The document discusses the Schoolwide Enrichment Model for reading (SEM-R), which aims to increase student enjoyment of reading and encourage challenging reading. It describes the three phases of SEM-R: Phase 1 focuses on exposing students to interesting books through read-alouds and questions. Phase 2 emphasizes supported independent reading with teacher conferences. Phase 3 allows for student interest and choice through activities like genre studies and literature circles. The overall goal is to develop self-regulated readers who read both inside and outside of class.

1. Angela Housand University of North Carolina-Wilmington New Orleans Center for Creative Arts New Orleans, LA Fall 2011 The Schoolwide Enrichment Model: Reading “ Reading class would be boring if I didn’t read.”

2. 1000 – T = Housand

3. angelahousand.com

4. genre

5. genre noun : a category of artistic endeavor having a particular form, content, or technique

7. Non-fiction Genres

9. Fiction Genres

11. Your Mission…

13. voracious

14. voracious adjective : exceedingly eager or avid; devouring or craving in great quantities

15. avid adjective : showing great enthusiasm for or interest in

16. aliteracy

17. aliteracy noun : the quality or state of being able to read but uninterested in doing so

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

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

20. Percent of 13-year olds who are daily readers:

21. Less than 33% Percent of 13-year olds who are daily readers:

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

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

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

25. What is currently happening in reading classes in most High Schools?

27. Do you read outside of class?

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

29. 7 Minutes

30. S choolwide E nrichment M odel R eading Framework

37. High interest read alouds and higher order questions Phase 1

41. Supported Independent Reading using individual conferences and differentiated reading support Phase 2

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

47. Self-selected interest and choice components Phase 3

48. “ 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

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

51. Questions?