Presentation for Edufest 2019

1. Elizabeth Fogarty

4. Who Are
Talented Readers?
Are they being challenged?

5. Read early and at
advanced levels
Use advanced
processing in reading
Read with enthusiasm
and enjoyment
Demonstrate
advanced language
skills (oral, reading,
written)
Talented Readers:
2+ grades ahead

6. Interview with a Young Gifted Reader
6
1
in
5
non-gifted read early

7. 50%
of early readers go on
to be talented readers

9. Interview with a Young Gifted Reader
9
Mothers
with high
educational
levels

10. Interview with a Young Gifted Reader
10
Range in
socioeconomic
status

11. Talented readers receive
little challenging
instruction, instead doing
work that is simple and
redundant for them.
(Archambault et al., 1993; Reis et al., 2004; Reis, Westberg, Kulikowich, &
Purcell, 1998; Westberg, Archambault, Dobyns, & Salvin, 1993;Westberg et al.,
1998)

13. Teachers knew what to do……
they just could not find the
time, the help, or the
materials to do it well.

14. Rate your self, school, and district on
your ability to get your Talented
readers to…
Eagerly engage in reading-related activities
Apply previously learned literary concepts to new reading experiences
Focus on reading for an extended period of time
Pursue advanced reading material
Demonstrate tenacity when posed with challenging reading
Show interest in reading other types of interest-based reading
materials
What’s going
well?
What are the
biggest

16. 16Photo credit to Mondo Educational Publishing

17. 17
Photo credit to Mondo Educational Publishing
Reading Level = 3.8
Reading Level = 4.0
Reading Level = 3.6
Reading Level = 8.2
Reading Level = 3.4
Reading Level = 6.0
Regular Classroom Setting
RANGE = 4.8 Grade Levels

18. 18
Photo credit to Mondo Educational Publishing
Reading Level = 6.8
Reading Level = 7.0
Reading Level = 5.6
Reading Level = 8.2
Reading Level = 6.4
Reading Level = 6.0
Cluster Grouped Classroom

19. 19Credit to Mrs. Van Dyke
https://ww2.kqed.org/mindshift/2017/04/03/four-strategies-that-promote-a-growth-mindset-in-struggling-readers/

20. Which reading strategy
instruction is provided to
talented readers?

21. Reading Comprehension Strategies
Lower Level Higher Level
Decoding/Phonics Synthesizing
Slowing down/Rereading Making Inferences
Using pictures Making Connections
Knowledge Determining Importance
Other Visualizing
Questioning
Metacognition
Keene & Zimmerman, 1997; Harvey & Goudvis, 2000

22. Prevalence of Lower and
Higher Level Strategy Instruction Observed in
Conferences
Reading Strategy
High Avg. Low χ2 (2)
Lower Level
Strategies
7 6 15 5.24
Higher Level
Strategies
7 12 25 11.77*
* p < .01, Cohen’s d = .86
Table 4.10 Chi-Square Goodness of Fit

24. Few self-regulation
strategies
Get used to giving
minimal effort
Few advanced
reading strategies

25. What does
CHALLENGE
look like?

26. (Matusevich & O’Connor, 2008)
Environment
has qualitatively different academic environments (more
in-depth, complex and abstract concepts & ideas).

27. (Matusevich & O’Connor, 2008)
Investigations
engages consistently in sophisticated investigations of
materials, texts, interactive technologies and learning
activities.

28. (Matusevich & O’Connor, 2008)
Application
develops and applies deep understanding of
significant concepts, generalizations and essential
questions to problem finding and problem solving.

29. (Matusevich & O’Connor, 2008)
No Limits
sets no pre-determined limits.

30. Curriculum
Compacting
More complex
reading and writing
Independent study
and project
opportunities
Interest assessment
and interest-based
reading
opportunities
Acceleration
Independent reading
choices
Thematic
instructional
changes for talented
readers
Within class
grouping
Substitution of
regular reading
material with more
advanced trade
books
Independent writing
options
Advanced
questioning skills
and literary skills
Across class
grouping

31. SEM-R

32. SEM-R Results
Differences favoring the SEM-R treatment group
Reading Fluency
Reading Comprehension

33. To increase enjoyment in reading
To improve reading fluency, comprehension,
and increase reading achievement
To encourage students to pursue
challenging independent reading

34. Exposure - Book Hooks:
High interest read
alouds and higher
order questions
Phase 1 - Exposure
• 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
Type I Activities

36. 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.
~ Treatment Teacher

37. Reading Strategies
Making
Connections
Making
Connections
Making
Connections
Determining
Importance
Determining
Importance
Determining
Importance
Questioning Questioning Questioning
Visualizing Visualizing/
Sensory Images
Visualizing &
Inferring
Making Inferences Making Inferences
Summarizing Synthesizing Synthesizing
Metacognition
Paris, 2004 Keene & Zimmerman, 1997 Harvey & Goudvis, 2000

40. Before you read aloud -- Take Three!
1. Exposure: Share why or how you chose
the book.
2. Critical Thinking: Choose a question,
theme, or strategy to guide your
discussion about the literature.
3. Connections: Consider links to other
books, websites, art, experiences,
activities, or projects.

