Brian Housand, PhD http://brianhousand.com

1. Challenging Elementary School Readers with the SEM-R Dr. Brian Housand East Carolina University

2. http://www.fun-with-words.com/rebus_puzzles.html

3. http://brianhousand.com

4. Techie Educator Researcher Gifted

5. The National Research Center on the Gifted and Talented www.gifted.uconn.edu

6. If I were abook character, I would be… (insert your answer here)

7. One Size Fits All

8. Sally Reis Joyful Reading & the SEM - R

9. The 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.

10. 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

11. What do you need toknow to implement the SEM-R? Write your answer on a post-it… Be as specific as possible.

12. aliteracynoun: the quality or state of being able to read but uninterested in doing so

13. The 3 Voices of Aliteracy (Beers, 1996) No Time! No Interest! No WAY!

14. "The man who does not read good books has no advantage over the man who cannot read them.”-- Mark Twain

15. Percent of 13-year olds who are daily readers: 1/3 Less than

16. Among 17-year-olds, Percentage of Non-Readers: 19%

17. DANGER If you don’t read much,you really don’t know much. YOU ARE DANGEROUS! --Jim Trelease

18. Percentage of Time Spent Reading in School Study by John Goodlad in A Place Called School

19. Are kids reading outside of class?

20. On average, Americans ages 15 to 24 spend almost 2 hours Per day watching TV

21. 7 Minutes

22. "I didn't actually read the book, but I did play the video game loosely based on it."

23. Joyful Reading - Pg. 9 Components of the SEM-R Framework Increasing degree of student selection

24. Phase 1 Exposure - Book Hooks: High interest read alouds and higher order questions

25. The E’s of Phase 1

26. Entice with Book Hooks

27. BOOK HOOKS

28. Basic Book Hook Jacket Author information Back cover Illustration Publication Information

31. August 24, 2010

32. Engage by Questioning

35. Developing a Question Help your students see themselves as investigators collecting evidence: Ask open-ended questions. Tie answers back to the text. Modeling is a Must! Consider creative, offbeat ideas a bonus.

36. Exposure to a Wide Range of Books

40. 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.’

41. Text Level ‘The first place that I can well remember was a large, pleasant meadow. Over the hedge on one side we looked into a plowed field, and on the other, the gate to our mater’s house.’

42. 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.

43. Table Talk I know the purpose of the SEM-R is to engage kids in reading appropriately challenging material, but how do I do that within Phase 1 with so many reluctant and remedial readers?

44. Employ Skills & Strategies

45. Complexity of Ideas and Content The student, said the teacher, is crazy. The student said the teacher is crazy.

46. Complexity of Ideas and Content ‘Before fun was invented, people joined bell-ringing clubs. As a member at Boston’s Old North Church, Paul spent hours practicing in the belfry tower.’

47. Given to the most distinguished children’s informational book published in the preceding year. Text Level ‘After sitting atop a virtual bomb and traveling nearly half a million miles; after battling 1202 alarms, low fuel, and frozen fuel slugs; after walking on an airless rock; . . .’

49. Text Level ‘That year at Perkins had also given Helen a glimpse of her own future. She had learned about another deaf-blind boy named Tommy Stringer. Five-year-old Tommy had lived in a poor house and …’

50. 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.’

51. Text Level ‘The first place that I can well remember was a large, pleasant meadow. Over the hedge on one side we looked into a plowed field, and on the other, the gate to our mater’s house.’

52. Resources for Finding Books

53. Online Book Lists SEM-R Booklists http://www.gifted.uconn.edu/semr ALA Young Adult Library Services http://www.ala.org/yalsa/booklists Nancy Keane http://atn-reading-lists.wikispaces.com

54. http://nancykeane.com/rl/

55. http://nancykeane.com/rl/

56. http://nancykeane.com/rl/

57. Online Book Resources Shelfari http://www.shelfari.com/ Google Books A Bookshelf Developed by Dr. B. Housand Shmoop http://www.shmoop.com Amazon http://www.amazon.com

58. Explore Connections

59. Weekly Book Hook Themes Author Historical Event (WW2, Hiroshima, Gold Rush, Civil War) Struggle Race Gender Issues Big Questions (Why hate? Why love?) See Session on Book Hooks Tomorrow!

60. The E’s of Phase 1 Entice with Book Hooks Engage in Questioning with Book Marks Expose Students to a Wide Range Books Employ Skills and Strategies Explore Connections

61. Table Talk Every time I introduce a new book during Phase 1, five students seem to want to read it right away! What should I do? What about the students in my subsequent class periods?

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

64. Supported Independent Reading isNOT sustained silent reading

65. Phase 2 is a time that the students can’t wait for. Being able to sit anywhere in the class, in any position that they want helps them to really dive deep into their reading.

69. I have seen gains in their fluency, comprehension, as well as word skills. It is truly amazing.

71. Read appropriately challenging books

72. (1 to 1.5 above their current reading level)

73. Develop self-regulation skills to enable them to

74. Read appropriately challenging books

75. At least 35-45 minutes each day

80. Enthusiasm about books

81. Reading skill development

82. Interest-based reading opportunities

83. Self-regulation/monitoring

85. Thoughtful conversations about literature

87. Skills

88. Questions

90. 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. ~ Treatment Teacher

91. Having them read out of their comfort zone (current reading level or lower) 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 on their reading list.

