Best Practices in Reading Instruction for Talented Readers
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The document outlines best practices in reading instruction for gifted students, emphasizing the need for more challenging and engaging reading material. It discusses current strategies, instructional modifications, and the importance of fostering self-regulation and interest in reading among talented readers. The findings suggest that with proper training, teachers can enhance reading strategy instruction to effectively meet the needs of diverse reading achievement levels.
![Results for RQ1: Higher Level Questions
Used in Whole Group Instruction
There was a statistically significant difference in the proportion of
higher order strategy questions used between treatment and
control classrooms at [Z = 2.882, p<.01] within the elementary
sample. The difference in the proportion of higher level strategy
questions used at the middle school level was not significantly
different [Z = -1.589, ns] in the two conditions.
Proportion Comparison](https://image.slidesharecdn.com/mdepresentationfor1-170216185132/85/Best-Practices-in-Reading-Instruction-for-Talented-Readers-44-320.jpg)
![Results for RQ2b: Length of
Conferences
A one-way ANOVA was conducted and it was determined that the
conferences with students of high, average, and low reading ability
were not significantly different in length [F (2,27) = 0.24, p = .79].
M = 7.83 minutes (SD = 2.35) minutes
Inferential: One-way Anova](https://image.slidesharecdn.com/mdepresentationfor1-170216185132/85/Best-Practices-in-Reading-Instruction-for-Talented-Readers-55-320.jpg)
Best Practices in Reading Instruction for Talented Readers
- 1. Best Practices in Reading Instruction for Talented Readers Presentation for Minnesota Department of Education Gifted Programs Group Dr. Elizabeth Fogarty University of Minnesota foga0017@umn.edu
- 2. Our Agenda Definitions Current Practices Available Strategies Modifying Practice
- 3. Find Someone Who. . . 1. On a piece of paper, list three of your favorite books. 2. In a minute, you will have five minutes to find others who have also read those books. 3. Try to find a different name for each book title.
- 5. To Kill a MockingbirdTo Kill a Mockingbird Miss Caroline writes the alphabet on the board and Scout reads it through easily. Suspicious, Miss Caroline asks Scout to read from the reader and from the local paper. Then she forbids Scout to let Atticus teach her to read anymore. Miss Caroline tells her she can not read at home anymore. Scout explains she doesn't remember learning how to read, but it seems she always knew how. When Miss Caroline forbids her to continue reading, Scout realizes how important it is to her: "Until I feared I would lose it, I never loved to read. One does not love breathing."
- 7. Interview with a Young Gifted Reader 7 Had mothers with high educational levels Range in socioeconomic status 50% of gifted children were reported as reading easy text by 4, while only 22% of non-gifted children did so
- 9. CHALLENGE – O - METER
- 13. 10 9 8 7 6 5 4 3 2 1 -1 -2 -3 -4 -5 -6 -7 -8 -9 -10 Are there themes that are common to both partners?
- 14. 10 9 8 7 6 5 4 3 2 1 -1 -2 -3 -4 -5 -6 -7 -8 -9 -10 3-5 Posters per Table showing the Themes
- 15. Gallery Walk
- 16. Rate your self, school, or district on your ability to get your Talented readers to… • Eagerly engage in reading-related activities • Apply previously learned literary concepts to new reading experiences • Focus on reading for an extended period of time • Pursue advanced reading material • Demonstrate tenacity when posed with challenging reading • Show interest in reading other types of interest- based reading materials
- 17. What reading strategy instruction is provided to talented readers?
