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Schoolwide Enrichment Model Reading Framework

This will describe what SEM-R is and how it is implemented at various schools.
by

Trinette Atri

on 11 June 2014

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Transcript of Schoolwide Enrichment Model Reading Framework

Schoolwide Enrichment Model
Reading Framework
(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.
What is it?
What are the goals?
Increase reading
comprehension

Increase
fluency
Increase a student's
reading level
Promote a
love of reading
!
Increase
time with text
Average time spent
reading in school:

Elementary 6%
Middle 3%
High 2%
Study by John Goodlad in A Place Called School
Focus
Joyful reading
Reading above level
Celebrating students' interests and strengths
Challenging conversations about reading
Increased self-regulation
Developed by Dr. Renzulli & Dr. Reis
Components
Phase 1:
Exposure
High interest
books to read aloud
Higher-order thinking
probing questions
Bookmarks
for teachers with questions
Focus on
specific skills/objectives
Training and
discussions
on independent reading
Supported
Independent Reading
One-on-one teacher
conferences
on reading instruction
Bookmarks
for students posing higher-order questions
Phase 2: Training &
Self-Selected Reading
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, argumentative or expository writing
Phase 3: Interest & Choice
Components
E's of Phase 1:
Entice with book hooks
Engage by questioning
Exposure to a wide range of books
Employ skills and strategies
Explore connections
Online Book Lists
SEM-R book lists:
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
Conferences
Opportunity to assess
reading level
Check for
book match
Thoughtful
conversations
about literature
Higher-order
thinking questions
Students can prepare for them by using
post-its/reader's notebooks
Differentiation
for ALL students in skills and challenge
Examples of Activities:
Choice menus/Multiplie Intelligences
Webquests/Lit trips (Google Lit Trips)
Edmodo
Glogster Edu
Kidblog
Scavenger Hunts
Reports/Presentations on related topics
Independent projects
Working with mentors/community
Vocabulary exploration
Characteristics of
Talented Readers
Other Print Resources
Teri S. Lesesne:
Making the Match
Phase 1
Phase 2
Jim Trelease:
The Read-Aloud Handbook
We know it works!
Rationale Behind the Study
I try to get to them at least once a week, but I am not always able to do that. You see, so many of my other students read below grade level that it is hard to justify not working with them. Many of these lower readers will be retained in this grade if they do not improve.
The top group already reads at grade level, so I rarely have any instructional time to give to them.

(Dr. Reis's 2008 Confratute SEM-R Keynote)
after implementing SEM-R...
In the beginning, I did not realize how much middle of the road reading instruction I did and how few of my kids I really challenged.

-4th Grade Treatment Teacher
The individualized reading was so enjoyable. I found the basal program brutally boring! The same activities each day followed by the same kinds of questions. The same worksheets each day were mind-numbing. I hated it! I loved doing the individualized stuff.

- 3rd Grade Treatment Teacher
Students in the treatment groups
saw gains in:

- attitudes about reading
- oral fluency
- reading comprehension
(Dr. Reis's 2008 Confratute SEM-R Keynote)
(Dr. Reis's 2008 Confratute SEM-R Keynote)
pre: 90% of students could read 5-10 minutes

post: 95% of students could read 35-40 minutes
also check out the Downloads for Teachers page!
Applying the books:
On the hunt!
Connection to
Reader's Workshop
Mini-lesson
Modeling
Skill Building/Focus
Read Aloud
Shared Reading
Connection to Reader's Workshop
Independent reading
Conferences
Small Group Instruction
Connection to Reader's Workshop
Word Study
Reflection
Sharing with class
Assessment
Questions?
Contact Information:
Trinette Atri, Secondary Specialist
trinettej.atri@cms.k12.nc.us
(980) 343-2644
Talent Development/Advanced Studies/AVID Department
Presented by: Talent Development/Advanced Studies/AVID Department
Generate in your group a list of traits you think are common among talented readers.
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