41. • Use a book you enjoy.
• Match the book to your audience.
• Illustrate reading strategies
• Change intonation, speed, and volume.
• Leave them wanting to hear more.
• Scaffold higher level thinking skills.
• Choose multiple books by the same author.
• Change genres and styles often.
• Utilize great books on tape.
• Invite special guest readers.

42. 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.

43. • Jacket
– Author information
– Back cover
– illustration
• Publication
information
• Why you enjoy the
book

50. 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.

51. 1. Briefly examine the book.
2. Decide what bookmark question and/or reading
strategy you would use to guide a book hook.
3. What other books or resources might you connect to
this text?
4. Share a synopsis of the book and your ideas with the
group.

52. Themed Book Hooks
• Author
• Historical Event (WW2, Hiroshima, Gold Rush, Pioneering,
Colonialism)
• Struggle
• Socio-Cultural Issues
• Big Questions (Why hate? Why love?)
• One person can make a difference
• You can’t judge a book by its cover

53. Challenging Text
53
Text Complexity
Text Level Motivation

54. ‘The student, said the
teacher, is crazy.
The student said the
teacher is crazy.’
Complexity of Ideas and
Content

55. ‘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.’
Complexity of Ideas and
Content

56. ‘All the kids in the room
made sounds as if they
thought a talent show was
exciting news. Except
me, because it was N-O-
T, not.
But okay, fine, it wasn’t
boring, either.’
Text Level

57. ‘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.’
Text Level

58. ‘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.’
Text Level

59. ‘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; . . .’
Text Level
Given to the most distinguished children’s informational book
published in the preceding year.

61. ‘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 …’
Text Level

62. Resources for
Finding Books

63. Key Elements of
Student Engagement
in Middle School
Literacy Instruction
NCRELQuick Key Action Guide: Using Student Engagement to Improve Adolescent Literacy

65. Supported Independent
Reading (SIR) using
individual conferences
and differentiated
reading instruction
Phase 2 - Training & Self-
Selected Reading
 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.
Type II Activities

66. 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

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

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

71. Time Spent Reading in School
Study by John Goodlad in A Place Called School
Elementary 6%
Middle 3%
High 2%

72. TreatmentControl
Experimental Condition
40
30
20
10
MeanNumberofMinutesReadperClass
95% Confidence Intervals of Minutes Read
M = 35.68
minutes
M = 10.80
minutes
35.68
minutes
10.80
minutes

73. Time to Read

74. Components of the SEM-R Framework
Phase 1 - Exposure Phase 2 - Training & Self-
Selected Reading
Phase 3 - Interest &
Choice Components
• 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.
 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
Joyful Reading - Pg. 9

75. Supported Independent
Reading was not sustained
silent reading

76. Individualizing and Differentiating
Conferences
It is important to remember that not all students will need the
same strategy instruction at the very same time, but that all
students need some instruction if they are reading a book that is
adequately challenging. For that reason, be sure that strategy
instruction is integrated throughout conferences and
differentiated to meet the needs of individual students.

77. 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.

78. Element Teacher Action
Greeting
Welcome student and
establish positive rapport
Monitor reading habits
Check reading log and book
choice
Determine book match and
reading needs
Assess student’s oral
reading with chosen text

79. Element Teacher Action
Monitor comprehension
Ask questions, prompt
thinking, and engage student
in conversation about book
Identify applicable reading
strategies
Provide reading strategy
instruction and scaffold
student’s strategy use
Attend to word-level needs
Support decoding and
vocabulary knowledge

80. Element Teacher Action
Engender positive feelings
Praise student’s reading
effort
Support reading
independence
Help the student set reading
goals
- Sweeny, 2008

81. •Maintaining brevity and efficiency
•Differentiating questions and strategies
•Ensuring self-regulation in the rest of the
class
•Determining documentation that works for
you

86. “I have truly found the SEM-R model to be one of the
most beneficial reading programs in which students
gained the most academically in comparison to the
reading curriculum of prior years.”

87. I have a class full of extremely enthusiastic
readers who look forward to independent
reading.

99. 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 one their
reading list.

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

101. Page
105

102. Differentiated Reading
Conferences
• The conversation structure,
content, & tone
• Strategies used by teachers
• Responses of students

106. 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.
~ Treatment Teacher

107. Conferencing Questions

108. 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

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

110. 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.

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

115. Character
Study

116. POWER

117. Over teaching books
Under teaching books

122. YALSA’s Teen Book Finder
Get the app!

123. From Cult of Pedagog

124. Make
picks
seem
elite
from @englishelixir!

125. 125
Book
Buddy

126. 126
Level It

129. 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
Increasingdegreeofstudentselection

130. Phase 3
Self-selected interest and
choice components

131. Phase three in my classroom has been reserved for
Fridays. It makes Friday a time in which students look
forward to, by being able to buddy read, work on a
book share project, creative training, listening
centers, literature circles, etc.

133. • Buddy reading
• Literature circles
• Creativity training exercises
• Independent projects
• Online reading and research

139. For more information, contact:
lizfogarty.weebly.com
foga0017@umn.edu
Thank you!