- 18. Talented readers receive little challenging instruction, instead doing work that is simple and redundant for them. (Archambault et al., 1993; Reis et al., 2004; Reis, Westberg, Kulikowich, & Purcell, 1998; Westberg, Archambault, Dobyns, & Salvin, 1993; Westberg et al., 1998)
- 19. Classroom Observations in 12 Classrooms (Grades 3 & 7) • Prepared comparative case studies with 7-10 days of visitation over the course of the year • Targeted academically talented readers also identified as academically gifted • Compared the instructional and reading experiences of talented readers with those of other students Teachers knew what to do…… They just could not find the time, the help, or the materials to do it well. (Reis et al., 2004)
- 20. Changing Practice Lamb & Feldhusen 1993 • Grouping in classroom (90%) • Higher-level basals (70%) • Independent reading (95%) • Computers (89%) • Content acceleration to higher grade level for reading • Independent research • Teaching materials other than basal Reis et al. 2004 • Compacting (25%) • Within-class grouping (25%) • Advanced instruction (25%) • Higher-level questioning skills (25%) • Challenging content (25%) • Technology use (18%)
- 22. 22 Photo credit to Mondo Educational Publishing
- 23. 23Photo credit to Mondo Educational Publishing Reading Level = 3.8Reading Level = 3.8 Reading Level = 4.0Reading Level = 4.0 Reading Level = 3.6Reading Level = 3.6 Reading Level = 8.2Reading Level = 8.2 Reading Level = 3.4Reading Level = 3.4 Reading Level = 6.0Reading Level = 6.0 Regular Classroom Setting RANGE = 4.8 Grade Levels
- 24. 24Photo credit to Mondo Educational Publishing Reading Level = 6.8Reading Level = 6.8 Reading Level = 7.0Reading Level = 7.0 Reading Level = 5.6Reading Level = 5.6 Reading Level = 8.2Reading Level = 8.2 Reading Level = 6.4Reading Level = 6.4 Reading Level = 6.0Reading Level = 6.0 Cluster Grouped Classroom
- 25. 25 Credit to Mrs. Van Dyke
- 26. 26 READING TO LEARN Reading Level = 3.0+ READING TO LEARN Reading Level = 3.0+ LEARNING TO READ Reading Level = 1.5- 2.9 LEARNING TO READ Reading Level = 1.5- 2.9 PRE-READER Reading Level = preK PRE-READER Reading Level = preK Providing a Continuum of Delivery
- 27. Issues with Lack of Challenge Talented Readers: •Get used to giving minimal effort •Few self-regulation strategies •Few advanced reading strategies
- 28. Strategies to Challenge TalentedStrategies to Challenge Talented ReadersReaders Curriculum Compacting More complex reading and writing Independent study and project opportunities Interest assessment and interest-based reading opportunities Acceleration Independent reading choices Thematic instructional changes for talented readers Within class grouping Substitution of regular reading material with more advanced trade books Independent writing options Advanced questioning skills and literary skills Across class grouping
- 29. Strategies Can Be Used At… 29
- 30. Strategies to Challenge TalentedStrategies to Challenge Talented ReadersReaders Curriculum Compacting More complex reading and writing Independent study and project opportunities Interest assessment and interest-based reading opportunities Acceleration Independent reading choices Thematic instructional changes for talented readers Within class grouping Substitution of regular reading material with more advanced trade books Independent writing options Advanced questioning skills and literary skills Across class grouping
- 31. 31
- 32. 32
- 34. Strategies to Challenge TalentedStrategies to Challenge Talented ReadersReaders Curriculum Compacting More complex reading and writing Independent study and project opportunities Interest assessment and interest-based reading opportunities Acceleration Independent reading choices Thematic instructional changes for talented readers Within class grouping Substitution of regular reading material with more advanced trade books Independent writing options Advanced questioning skills and literary skills Across class grouping
- 35. SEM-R
- 36. Three Goals of SEM-RThree Goals of SEM-R To increase enjoyment in readingTo increase enjoyment in reading To encourage students to pursue challenging independent reading To encourage students to pursue challenging independent reading To improve reading fluency, comprehension, and increase reading achievement To improve reading fluency, comprehension, and increase reading achievement
- 37. 37
- 38. Challenging Text 38 Text Complexity Text Level Motivation
- 39. SEM-R ResultsSEM-R Results Significant differences favoring the SEM-R treatment group in Reading Fluency Reading Comprehension
- 40. Reading Comprehension Strategies Lower Level Higher Level Decoding/Phonics Synthesizing Slowing down/Rereading Making Inferences Using pictures Making Connections Knowledge Determining Importance Other Visualizing Questioning Metacognition Keene & Zimmerman, 1997; Harvey & Goudvis, 2000
- 41. Research Question #1 Do types of reading strategy instruction differ in treatment and control classrooms? Analysis Constant comparative method Descriptive Statistics Independent samples t-test
