SEM-R Olde Providence

Challenging Elementary
School Readers with the
SEM-R

Dr. Brian Housand
East Carolina University

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

Techie Educator

Gifted Researcher

NRC The National Research
G/T Center on the Gifted and
Talented

www.gifted.uconn.edu

If I were a
book, I would
want to be…
(insert your answer here)

Sally Reis
Joyful Reading & the
SEM - R

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.

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

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

The 3 Voices
of Aliteracy No
(Beers, 1996)
Time!

No No
Interest! WAY!

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

-- Mark Twain

Percent of
13-year olds
who are daily
readers:

Less than

Among
17-year-olds,
Percentage of
Non-Readers:

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

Percentage of Time Spent Reading in
School

Elementary 6%
Middle 3%
High 2%

Study by John Goodlad in A Place Called School

Are kids
reading outside
of class?

On average,
Americans ages
15 to 24 spend almost

2 hours
Per day watching TV

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

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

Focus of SEM-R
• Joyful reading
• Reading above level
• Acknowledging and
celebrating students‘
interests & strengths
• Challenging
conversations about
reading
• Increased self-regulation

Three-Legged
Stool
Renzulli (1977)
Enrichment Triad
Model

Vygotsky (1962) National Reading Panel
Zone of Proximal (2000)
Development Need for further
research

The Enrichment Triad
Model (Renzulli,
1977)
Type I
General Type II
Exploratory Group Training
Activities Activities

Type III
Individual &
Small Group
Investigations
of Real
Problems

Key Concepts for
Types I, II, & III Enrichment

Exposure to new books and
genres

Self-selection and choice

Training in self-regulation and
reading strategies and skills

Zone of Proximal
Development
If the environment presents
no such [challenging] tasks
to the adolescent, makes no
new demands on him, and
does not stimulate his
intellect by providing a
sequence of new goals, his
thinking fails to reach the
highest stages, or reaches
them with great delay.

~ Vygotsky

Joyful Reading - Pg. 9

Components of the SEM-R Framework
Phase 1 - Exposure Phase 2 - Training & Self- Phase 3 - Interest &
Selected Reading Choice Components

• High-interest books to read Training and discussions on Introducing creative
aloud Supported Independent thinking
• Higher-order thinking Reading Exploring the Internet
probing questions Supported Independent Genre studies
• Bookmarks for teachers Reading Literary exploration
with questions regarding One-on-one teacher Responding to books
Investigation centers
Bloom's Taxonomy, conferences on reading
Focus on biographies
biography, character, strategies and instruction Buddy reading
illustrations and other Bookmarks for students Books on tape
topics relevant to the posing higher-order questions Literature circles
study of literature regarding character, plot, Creative or expository
setting, considering the story, writing
and other useful topics. Type III investigations

Type II & Type III
Type I Activities Type II Activities
Investigations

Phase 1 - Exposure
Phase 1
• High-interest book hooks
for read aloud
Exposure - Book Hooks:
• Higher-order thinking High interest read
probing questions
alouds and higher
• Bookmarks for teachers
with questions focusing order questions
on advanced thinking
skills and reading skill
instruction that is
relevant to a broad range
of literature

Type I Activities

Basic Book Hook
Jacket
Author information
Back cover
Illustration

Publication
Information

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.

xposure to a

Wide Range of Books

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

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.‘

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.

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?

Complexity of Ideas and
Content

The student, said the
teacher, is crazy.

The student said the
teacher is crazy.

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.‘

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

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 …‘

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

Shelfari
http://www.shelfari.com/

Google Books
A Bookshelf Developed by Dr. B. Housand

Shmoop
http://www.shmoop.com

Amazon
http://www.amazon.com

 Author
 Historical Event
 (WW2, Hiroshima, Gold Rush, Civil War)
 Struggle
 Race
 Gender Issues
 Big Questions (Why hate? Why love?)

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

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?

Phase 2 - Training & Self-
Selected Reading
Phase 2
Training and discussions on
Supported Independent
Supported Independent
Reading
Reading (SIR) using
One-on-one teacher individual conferences
conferences on higher level
reading strategy and
and differentiated
instruction reading instruction
Bookmarks for students
posing higher-order
questions regarding
character, plot, setting,
considering the story, and
other useful topics.

Type II Activities

Supported Independent Reading is
NOT sustained silent reading

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.

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

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
 At least 35-45 minutes each day
 Have individualized reading instruction that is tailored
to each student‘s needs

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

• Support for each student’s needs
– Enthusiasm about books
– Reading skill development
– Interest-based reading opportunities
– Self-regulation/monitoring
– Increasing ability to focus

• Opportunity to assess reading
level and book match
• Thoughtful conversations about
literature
• Opportunities to use higher order
thinking skill questions

• Differentiation for all students in
– Skills
– Questions
– Book Selection for OPTIMAL CHALLENGE!

Table Talk
What do we do with Amanda?

Every time I conference
with Amanda she is
reading the same
simple book. However,
she‘s a really talented
reader who deserves to
be challenged!

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

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.