92. Common Conference Elements: Beginning

93. Common Conference Elements: Core

94. Common Conference Elements: Conclusion (Sweeny, 2008)

95. Developing Conferencing Skills: Maintaining brevity and efficiency Differentiating questions and strategies Ensuring self-regulation in the rest of the class Determining documentation that works for you

96. (Henegar 2005)

97. Table Talk I’m concerned about my talented readers. Many have the ability to read at a college level, but I’m worried about adult content and fielding calls from alarmed parents. What can I do to avoid pitfalls and still find challenging, interestingbooks for my students?

99. Findings related to self-regulation in and task commitment in reading

100. Resolve to edge in a little reading every day, if it is but a single sentence. If you gain fifteen minutes a day, it will make itself felt at the end of the year. —Horace Mann

103. Student keeping a record Student tracking progress Student assessment of goal attainment Higher order thinking & metacognitive strategy use

105. Student reflection on reading Student participation in assessment and review Explicit strategy instruction Purpose for reading and goal setting Efficacy building via specific feedback

106. Supporting Self-Regulation Suns and Clouds Teacher moving around the classroom Have students use post-its when they have a question about a word Students who are really struggling: Personal timer (10 minutes) Listen to books on CD Get up, get a drink, stretch

109. I chose to go to them for the conferences to help make them feel more comfortable, and keep them in their reading mode with the least interruption.

110. Table Talk I know I need to differentiate my reading conferences, but I am also trying to get all my students to focus on theme as a literary element right now. Can I ask everybody the same questions, or do I need to come up with different questions for every student?

112. Responses of students

114. Reading Strategies Paris, 2004 Keene & Zimmerman, 1997 Harvey & Goudvis, 2000

115. Strategies and Areas of Focus

117. I am able to stretch their minds with the higher level questions that I used in every conference. I absolutely love the bookmarks, and placed them on rings to use.

118. 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.

119. The five minutes with each one has been a favorite time for my students, and many times I have had to cut them off.

121. “We do not need to burn books to kill our civilization; we need only to leave them unread for a generation.” —R. M. Hutchins

122. Phase Three:An Exploration of Reading Enrichment

123. Interest and Rigor Lead To Creative Productivity “We need students to get more deeply interested in things, more involved in them, more engaged in wanting to know, to have projects that they can get excited about and work on over long periods of time, to be stimulated to find things out on their own.”

124. There can be more than one answer to a question and more than one solution to a problem. - Elliot Eisner http://goo.gl/jXex

125. Phase 1 Phase 3 Phase 2 10 Minutes 20 Minutes 30 Minutes 10 Minutes 30 Minutes 20 Minutes 40 Minutes 5 Minutes ???

126. Some Options for Phase 3 Implementation DAILY 15 - 20 minutes 1 center per day Small chunks of time WEEKLY 60 minutes Multiple Centers OR Focused Investigation BI-WEEKLY 30 minutes Twice a Week 2 Centers per day

128. The Illusion of Choice

129. Start small (2-3 choices) Organize supportive environment Interest Development Centers Pre-planned Creativity Activities CD Listening/Reading Center Set clear performance standards; perceived by students as attainable

130. Sir Ken Robinson We are educating people out of their creativity. Creativity is as important in education as literacy.

131. http://www.21stcenturyskills.org/

132. What’s Going On?What are your current classroom practices?How are you using centers? Do you provide choice in activities?

134. Gimme Five! 5 Fabulous Ideas4 Your Phase 3 Today’s Five Flickr Writing Prompts Ebooks Online Creativity Activities Scavenger Hunts Lit Trips

135. Flickr Writing Prompts http://www.flickr.com

144. Book Bags…

146. Modern Day Books…

149. eBooks http://www.icdlbooks.org/ http://books.google.com http://kids.nypl.org/reading/Childrensebooks.cfm http://etext.library.adelaide.edu.au/

150. Torrance Creativity Activity

151. New Directions in Creativity

152. http://www.fun-with-words.com/rebus_puzzles.html

153. Almanac Scavenger Hunt How fast does the fastest roller coaster in the world travel? What creatures have shells made of glass? Who invented the pedaled bicycle in 1839? What is the largest insect in the world? TEACH HOW TO SEARCH AND VERIFY INFORMATION

155. The Many Adventures of Ben Franklin

156. Connecting Phase 1 to Phase 3

159. 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

160. The commitment to their chosen activity was definitely seen through the dedication that took place.

161. “In a completely rational society, the best of us would aspire to be teachers and the rest of us would have to settle for something less, because passing civilization along from one generation to the next ought to be the highest honor and the highest responsibility anyone could have.” -Lee Iacocca

162. Be prepared to let go.

163. Questions?

164. We read to know we’re not alone. —C. S. Lewis

165. The core of the SEM-R, The Schoolwide Enrichment Model, is designed to increase enrichment opportunities and achievement by providing differentiated instruction for allstudents. A rising tide lifts all ships…