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SEM-R Olde Providence

Brian Housand, PhD<br>http://brianhousand.com<br><br>SEM-R: Schoolwide Enrichment Model Reading Framework<br>Presentation at Olde Providence Elementary<br>Charlotte, NC <br>September 9, 2010

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SEM-R Olde Providence

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  1. Challenging Elementary School Readers with the SEM-R Dr. Brian Housand East Carolina University

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

  3. http://brianhousand.com

  4. Techie Educator Gifted Researcher

  5. www.gifted.uconn.edu The National Research Center on the Gifted and Talented

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

  7. One Size Fits All

  8. Sally Reis Joyful Reading & the SEM - R

  9. 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.

  10. 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

  11. aliteracynoun: the quality or state of being able to read but uninterested in doing so

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

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

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

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

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

  17. Percentage of Time Spent Reading in School Study by John Goodlad in A Place Called School

  18. Are kids reading outside of class?

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

  20. 7 Minutes

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

  22. 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

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

  24. Three-Legged Stool Renzulli (1977) Enrichment Triad Model National Reading Panel (2000) Need for further research Vygotsky (1962) Zone of Proximal Development

  25. The Enrichment Triad Model (Renzulli, 1977) Type I General Exploratory Activities Type II Group Training Activities Type III Individual & Small Group Investigations of Real Problems Regular Classroom Environment in General

  26. 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

  27. 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

  28. Joyful Reading - Pg. 9 Components of the SEM-R Framework Increasing degree of student selection

  29. Phase 1 • Exposure - Book Hooks: • High interest read alouds and higher order questions

  30. The E’s of Phase 1

  31. Entice with Book Hooks

  32. BOOK HOOKS

  33. Basic Book Hook • Jacket • Author information • Back cover • Illustration • Publication Information

  34. August 24, 2010

  35. Engage by Questioning

  36. 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.

  37. Exposure to a Wide Range of Books

  38. 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 past.’

  39. 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.’

  40. 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.

  41. 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?

  42. Employ Skills & Strategies

  43. Complexity of Ideas and Content The student, said the teacher, is crazy. The student said the teacher is crazy.

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