Speaking their Language Day 2
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2nd Day of Challenging the Adolescent Reader at Hormel Conference
Transcript of Speaking their Language Day 2
Tales From The Classroom:Experiences with SEM-R
Tales From The Classroom:Experiences with SEM-R
Tales From The Classroom:Experiences with SEM-R
Participants and SettingThe research site is a high school in rural
Cannon Falls, Minnesota.
The participating teacher is a 40-year veteran teacher licensed in high school speech, theater, and English, and he was trained to use the SEM-R at a summer institute during the summer of 2008.
The participating students are consenting juniors and seniors in a basic reading course.
Adolescent Motivation to Read Profile: 20 item survey adapted for online use that uses a 4 point
scale to measure self concept as a reader and value of reading
STAR Reading Test: online test through the Accelerated Reader Company that
provides a norm-referenced reading assessment of students’ reading achievement and ability to comprehend
Instant Messenger Chats: semi-structured interviews conducted by the researchers
using IM accounts created specifically for this project to protect the students’ anonymity with questions that focus on students’ motivation to read, reading habits, and perceptions of reading
Teacher Log: weekly reflections written by the participating teacher to
document progress and goals throughout the basic reading course
Data Collection and Analysis
Beginning of Research
STAR Reading Test
AMRPIM Chats
Throughout SEM-R
End of Research STAR Reading Test
AMRPIM Chats
Results from the STAR Test and the AMRP are entered into an SPSS document for analysis
Logs of the IM interviews are entered into NVivo for use in qualitative data coding
Data analysis allows researchers to identify changes in students’ motivation to read, perceptions of themselves as readers, and overall reading achievement
STAR Test DataA paired samples t-test was conducted to evaluate the impact of the SEM-R implementation on students’ scores on the STAR Test.
There was no significant change in STAR Test scores from Time 1 (M=964.48, SD=328.70) to Time 2 (M=933.52, SD=321.16) t(22)=.84, p=.41.
AMRP DataA paired samples t-test was
conducted to evaluate the impact of the SEM-R implementation on students’ scores on the AMRP.
AMRP – Self ConceptThere was no significant change
in the AMRP Self Concept scores from
Time 1 (M=27.85, SD=6.167) to
Time 2 (M=29.20, SD=5.68); t(19)= -1.398, p=0.178
AMRP – Value of ReadingThere was a significant change in
the AMRP Value of Reading scores from
Time 1 (M=19.90, SD=5.66) to
Time 2 (M=22.10, SD=5.09); t(19)= -2.624, p=0.017
AMRP – TotalThere was a significant change in
the AMRP Total scores from
Time 1 (M=47.75, SD=10.533) to
Time 2 (M=51.30, SD=8.951); t(19)= -2.856, p=0.01
"I didn't actually read the book, but I did play the video game loosely based on it."
Phase 1Exposure - 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
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
Getting to Know You!
1. Think back: What was your favorite book as a child?
2. Share a memory about this book (or another book) with your neighbor.
• What did you like about it? • What made it special to you?• What associations do you have with
this book?
Book Hook
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.
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.
Teacher Read AloudGuidelines 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.
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.
• Jacket– Author information– Back cover– illustration
• Publication information
• Why you enjoy the book
Table TalkEvery time I introduce a new book during Phase 1, five students seem to want to read it right away! What should I do? What about the students in my subsequent class periods?
‘After sitting atop a virtual bomb and traveling nearly half a million miles; after battling 1202 alarms, low fuel, and frozen fuel slugs; after walking on an airless rock; . . .’
Text Level
Given to the most distinguished children’s informational book published in the preceding year.
‘That year at Perkins had also given Helen a glimpse of her own future. She had learned about another deaf-blind boy named Tommy Stringer. Five-year-old Tommy had lived in a poor house and …’
Text Level
Resources for Finding Books
Weekly Book Hook Theme Ideas
• Author • Historical Event (WW2, Hiroshima, Gold
Rush, Pioneering, Colonialism)• Struggle• Race • Gender Issues• Big Questions (Why hate? Why love?)
www.CarolHurst.com/subjects/subjects.html
Weekly Theme: Prejudice
Day 1
Dr. King uses some very interesting wording in his speeches. [Give one example] How would you have said the same thing?
For what purposes should someone use these books? (MC text to self)
(MC text to text)
Day 2
Why do you think that Dr. King’s sister would decide to write a book about her brother?
How does Ms. Anderson’s personality contribute to her success or failure?
How do these two books add to the information that we discussed yesterday?
(Making Inferences)
(Making Inferences)
(MC text to text)
Day 3
How do the events in the passages from these two books relate to what was going on in the world during the stories’ time periods?
What questions do you have about the time period in which these books took place?
What kind of text could you use to find answers to your questions?
(MC text to world)
(Questioning)
(MC text to text)
Day 4
As I read from this book, I want you to make a picture in your head of the characters and the setting. Be ready to tell me what you see. (Visualization)
DAY 5
Today’s books are different from the books we’ve book talked the other days this week, but they have a similar theme. How are they different?
What seems to be the theme for this week’s books?
(MC text to text)
(Synthesis)
Online Resources
• http://www.gifted.uconn.edu/semr
• Beth Newingham’s website
• Amazon Trailer of The Graveyard Book
• The Book Hive
http://nancykeane.com/rl/
Your Turn
1. Briefly examine a book on your table and look for a passage you might read aloud.
2. Decide which bookmark question and/or reading strategy you might use to guide a book hook from this book.
3. What other resources might you connect to this text?
END PHASE 1