- 42. Results for RQ 1: Methods Control classrooms frequently used: Round Robin reading, test preparation, guided reading, worksheets, and novels. SEM-R classrooms used: read-alouds, supported independent reading, and conferences. Constant Comparative Method
- 43. Results for RQ1: Higher Level Questions Used in Whole Group Instruction Treatment Classes 68% Control Classes 54% Descriptive Statistics
- 44. Results for RQ1: Higher Level Questions Used in Whole Group Instruction There was a statistically significant difference in the proportion of higher order strategy questions used between treatment and control classrooms at [Z = 2.882, p<.01] within the elementary sample. The difference in the proportion of higher level strategy questions used at the middle school level was not significantly different [Z = -1.589, ns] in the two conditions. Proportion Comparison
- 45. Results for RQ 1: Minutes Read Control Classrooms (M = 10.80, SD = 3.82) Treatment Classrooms (M = 35.68, SD = 5.94) These differences were significant (t = -9.604, p = .01) indicating that students in the treatment classrooms spent about 3 times as many minutes reading than students in control classrooms. Inferential: t-test
- 46. TreatmentControl Experimental Condition 40 30 20 10 MeanNumberofMinutesReadperClass 95% Confidence Intervals of Minutes Read M = 35.68 minutes M = 10.80 minutes
- 47. Research Question #2a Is there a difference between reading comprehension strategy questions used with students of high, average, and low reading achievement levels? Analysis Constant comparative method Repeated-measures Anova
- 48. Results for RQ2a: Differentiation in Control Classrooms Grouping was used occasionally Curricular modification (assignment, materials, etc.) was made once Questioning was the same for all at the middle school, varied in two elementary classrooms Constant Comparative Method: Open & Axial Coding
- 49. Lower Level Questions Higher Level Questions Achievement N M SD M SD High 10 10.24 8.33 27.30 10.56 Average 9 10.86 4.98 27.64 9.39 Low 9 13.89 8.65 30.04 15.74 Total 28 11.66 7.32 28.33 11.90 Strategy Questions in SEM-R Classrooms Table 4.6 Inferential: Repeated-measures Anova
- 50. LowAverageHigh Achievement Level 35 30 25 20 15 10 EstimatedMarginalMeans Higher Level Strategies Lower Level Strategies
- 51. Results for RQ2a: Questioning Patterns in Conferences Wilks’s Λ = .36, F (1, 25) = 44.50, p <.005. Cohen’s d = .86 (large effect size) These results indicate that the mean for teachers’ use of higher level questions was significantly higher than the mean for teachers’ use of lower level thinking questions across all achievement levels in SEM-R classrooms. The absence of an achievement by strategy interaction shows that strategy patterns were consistent across all three achievement levels. Inferential: Repeated-measures Anova
- 52. Results for RQ 2a: Differentiation in SEM-R Classrooms Though there is certainly differentiation going on in SEM-R classrooms due to the fact that no two reading conferences were the same, the differentiation is not necessarily providing more challenging instruction to talented readers than that which is provided to all readers.
- 53. Research Question #2b Is there a difference between reading comprehension strategy instruction used with students of high, average, and low reading achievement levels? Descriptive Statistics One-way Anova Chi-Square Goodness of Fit Test Analysis
- 54. Results for RQ2b: Minutes Spent Conferencing with Students of High, Average, and Low Reading Achievement Number of Minutes Achievement N M SD High 10 7.41 2.38 Average 9 8.09 2.72 Low 9 7.99 2.10 28 7.83 2.35 Table 4.11 Descriptive Statistics
- 55. Results for RQ2b: Length of Conferences A one-way ANOVA was conducted and it was determined that the conferences with students of high, average, and low reading ability were not significantly different in length [F (2,27) = 0.24, p = .79]. M = 7.83 minutes (SD = 2.35) minutes Inferential: One-way Anova
- 56. Results for RQ2b: Prevalence of Lower and Higher Level Strategy Instruction Observed in Conferences Reading Strategy High Avg. Low χ2 (2) Lower Level Strategies 7 6 15 5.24 Higher Level Strategies 7 12 25 11.77* * p < .01, Cohen’s d = .86 Table 4.10 Chi-Square Goodness of Fit
- 57. Research Question #3 What types of reading comprehension strategy instruction are embedded into SEM-R individual reading conferences for students of differing achievement levels? Analysis Constant comparative method
- 58. Results for RQ3: Example Conference with a Talented Reader J: What did Mil have to realize to be a good friend? (Synthesis) J: What do you think about Emily saying Mil couldn’t use big words? (Making Connections) J: Is it worth it to have a friend? (Making Connections) J: Should she use the words at other times? (Making Connections)
- 59. Results for RQ3: Example Conference with a Struggling Reader A: What do you think about the illustrations? (Metacognition) A: What are they doing on this page? (Using Pictures) A: What did they do here? (Using Pictures) A: How about here? (Using Pictures) A: What are they all doing here? (Using Pictures) A: Did you ever feed ducks? (Making Connections)
