Transcript Using the Schoolwide Enrichment Model Reading Framework

Challenging Talented Readers
Sally Reis
University of
Connecticut
www.gifted.uconn.edu/semr
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
Three-Legged Stool
• Renzulli (1977)
– Enrichment Triad Model
• Vygotsky (1962)
– Zone of Proximal Development
• National Reading Panel (2000)
– Need for further research
Three-Legged Stool
• Renzulli (1977)
– Enrichment Triad Model
• Vygotsky (1962)
– Zone of Proximal Development
• National Reading Panel (2000)
– Need for further research
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
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.
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
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."
Components of the SEM-R Framework
Phase 1 - Exposure
Phase 2 - Training &
Self-Selected Reading
• 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.
Type I Activities
Type II Activities
Phase 3 - Interest &
Choice Components
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 II & Type III
Investigations
Focus of SEM-R
• Joy in reading
• Reading above level
• Acknowledging and
celebrating students’
interests
• Conversations about
reading
Phase 1 Components
• Read Alouds/Hooks
• Scaffolding of Thinking
Skills
• Book Discussions
– Book Selection:
• Genres
• Themes
• Fiction/Nonfiction
B
O
O
K
H
O
O
K
S
Reading Strategies
Making
Connections
Determining
Importance
Questioning
Visualizing
Making
Inferences
Summarizing
Metacognition
Paris, 2004
Making
Connections
Determining
Importance
Questioning
Visualizing/
Sensory Images
Making
Inferences
Synthesizing
Making
Connections
Determining
Importance
Questioning
Visualizing &
Inferring
Keene & Zimmerman, 1997
Harvey & Goudvis, 2000
Synthesizing
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 25-35 minutes each day
Have individualized reading instruction that
is tailored to each student’s needs
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 availablesuch 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 selfefficacy 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.
Knowledge
Making Inferences
Making Inferences
Making Connections (T-S)
Making Connections (T-W)
Synthesis
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
Weekly Book Hook Theme Ideas
www.CarolHurst.com/subjects/subjects.html
• 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…)
Weekly Theme: Prejudice
Day 1
Dr. King uses interesting words in his speeches. [Give one
example] How would you have said the same thing? (MC text to self)
(MC text to text)
For what purpose should someone read these books?
Day 2
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)
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?
(MC text to world)
What questions do you have about the time period in which these books took
place?
(Questioning)
What kind of text could you use to find answers to your questions?
(MC text to text)
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)
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)
Phase 3
Self-selected interest and
choice components
Components of the SEM-R Framework
Phase 1 - Exposure
Phase 2 - Training &
Self-Selected Reading
• 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.
Type I Activities
Type II Activities
Phase 3 - Interest &
Choice Components
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 II & Type III
Investigations
Choice Opportunities- Phase
3
Books on CD
Group Projects
Buddy Reading
Literature Circles
Creativity Activities
Investigation Centers
Independent Projects
SEM-Xplorations
Renzulli Learning
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
The Total Talent Portfolio
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
For more information
See our special web page on
SEM-R
www.gifted.uconn.edu/semr
Attend the next session!
Book (at cost only)
www.creativelearningpress.com
Webpage address: www.gifted.uconn.edu/SEMR
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
Beth
Brad
Carrie
Harry
Luz
Pre RFT
132
119
123
131
118
Post RFT
153
143
129
160
124
SEM-R--After School Program
Reading Fluency Test Scores for Talented Reader
before and after the SEM-R Intervention
Beth
Brad
Harry
21 points
24 points
39 points
Reading Fluency Scores (students at the 90th percentile)
Increase in Grade 3Fall (130)
Winter (147)
Spring (163)
Increase 33 points
(Hasbrouck & Tindal, 2005)
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!
The Right
In the beginning
myMatch
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
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
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
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
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 mindnumbing. I hated it! I
loved doing the
individualized stuff.
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
In the SEM-R, our focus
was on helping children
shift from LEARNING TO
READ to READING TO
LEARN!
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?
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…
WHAT’S
NEXT?
Thank you!
For more information, contact:
www.gifted.uconn.edu/semr