Element Teacher Action

Welcome student and
Greeting
establish positive rapport

Check reading log and book
Monitor reading habits
choice

Determine book match and Assess student‘s oral
reading needs reading with chosen text

Ask questions, prompt
Monitor comprehension thinking, and engage student
in conversation about book

Provide reading strategy
Identify applicable reading
instruction and scaffold
strategies
student‘s strategy use

Support decoding and
Attend to word-level needs
vocabulary knowledge


Praise student‘s reading
Engender positive feelings
effort

Support reading Help the student set reading
independence goals

(Sweeny, 2008)

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

SI R C o nfer e nc e R ub r ic

Student Na m e : ___ _ ____ _ ____ _ ____ _ ____ _ ______ _ ____ _ ____ _ ____ _ ____ _ ______

Date: ___ _ ____ _ ____ _ ___ _ Teach e r: __ _ ____ _ ____ _ ____ _ _

AL W AYS USUALLY RARELY NEVER

Student uses the r e ad ing
process ef fect ively.
3 2 1 0
Uses strateg ie s to d e ter m in e
m ean ing & i n c rease vo c abu lar y :
co n text cl u es
The stu d ent con s tructs mean in g
from a w id e ra n ge of t e x ts.
3 2 1 0
Deter m ines ma in id ea/ d etai ls,
seque n ce events. Ident ifies
a u thorÕs p u rpo s e. Rec o gn izes
use of c ompare & c o n trast
The stu d ent u n ders tands th e
common featu res of lite rary
forms . 3 2 1 0
Understa n ds the d eve lop m ent
of pl o t . Kno w s th e s im il ar ities &
d ifference s a m o n g characters,
sett in gs , and e v ents .
The stu d ent respond s cr itically
to f ict ion, n o n - fict io n , poe try, &
drama . 3 2 1 0
Student ident ifie s cause a n d
effe c t re la tionsh ips in li te rary
te x t.

TOTAL SCORE: _ _____ /12
12 - 11= A 1 0 - 9= B 8 - 7= C 6 - 4= D 3 - be lo w = F

A rea(s) o f C o n cer n (circle ): LA.A. 1 .2 .3 - co n te x t c lue s LA.A . 2 . 2 . 1 - m a in id e a , d etai ls LA. A .2 . 2 . 1 - s e q ue n ce

LA. E .1 . 2 . 2 - pl o t L A .A . 2. 2 .2 - a ut ho rÕs p u rpo s e LA . A. 2 .2 . 7 - c o m p are & c o n t ra st L A.A . 2 . 2. 8 & LA. A .2 .2 . 5 - gr a p h ic s o urc e s
LA. E .1 . 2 . 3 - c ha ra c te rs LA . E. 2 .2 . 1 - ca us e & e ff e ct
(Henegar 2005)
Co mm ents:

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, interesting
books for my students?

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

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

Student keeping a
record

Student tracking
progress

Student assessment of
goal attainment

Higher order thinking &
metacognitive
strategy use

Student reflection on
reading
Student participation in
assessment and
review
Explicit strategy
instruction

Purpose for reading and
goal setting
Efficacy building via
specific feedback

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

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.

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?

Differentiated Reading
Conferences

• The conversation: Structure,
Content, & Tone
• Responses of students
• Strategies used by teachers

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.

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

Category Strategy/Focus Area
Background knowledge, compare/contrast, inferring,
Comprehension 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 Decoding, fluency, pace, rereading, skimming, skipping,
instruction syllabication, vocabulary
Affective response, autonomy, habits, locating evidence
Habits & attitude in text, previewing selection, setting purpose

Book selection Appropriate, easy, difficult, purpose for selection

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.

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.

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

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

—R. M. Hutchins

Phase Three:
An Exploration of Reading Enrichment

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.”

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

Phase 1 Phase 2 Phase 3

20 10 30
Minutes Minutes Minutes

10 20 30
Minutes Minutes Minutes

5 40 ???
Minutes Minutes

Some Options for DAILY
Phase 3 15 - 20 minutes
Implementation 1 center per day
Small chunks of time

WEEKLY BI-WEEKLY
60 minutes 30 minutes
Multiple Centers OR Twice a Week
Focused Investigation 2 Centers per day

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

Sir Ken Robinson

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

http://www.21stcenturyskills.org/

+
What’s Going On?
What are your current
classroom practices?

How are you using centers?

Do you provide choice in
activities?

+ Gimme Five!

Today’s Five
Flickr Writing Prompts
5 Fabulous Ideas
Ebooks Online 4 Your Phase 3
Creativity Activities
Scavenger Hunts
Lit Trips

+
Flickr Writing Prompts

 http://www.flickr.com

eBooks

http://www.icdlbooks.org/

http://books.google.com

http://kids.nypl.org/reading/Childrensebooks.cfm

http://etext.library.adelaide.edu.au/

+
Torrance Creativity Activity

New Directions in
Creativity
+

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

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

The Many Adventures of Ben Franklin

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

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

“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

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

The core of the SEM-R, The Schoolwide Enrichment Model,
is designed to increase enrichment opportunities and
achievement by providing differentiated instruction for all
students.

A rising tide lifts all ships…

SEM-R Olde Providence

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