- 60. Results for RQ3: Higher Level Strategies Used Frequently with Readers of All Achievement Levels Treatment Making inferences: character analysis Making connections: text to self connections Metacognition: monitoring Control Making Inferences Synthesis Metacognition Constant Comparative Method: Open & Axial Coding
- 61. Treatment Visualizing Questioning Control Visualizing Questioning Results for RQ3: Higher Level Strategies Used Infrequently with Readers of All Achievement Levels Constant Comparative Method: Open & Axial Coding
- 62. Low/Average Metacognition: monitoring Questioning: primarily used with low achieving elementary readers Talented Synthesis: theme Metacognition: challenge Making connections: self to text connections Results for RQ3: Higher Level Strategies Used Frequently with Readers of Certain Achievement Levels Constant Comparative Method: Open & Axial Coding
- 63. Implications With proper training, teachers are able to integrate high levels of questioning in reading strategy instruction and the SEM-R should be recognized as a valuable teaching method in the instruction of learners of varying ability levels. Teachers may need additional training to adequately challenge talented readers.
- 64. Key Elements of Student Engagement in Middle School Literacy Instruction NCREL Quick Key Action Guide: Using Student Engagement to Improve Adolescent Literacy
- 65. Components of the SEM-R Framework Phase 1 - Exposure Phase 2 - Training & Self- Selected Reading Phase 3 - Interest & Choice Components • 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 • Training and discussions on Supported Independent Reading • One-on-one teacher conferences on higher level reading strategy 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 Increasingdegreeofstudentselection
- 66. Phase 1 Exposure - 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
- 68. In the SEM-R, the focus was not on me teaching, but rather on them learning. I did not have to spend hours on a lesson plan. Instead, I spent my time thinking of what to read to my students to get them excited about reading. ~ Treatment Teacher
- 70. Phase 2 Supported Independent Reading (SIR) using individual conferences and 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 higher-order questions regarding character, plot, setting, considering the story, and other useful topics. Type II Activities
- 72. Phase Two Goals Students will . . . • Enjoy reading books of their own selection • Read appropriately challenging books (1 to 1.5 levels above their current reading level) • Develop self-regulation skills to enable all students to read appropriately challenging books for at least 25-35 minutes each day • Have individualized reading strategy instruction
- 73. At first, I just wanted them to finish a book. Then I became more confident and would say, Come on now, that is just too easy for you. They would smile, because they knew I was right. ~ Treatment Teacher
- 77. Phase 3 Interest and Choice Increasingdegreeofstudentselection Phase 3 - Interest & Choice Components • 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 II & Type III Investigations
- 78. 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. ~ Treatment Teacher
- 81. Accessing e-books and audio books Contacting children’s authors on-line Accessing writers’ web pages Webquests Technology and Phase 3Technology and Phase 3
- 82. Pre- and Post-AssessmentsPre- and Post-Assessments • Measures of Oral Reading Fluency • Reading Comprehension Subtest • ERAS – Elementary Reading Attitude Survey
- 83. Self-regulation in reading andSelf-regulation in reading and task commitment in readingtask commitment in reading • Challenge vs. comfort • Ability of students to enjoy challenge and develop self-regulation in reading appropriately challenging material
- 84. Findings related to self-regulation in and task commitment in reading
- 85. In the SEM-R, our focus was on helping children shift from LEARNING TO READ to READING TO LEARN!
- 86. “We do not need to burn books to kill our civilization; we need only to leave them unread for a generation.” ——R. M. HutchinsR. M. Hutchins
- 87. A rising tide lifts all ships… A focus of our work in The Schoolwide Enrichment Model is to increase enrichment opportunities and achievement and provide differentiated instruction for all students, the core of SEM-R.
- 88. 88 Book Buddy
- 90. 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 InvestigationsIncreasingdegreeofstudentselection Joyful Reading - Pg. 9
- 91. Phase 1 Exposure - 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
- 93. 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.
- 94. A Primary Focus Before you read aloud -- Take Three! 1. Exposure: Share why or how you chose the book. 2. Critical Thinking: Choose a question, theme, or strategy to guide your discussion about the literature. 3. Connections: Consider links to other books, websites, art, experiences, activities, or projects.
