Carolina Forest International Elementary is implementing gifted pedagogy for all of the second grade students. This presentation is a first step in supporting teachers in that process.
11. A Rising Tide Lifts All ShipsA Rising Tide Lifts All Ships
By providing enrichingBy providing enriching
experiences, andexperiences, and
addressing theaddressing the
individual interestsindividual interests
through the process ofthrough the process of
inquiry, theinquiry, the
achievement of ALLachievement of ALL
students will rise.students will rise.
12.
13. THE PURSUIT OF A REAL PROBLEM
THE STUDY OF SOCIETAL ISSUES
SIMULATION ACTIVITIES
TRAINING EXERCISES
PUZZLES
(Renzulli, 1982)
22. A Quick Differentiation QUIZ
Did every student do it? NO
Should every student do it? NO
Could every student do it? NO
Would every student want to do it? NO
Did the student do it willingly and zestfully? YES
Did the student use authentic resources and
methodology?
YES
Was it done for an audience other than (or in
addition to) the teacher?
YES
47. • Tied to Student’s
Identity
• Personally
Interesting
• Integral to the
Student’s Vision of
the future
• Viewed as Useful
(Eccles & Wigfield)
Personally Meaningful
53. Developing a Tiered Task
■ Use an existing activity or lesson that:!
• Is interesting!
• Engenders high level thinking and
problem solving!
• Utilizes target skills to understand
key ideas or concepts
54. ■ Chart the complexity of the activity:!
!
• Is it high skill complexity or low skill
complexity?
Developing a Tiered Task
55. ■ Who will be challenged by this activity:!
!
• Advanced students?!
• On grade-level students?!
• Struggling learners?
Developing a Tiered Task
56. Based on where the activity falls on
the ladder…!
!
Developing a Tiered Task
57. Based on where the activity falls on
the ladder…!
you can define who needs more or
less challenging versions of the same
assignment
Developing a Tiered Task
58. Clone the activity along the ladder!
!
How many versions will you need?
Developing a Tiered Task
59. What can be tiered?
✓Assignments
✓Activities
✓Homework
✓Learning
Centers
✓Experiments
✓Materials
✓Assessments
✓Writing
Prompts
66. 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.
67. Three Goals of SEM-R
To increase enjoyment in reading
To encourage students to pursue
challenging independent reading
To improve reading fluency, comprehension, and
increase reading achievement
68. 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
Increasingdegreeofstudent
selection
Joyful Reading (p. 9)
70. Phase 1
Exposure via 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
87. Illustrations/Layout Illustrations/Layout Biography
Could the illustrations in this
book tell the story without
words? Why or why not?
How did the illustrations affect
your feelings?
What can you observe about the
layout or organization of the
book? How did the layout affect
the way you are reading the
book?
How did the “look” of the book
influence your decision to read it?
Choose an illustration you like
from the book. Why do you think
the illustrator chose to show that
moment?
Is the cover of the book a good
match for what you find inside?
Why or why not?
How do the illustrations or page
layouts differ from those in other
books you have read?
If you were in charge of developing
a new edition of this book, what
changes would you make to how
the book looks?
Would this book be as interesting
or helpful to you without the
illustrations and/or diagrams?
Why or why not?
If you were going to write a
biography, who would you write
about? Why?
What do you admire about the
person in this biography? Why?
How might you become more
like this person?
What do you think school was like
for the person about whom this
biography was written? Explain.
How did the author organize the
sequence of events in the story of
the person’s life?
Project SEM R (Elementary)
University of Connecticut
www.gifted.uconn.edu
I 1
Project SEM R (Elementary)
University of Connecticut
www.gifted.uconn.edu
I 2
Project SEM R (Elementary)
University of Connecticut
www.gifted.uconn.edu
B 1
88. Nonfiction Nonfiction Point of View
How could an idea in this book
improve or change the world? Or,
if you are reading a history book,
how did an idea in the book
change the world?
Describe some jobs or professions
that relate to this topic. What
kinds of work do these people do?
How is the information in this book
organized? In what ways is it
similar to or different from a
fictional narrative?
What new information have you
learned from this book that makes
you curious to learn more about
the topic?
Identify one cause and effect
relationship described in this book.
Was the relationship between
cause and effect predicted or was
its discovery a surprise? Explain.
What different perspectives were
presented on an issue in this book?
How well balanced were the
viewpoints?
How do the ideas in this book
relate to your life?
How did the Table of Contents and
Index help you to use this book?
