This document summarizes the School Enrichment Model in Reading (SEM-R), which focuses on engaging students in challenging reading accompanied by instruction in higher-order thinking and strategy skills. The model was developed through a collaboration between teachers and researchers to try and improve student outcomes, especially for minority and low-income students. It uses a three phase approach: 1) Hooking students through teacher read alouds and selecting interesting texts, 2) Supported independent reading and conferences, and 3) Options for individual interests related to literacy. Schools that implemented SEM-R saw positive results including improved student attitudes, reading skills, and performance on standardized tests.

1. Savoring Reading SchoolwideSally M. Reis and Elizabeth A. Fogarty Jackie Krogulski

2. School Enrichment Model in Reading Collaboration of teachers and researchers from the University of Connecticut. Focuses on engaging students in challenging reading accompanied by instruction in higher-order thinking and strategy skills. Teachers guide students to continue reading and challenging themselves. Called SEM-R

3. Why Enrichment Is Not Optional Standardized testing (American College Test) demonstrates that students are not prepared for college or jobs, especially minority and poverty living students. Schools need to try alternative methods of teaching reading that promote a lifelong enjoyment of reading. Schools that have used the SEM-R approach have been successful in fluency and comprehension.

4. How The Model Works Developed from a model used in gifted education. Focuses on increasing a student readers’ enjoyment through planned enrichment experiences Includes three categories: Broad exposure to appropriate texts and areas of possible interest. Higher-order thinking skills training and methods instruction. Opportunities to pursue self-selected activities.

5. Phase 1: Hooking Kids on Literature In Phase 1, teachers read out loud to students from diverse texts and find books that are geared to each class’s interests, reading levels, backgrounds, and cultures. In 10-20 minute “book hook” sessions, teachers read excerpts to hook students on reading pausing periodically to ask higher-order questions. The SEM-R team gave teachers laminated bookmarks with cognitively challenging questions to help students become more accustomed to answering higher-level thinking questions. Students are able to write in a reading log the title of books they want to read on their own if the book hood interests them.

6. Phase 2: Supported Independent Reading with Conferences Teachers encourage students to chose high-interest books slightly above their current reading level. Concentration reading began with only 5-10 minutes per day, and increased gradually to 30-45 minutes with specific ground rules for students to follow. Talk openly about the need to develop the habit of focused reading for success in life. Tell students to make sure their brain is not“channel surfing.” Let the students choose where they want to read in the room. Teachers circle the room and offer individual support for differentiated instruction. SEM-R materials provide a series of lessons for teachers to guide individual needs of students.

7. Phase 3: Options for Individual Interests Teachers encourage students to participate about one hour each week in literacy-related activities. Can be 15 minutes each day or one period devoted to SEM-R. Teachers gave students several different options. Explore the internet and reading materials online. Interest-based projects. Reading aloud with a friend. Book chats in literature circles. Listening to books on tape. This phase pushes students to read critically and find enjoyable challenging literature beyond texts that teachers and schools provide.

8. Results in Urban Schools Students taught with the SEM-R method have more positive attitudes towards reading, higher reading fluency, and comprehension scores, and an increased confidence in answering higher-order thinking questions. Positive changes extended beyond increased test scores. Students could not wait to begin reading, and were upset when the time for the day was up. Children who rarely read, read through entire book series. More advanced conversations occurred regarding books and knowledge students gained from reading more.

9. How this Article affects YOU! Look at other options to reading. Don’t get basal crazy! Don’t be afraid to try something new! Use your own interests to spark those of others. Silent reading time is not a time for correcting papers or writing lesson plans. Move around and talk to you students about what they’re reading!

10. Works Cited Reis, Sally M., and Elizabeth A. Fogarty. "Saboring Reading Schoolwide." Educational Leadership October 2006: 32-35. Print.