- 95. Teacher Read AloudTeacher Read Aloud Guidelines in Phase OneGuidelines in Phase One • Use a book you enjoy. • Match the book to your audience. • Illustrate reading strategies • Change intonation, speed, and volume. • Leave them wanting to hear more. • Scaffold higher level thinking skills. • Choose multiple books by the same author. • Change genres and styles often. • Utilize great books on tape. • Invite special guest readers.
- 98. 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.
- 99. Jacket – Author information – Back cover – illustration Publication nformation Why you enjoy the book
- 104. Phase 2 Supported Independent Reading (SIR) using individual conferences and 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 higher-order questions regarding character, plot, setting, considering the story, and other useful topics. Type II Activities
- 105. Supported Independent Reading was not sustained silent reading
- 106. Individualizing and DifferentiatingIndividualizing and Differentiating ConferencesConferences It is important to remember that not allIt is important to remember that not all students will need the same strategy instructionstudents will need the same strategy instruction at the very same time, but that all students needat the very same time, but that all students need some instruction if they are reading a book thatsome instruction if they are reading a book that is adequately challenging. For that reason, beis adequately challenging. For that reason, be sure that strategy instruction is integratedsure that strategy instruction is integrated throughout conferences and differentiated tothroughout conferences and differentiated to meet the needs of individual students.meet the needs of individual students.
- 107. 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.
- 108. Conferences Provide: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 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 Opportunity to assess reading level and book match Thoughtful conversations about literature Thoughtful conversations about literature Opportunities to use higher order thinking skill questions from bookmarks Opportunities to use higher order thinking skill questions from bookmarks Differentiation for students in skills, questions, and book selection for OPTIMAL CHALLENGE! Differentiation for students in skills, questions, and book selection for OPTIMAL CHALLENGE!
- 109. Common ConferenceCommon Conference Elements: BeginningElements: 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
- 110. 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 ConferenceCommon Conference Elements: CoreElements: Core
- 111. Element Teacher Action Engender positive feelings Praise student’s reading effort Support reading independence Help the student set reading goals - Sweeny, 2008 Common ConferenceCommon Conference Elements: ConclusionElements: Conclusion
- 112. Developing Conference SkillsDeveloping Conference Skills •Maintaining brevity and efficiency •Differentiating questions and strategies •Ensuring self-regulation in the rest of the class •Determining documentation that works for you
- 113. 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? Table Talk
- 118. “I have truly found the SEM-R model to be one of the most beneficial reading programs in which students gained the most academically in comparison to the reading curriculum of prior years.”
- 119. I have a class full of extremely enthusiastic readers who look forward to independent reading.
- 131. Phase Two Goals • 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 for at least 25-35 minutes each day Have individualized reading instruction that is tailored to each student’s needs
- 132. 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 one their reading list.
- 133. I have seen gains in their fluency, comprehension, as well as word skills. It is truly amazing.
- 134. - You must have a book to read. - If you aren’t enjoying a book and have given it a fair chance (at least 10 pages!) ask someone to help you choose a new one. - Remain in your reading area during SIR. SIR Rules - Do your best reading the whole time. - Only reading is happening. - Books must be appropriately challenging.
- 135. Differentiated ReadingDifferentiated Reading ConferencesConferences Differentiated ReadingDifferentiated Reading ConferencesConferences •The conversation structure, content, & tone •Strategies used by teachers •Responses of students
- 138. The individual conferences were so helpful. My average to above average readers really surprised me. They went beyond what I ever thought they could do with advanced thinking skills and questioning skills. ~ Treatment Teacher
- 139. What book are you reading? What made you interested in this book? Would you read a few pages/ paragraphs to me? What do you do when you encounter a word you do not know? How can you try to interpret the meaning of this section of text? How would the book be different if the main character were a girl instead of a boy? ConferencingConferencing QuestionsQuestions
- 140. 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
- 141. Student reflection on reading Student participation in assessment and review Explicit strategy instruction Purpose for reading and goal setting Efficacy building via specific feedback
- 142. Explicit Strategy Instruction Support the struggling reader: i. Decoding ii. Fluency Foster Comprehension: i. Synthesizing ii. Making inferences iii. Making connections iv. Determining importance v. Visualizing vi. Questioning vii. Metacognition
- 143. 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.