What advice would you give to
another student about using these
tools while reading this book?
Bias happens when the author
presents only one point of view on
an issue that may have multiple
perspectives. Describe how you
might investigate whether this
book presents information in a
biased way.
What point of view do you think
the author conveys on the topic?
Do you think he or she shows bias?
How? If not, how did the author
avoid conveying a bias?
Are there points in the book at
which you disagree with the
author? Explain your perspective
and what evidence you have to
support your ideas.
Project SEM R (Elementary)
University of Connecticut
www.gifted.uconn.edu
NF 1
Project SEM R (Elementary)
University of Connecticut
www.gifted.uconn.edu
NF 2
Project SEM R (Elementary)
University of Connecticut
www.gifted.uconn.edu
NF 3
89. 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.
111. 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.
112. 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 emergent readers?
120. Phase 2
Supported Independent Reading
using individual conferences &
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 questions
Type II Activities
122. 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.
123. Students will . . .
• Enjoy reading books of their own selection
• Read appropriately challenging books
• Develop self-regulation skills for sustained independent
reading
• Have individualized reading instruction that is tailored to
each student’s needs
Phase 2 Goals
124. !
I know the purpose of Phase 2 is
engage students in independent
reading, but how do I manage
conferences that with so many
emergent readers?
144. CONFERENCES
PROVIDE:
• Support for each student’s needs
– Enthusiasm about books
– Reading skill development
– Interest-‐based reading opportunities
– Self-‐regulation/monitoring
– Increasing ability to focus
145. CONFERENCES
PROVIDE:
• Opportunity to assess reading level
and book match
• Thoughtful conversations about
literature
• Opportunities to use higher order
thinking skill questions
147. Common
Conference
Elements:
Beginning
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
148. 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
Common
Conference
Elements:
Core
149. Element Teacher
Action
Engender positive feelings Praise student’s reading effort
Support reading
independence
Help the student set reading
goals
(Sweeny, 2008)
Common
Conference
Elements:
Conclusion
150.
151.
152. I have seen gains in their fluency,
comprehension, as well as word skills.
It is truly amazing.
153. Enjoy Reading
Enjoyable activities, “are not
natural; they demand an effort
that initially one is reluctant to
make. But once the interaction
starts to provide feedback to the
person’s skills, it usually begins
to be intrinsically rewarding”
— Csikszentmihalyi, 1990
154.
155. 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
156. 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.
157. —Horace Mann
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.
158.
159. 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.
161. • The conversation varies in:
• Structure
• Tone
• Content
• Responses of students are at different levels
• Different strategies are used by the teacher
You Know a Conference is
Differentiated When…
163. STRATEGIES
AND
AREAS
OF
FOCUS
Category Strategy/Focus
Area
Comprehension
Background knowledge, compare/contrast, inferring, main
idea, metacognition, predicting, questioning, sequencing,
summarizing, visualizing
Connections Text-to-text, text-to-self, text-to-world
Higher-level thinking Analysis, evaluation, judgment, synthesis
Text characteristics Genres, Narrative elements, Non-narrative elements
Literary elements Author’s craft, theme
Word-level instruction
Decoding, fluency, pace, rereading, skimming, skipping,
syllabication, vocabulary
Habits & attitude
Affective response, autonomy, habits, locating evidence in
text, previewing selection, setting purpose
Book selection Appropriate, easy, difficult, purpose for selection
164.
165. 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.
166. 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.
167. The five minutes with each one has been a
favorite time for my students, and many
times I have had to cut them off.
168.
169. “We do not need to
burn books to kill
our civilization;
we need only to leave
them unread for a
generation.”
—R. M. Hutchins
173. “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.”
Interest and
Rigor Lead To
Creative
Productivity
174. +
What’s Going On?
What are your current classroom practices?
How are you using centers?
Do you provide choice in activities?
189. SEM-Xplorations
• Build a bridge
• Create an artifact box
• Draw a comic strip
• Design a city of the future
• Create an illustrated book
• Invent something new
• Write a short story
190. Make an Artifact Box
Step 1: Brainstorm
Step 2: Choose items for the box
Step 3: Make clue cards
Step 4: Group the items in your box
Step 5: Develop an answer sheet
207. Top Strategies For Phase 3
Books on CD
Group Projects
Buddy Reading
SEM-Xplorations
Renzulli Learning
Literature Circles
Creativity Activities
Investigation Centers
Independent Projects
208. 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