Phase 2Supported

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

Supported Independent Reading was not

sustained silent reading

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.

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.

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!

Common Conference Elements: 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

Element Teacher Action

Monitor comprehensionAsk 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 Conference Elements: Core

Element Teacher Action

Engender positive feelings Praise student’s reading effort

Support reading independence

Help the student set reading goals

- Sweeny, 2008

Common Conference Elements: Conclusion

Developing 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

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 TalkTable Talk

Phase Two Goals

• Students will . . .Enjoy reading books of their own selectionRead 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

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.

I have seen gains in their fluency, comprehension, as well as word skills.

It is truly amazing.

- 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 RulesSIR Rules

- Do your best reading the whole time.

- Only reading is happening.

- Books must be appropriately

challenging.

Welcome Back!

Thoughts and reactions to yesterday?

TWINS WIN!!!!!!!

Reader

Questioner

Questioner

Strategy Identifier

Book Hook

Circles

Differentiated Reading Conferences

Differentiated Reading Conferences

• The conversation structure, content, & tone

• Strategies used by teachers• Responses of students

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

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?

Conferencing Questions

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

Student reflection on reading

Student participation in assessment and review

Explicit strategy instruction

Purpose for reading and goal setting

Efficacy building via specific feedback

Explicit Strategy Instruction

Support the struggling reader:i. Decodingii. Fluency

Foster Comprehension:i. Synthesizingii. Making inferencesiii. Making connectionsiv. Determining importance v. Visualizingvi. Questioningvii. Metacognition

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 has been a favorite time for my students, and many times I have had to cut them off.

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, interestingbooks for my students?

Table TalkTable Talk

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.

While conferencing with them I have had to get into some funny positions!

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!

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.

Reading StrategiesMaking

ConnectionsMaking

ConnectionsMaking

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

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?

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?

Making Connections Includes

Text to selfA text to self connection involves the reader making an authentic connection between someone or something in the story to themselves.

Text to worldA 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).

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.

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?

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?

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?

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?

Using the Bookmarks to Support Read-Aloud

• The bookmarks are based on literary techniques as well as reading comprehension strategies.

Making Inferences

Making Inferences

Making Connections (T-W)

Knowledge

Synthesis

Making Connections (T-S)

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 TalkTable Talk

Strategies and Areas of Focus for 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 & attitudeAffective response, autonomy, habits, locating evidence in text, previewing selection, setting purpose

Book selection Appropriate, easy, difficult, purpose for selection

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

Self-Regulated LearningZimmerman (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.

Self-Regulation in Phase TwoSelf-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?

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?

Sample 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 timeI really need to focus on this

Tools and Techniques to Support SIR

• Self-regulation systems

• Sticky notes

• Signal cards

• Timer

• Personal CD players

SIR Conference Rubric Student Name: _________________________________________________________ Date: __________________ Teacher: ___________________

ALWAYS

USUALLY

RARELY

NEVER

Student uses the reading process effectively. Uses strategies to determine meaning & increase vocabulary: context clues

3

2

1

0

The student constructs meaning from a wide range of texts. Determines main idea/details, sequence events. Identifies authorÕs purpose. Recognizes use of compare & contrast

3

2

1

0

The student understands the common features of literary forms. Understands the development of plot. Knows the similarities & differences among characters, settings, and events.

3

2

1

0

The student responds critically to fiction, non-fiction, poetry, & drama. Student identifies cause and effect relationships in literary text.

3

2

1

0

TOTAL SCORE: ______/12

12-11= A 10- 9= B 8-7= C 6-4= D 3-below= F Area(s) of Concern (circle): LA.A.1.2.3- context clues LA.A.2.2.1- main idea, details LA.A.2.2.1- sequence

LA.E.1.2.2- plot LA.A.2.2.2- authorÕs purpose LA.A.2.2.7- compare & contrast LA.A.2.2.8 & LA.A.2.2.5- graphic sources

LA.E.1.2.3- characters LA.E.2.2.1- cause & effect

Comments:

Henegar 2005

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

Classroom Management

• Set ground rules:– State your expectations in advance of the

conferences– Keep conference interruptions to a minimum

• Let the students decide how long reading time is. When the majority of students have lost focus, time is up.

Phase 3

Self-selected interest and choice

components

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.

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

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 ActivitiesType II & Type III Investigations

I ncreasi n

g d

egree o

f stud

ent s elec ti o

n

InterestsChoices

Enrichment

Phase 3 Choices

• Buddy reading• Literature circles• Creativity training exercises• Independent projects• Online reading and research

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!

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.

How is using the SEM-R like

eating a tomato?

“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

For more information, contact:

fogartye@ecu.edu

Thank you!

Exit Ticket for Day 1

Something I learned today is . . .

Something I’m still wondering about is . . .