phase 1 – Exposure with Book Hooks

Book Hooks use high interest, challenging books from a variety of genres

The purpose is to get kids involved in the books that will be difficult for them regardless of their current level

The books selected must be 1-2 years above the student’s current reading level

Use of higher order questioningTeachers provide the bookmarks as guiding

questionsThis time is used for Mini-lessons and Modeling

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

Phase 1 – Starting point

Strong focus on exposure to a wide variety of books and genres

Focus on mini- lessons and modeling fluency - Focus for the Week (e.g., standard, genre, literary element, strategy): Visualizing

Listening with a purpose - 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?

Introduce “Books I Want to Read” page in student logs so students can begin their lists

Longer Phase 1 in first weeks – eventually decrease to 10 minutes

Planning for Book Hooks

What is the purpose for your book hook? What is your goal or objective? What standard from the Common Core/Literacy Map

will you focus on?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?

Think of your purpose for the Book Hook

1. Exposure: Share why or how you chose the book (genre? Appeal of author, title, topic? Literary device? strategy?).

2. Critical Thinking: Choose a reading strategy or question to guide your discussion.

3. Connections: Consider links to other books, websites, art, experiences, activities, or projects. Is there a connection to the overall unit?

Example for Book Hooks/Mini-Lessons

Focus for the Week (e.g., standard, genre, literary element, strategy): 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?

Phase 2.1– Supported Independent Reading

Set up as SSR but it is SIR – Supported Independent Reading

Set up behavioral expectation for self regulated reading

Use the bookmark questions as a reading focusStart with 10-15 minutes of SIR and work up to

40-45 minutes of reading in each sessionThink of it as self-regulated learning and working

on self-motivationUse logs to record informationTeacher sets up differentiated conferences

Phase 2.2 - Reading Conferences

Teachers meet with students for 5 to 10 minute conferences  

Use conferences for differentiated instructionIndividualized instruction is tailored to each

student based on conferencesThe idea is self regulation of cognition. Ask

them challenging questions and allow them “think time”

Use student logs to check progress

Elements of a Conference

1. Begin by reviewing the student’s log2. Inquire about the book3. Invite the student to read a paragraph or two to

you aloud – either pre-selected or where they have left off (assessing oral reading)

4. Ask the student a series of questions to spark discussion and enable you to assess comprehension and/or reading strategy use

5. Provide reading instruction and decoding strategies as needed

6. Set reading goals for next conference7. Record your meeting

Student reflection on reading

Student participation in assessment and review

Explicit strategy instruction

Purpose for reading and goal setting

Efficacy building via specific feedback

SIR/ Recording

Marking Text

Writing

Conferencing

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

Starting 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.

Phase 3 – Extensions - Interest and Self Choice

Extension of learning connected to their reading

Students select an “activity” that in some way ties with the book (Not Book Reports)

Example Activities:1. Group discussions (Novel Groups)2. Various forms of writing about the book or

theme 3. Interest based book projects (spin offs)4. Independent extension research5. Book Chats

Purpose of Phase 3

Promote extensions on particular books, genres, topics of interest

Provide opportunities for in-depth explorationProduct developmentVariation from the everyday Build on student interest and choiceEncourage independenceAllow work with complex and abstract ideasEnable long-term and in-depth work on topics of interestDevelop task commitment and self-regulationTeach planning and research skills at advanced levels

What can Phase 3 look like in your room?

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

Starting 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 upThink creatively to meet

requirements (e.g., book reports)Set clear performance standards;

perceived by students as attainable. Construct rubric linked to product expectations and standards/objectives addressed

Grades?

Quick write responses from phase 1Conference preparationConference participation/responseWritten responses from phase 2Self-regulation in readingStudent product – the overall extension piece from phase 3

Key Elements of Student Engagement in Literacy Instruction

NCREL Quick Key Action Guide: Using Student Engagement to Improve Adolescent Literacy

Additional Aids

Goodreads group set up to share books/reviews/ratings

Wiki to share book hooks/books/selections/questions or skills

G/T consultant The SEM-R site:http://www.gifted.uconn.edu/SEMR/1. A Professional Development Presentation2. A Presentation on Challenging Talented Readers 3. Video over SEM-R4. Shared Downloads of all materials5. Frequently Asked Questions

Additional Aids

Des Moines “GRINCH” Gifted Readers in Need of Challenges Wiki

Other Districts “Launching SEM-R” Wiki Willington, CT “GT Resource Teacher” Wiki Jefferson County, CO

Skype an Author!

Authors from all around the world can visit your classroom in real time

Allows students to ask questions directly to the author

Students receive a first hand look at professional writing and publication

Requires some pre-planning (tech set-up), available time may not match building schedule

Often free, depends on desired authorCan serve as Phase III project, with supportsSkype an Author Network

Resources

Resources

Resources