- 144. The five minutes with each has been a favorite time for my students, and many times I have had to cut them off.
- 146. 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? Table Talk
- 149. 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.
- 150. While conferencing with them I have had to get into some funny positions!
- 152. After our conference is done they pick up where they left off, and stay glued to the book until time is up, at which time everyone MOANS!
- 153. 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.
- 154. Reading Strategies 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 Paris, 2004 Keene & Zimmerman, 1997 Harvey & Goudvis, 2000
- 155. Synthesizing Synthesizing is a process of culling through much information to describe or retell the details as a salient whole. Often, synthesis includes projecting knowledge into a new context or setting as well. Examples: Compare the main character’s personality at the beginning of the story to his or her personality at the end? If you were to visit the setting of the story, what would you pack to help you survive there?
- 156. Making Connections Making connections allows readers to bring background knowledge (activate schema) and, therefore, a deeper understanding to the texts they read. Examples: How does this story relate to your own life? Does this book remind you of another book that you have read? Do you think your friends would enjoy meeting the main character?
- 157. Making Connections Includes Text to self A text to self connection involves the reader making an authentic connection between someone or something in the story to themselves. Text to world A text to world connection is when the reader makes a connection between the text and something that has happened or is happening in the world. Text to text A text to text connection is when the reader can find a commonality between two texts. In this case, a text is anything written, (i.e., a book, a poem, or a song).
- 158. Making Inferences Inferences are things that a reader concludes from reading that are not directly stated in the text. Examples: Why did the author write this book? List details about the setting that might help determine where the story takes place.
- 159. Questioning Questioning occurs as readers ask themselves questions about the text that they are reading. Examples: What is one big question you still have after reading this book? What questions are you thinking about as you read?
- 160. Visualizing Visualizing involves making pictures in one’s brain of what is going on in a scene or story that is read or heard. Examples: Which scene would you most like to illustrate? Why? How do you picture the main character?
- 161. Determining Importance Students must evaluate material to figure out which parts are most important or valuable to use in building understanding of the text. Examples: What were some of the most important parts in the story? How does the main character stand out from the other characters?
- 162. Metacognition Metacognition is thinking about one’s own thinking. Enhancing metacognition during reading draws the reader’s attention to the processes they are using as they read so that they can be more cognizant of them. Examples: How has the book influenced your viewpoint? Has any part of the book confused you?
- 163. Using the Bookmarks to Support Read-Aloud • The bookmarks are based on literary techniques as well as reading comprehension strategies.
- 164. Making Inferences Making Inferences Making Connections (T-W) Knowledge Synthesis Making Connections (T-S)
- 165. 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! Table Talk
- 170. Strategies and Areas of FocusStrategies and Areas of Focus for Conferencesfor Conferences 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
- 171. Enjoyable activities, in contrast, “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
- 172. Self-Regulated LearningSelf-Regulated Learning Zimmerman (1989) defined self-regulated learning as involving the regulation of three general aspects of academic learning. First, self-regulation of behavior • active control of various resources students have available- such as time, study environment-where they study • use of peers and faculty members to help Second, self-regulation of motivation and affect • controlling and changing motivational beliefs such as self-efficacy and goal orientation • controlling emotions and affect in ways that improve learning. Third, self-regulation of cognition • control of various cognitive strategies for learning such as the use of deep processing strategies for better learning and increased performance.
- 173. Self-Regulation in Phase TwoSelf-Regulation in Phase Two Self-regulation before reading - • Which book will I read? • Where will I read? • Will this location allow me to focus on my reading? • What will my reading focus be? • Do I have all my SEM-R materials?
- 174. Self-Regulation in Phase Two -Self-Regulation in Phase Two - continued Self-regulation during reading - • Am I focused on my reading? • Am I being distracted? By what? • How can I encourage myself to stay focused? • What questions do I have?
- 175. Sample Self-Regulation RubricSample Self-Regulation Rubric Rate yourself on each question on a scale from 1-4: • Did I have all of my SEM-R materials? • Did I remain in my reading area? • Was I focused for the entire SEM-R time? • If I got distracted was I able to refocus quickly? 4 3 2 1 All the time Most of the time Some of the time I really need to focus on this
- 176. Tools and Techniques toTools and Techniques to Support SIRSupport SIR • Self-regulation systems • Sticky notes • Signal cards • Timer • Personal CD players
- 183. Classroom Management • Strategies to support 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
- 184. Phase three in my classroom has been reserved for Fridays. It makes Friday a time in which students look forward to, by being able to buddy read, work on a book share project, creative training, listening centers, literature circles, etc.
