Way Beyond Dick and Jane Day 3
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Transcript of Way Beyond Dick and Jane Day 3
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
Exit Ticket for Day 1
Something I learned today is . . .
Something I’m still wondering about is . . .