- 185. The commitment to their chosen activity was definitely seen through the dedication that took place.
- 186. 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 Increasingdegreeofstudentselection
- 188. Phase 3 Choices • Buddy reading • Literature circles • Creativity training exercises • Independent projects • Online reading and research
- 192. Things to discuss, decide, and plan: • Student reading logs • Scheduling • Teaming? • Resources • Leveling books in your classroom library
- 195. I would love to see SEM-R taking place in all schools, as it has shown me that this really is a beneficial way for kids to become the best readers. I definitely will use this next year with my new class! I am proud to say I have a classroom of READERS!
- 196. We are teaching kids to enjoy reading, and along with that they are making big strides academically. We need to reach all students so that they do become lifelong readers, which lead to lifelong learners who are successful! Thank you for offering this pilot program, I am thrilled to have had a chance to participate in it.
- 197. “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
- 198. For more information, contact: foga0017@umn.edu Thank you!
Editor's Notes
- #4: 9:00 – 9:15 ACTIVITY
- #7: 9:15 – 9:20
- #9: Thinking of a Talented Reader that you know 9:20-9:27
- #10: 9:20-9:27
- #11: 9:20-9:27
- #12: 9:20-9:27
- #13: 9:20-9:27
- #14: 9:20-9:27
- #15: 9:20-9:27
- #16: 9:50 – 10:00
- #17: 10:00-10:10
- #20: 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, 1962, pp. 58-59)
- #65: North Central Regional Educational Laboratory. (2005). Using Student Engagement to Improve Adolescent Literacy. Napierville, IL: Learning Point Associates.
- #83: Biancarosa, C., & Snow, C. E. (2006). Reading next—A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York (2nd ed.).Washington, DC: Alliance for Excellent Education. -Page 3-
- #84: Paraphrase This Information for the Participants: The Enrichment Triad Model In order for enrichment learning and teaching to be systematically applied to the learning process, it must be organized in a way that makes sense to teachers and students. An organizational pattern called the Enrichment Triad Model (Renzulli, 1977) is used for this purpose. The three types of enrichment in the model are depicted in Transparency 64. Before discussing the role and function of each type of enrichment, it is necessary to discuss three considerations that relate to the model in general. The Enrichment Triad Model is based on the ways in which people learn in a natural environment. Just as scientists &quot;look to nature&quot; when they attempt to solve particular types of problems, the process of learning is examined as it unfolds in the non-school world. External stimulation, internal curiosity, necessity, or combinations of these three starting points cause people to develop an interest in a topic, problem, or area of study. Humans are, by nature, curious, problem solving beings; but in order for them to act upon a problem or interest with some degree of commitment and enthusiasm, the interest must be a sincere one and one in which they see a personal reason for taking action. Once the problem or interest is personalized, a need is created to gather information, resources, and strategies for acting upon the problem. Problem solving in nature almost always results in a product or service that has a functional, artistic, or humanitarian value. The learning that takes place in real-problem situations is collateral learning that results from attacking the problem in order to produce a product or service. It was precisely this kind of natural problem solving situation that gave rise to the Enrichment Triad Model. The only difference between the natural learning that takes place in real life situations and the use of the Triad Model within the more structured world of the school is that we view products as vehicles through which a wide variety of more enduring and transferable processes can be developed. After a third grade student has learned how to gather data on whether acid rain is falling in her community during an entire academic year, that student may become more interested in pursuing science as a career, and in conducting scientific research in the future.
- #88: Biancarosa, C., & Snow, C. E. (2006). Reading next—A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York (2nd ed.).Washington, DC: Alliance for Excellent Education. -Page 3-
- #93: Here is where you will do a “poor” book hook. Can ask non open-ended questions, read in a dull way, etc.
- #95: Great Piratical Rumbustification! (Share Pirate Joke)
- #143: This should be the majority of the conference time
- #155: In fact, practitioners and researchers agree on a number of reading strategies that is usually between 5 and 7. It is good to see how much these three align.
- #156: Synthesis is the
- #165: Here is an example showing how, along with literary device instruction, reading comprehension strategy instruction is embedded into the bookmarks. Not all bookmark questions correspond to just one reading strategy. Also, the question may