Savoring Reading Schoolwide Sally M. Reis and Elizabeth A. Fogarty

1. Savoring Reading SchoolwideSally M. Reis and Elizabeth A. Fogarty Jackie Krogulski

2. School Enrichment Model in Reading • Collaboration of teachers and researchers from the University of Connecticut. • Focuses on engaging students in challenging reading accompanied by instruction in higher-order thinking and strategy skills. • Teachers guide students to continue reading and challenging themselves. • Called SEM-R

3. Why Enrichment Is Not Optional • Standardized testing (American College Test) demonstrates that students are not prepared for college or jobs, especially minority and poverty living students. • Schools need to try alternative methods of teaching reading that promote a lifelong enjoyment of reading. • Schools that have used the SEM-R approach have been successful in fluency and comprehension.

4. How The Model Works • Developed from a model used in gifted education. • Focuses on increasing a student readers’ enjoyment through planned enrichment experiences • Includes three categories: • Broad exposure to appropriate texts and areas of possible interest. • Higher-order thinking skills training and methods instruction. • Opportunities to pursue self-selected activities.

5. Phase 1: Hooking Kids on Literature • In Phase 1, teachers read out loud to students from diverse texts and find books that are geared to each class’s interests, reading levels, backgrounds, and cultures. • In 10-20 minute “book hook” sessions, teachers read excerpts to hook students on reading pausing periodically to ask higher-order questions. • The SEM-R team gave teachers laminated bookmarks with cognitively challenging questions to help students become more accustomed to answering higher-level thinking questions. • Students are able to write in a reading log the title of books they want to read on their own if the book hood interests them.

6. Phase 2: Supported Independent Reading with Conferences • Teachers encourage students to chose high-interest books slightly above their current reading level. • Concentration reading began with only 5-10 minutes per day, and increased gradually to 30-45 minutes with specific ground rules for students to follow. • Talk openly about the need to develop the habit of focused reading for success in life. • Tell students to make sure their brain is not“channel surfing.” • Let the students choose where they want to read in the room. • Teachers circle the room and offer individual support for differentiated instruction. • SEM-R materials provide a series of lessons for teachers to guide individual needs of students.

7. Phase 3: Options for Individual Interests • Teachers encourage students to participate about one hour each week in literacy-related activities. • Can be 15 minutes each day or one period devoted to SEM-R. • Teachers gave students several different options. • Explore the internet and reading materials online. • Interest-based projects. • Reading aloud with a friend. • Book chats in literature circles. • Listening to books on tape. • This phase pushes students to read critically and find enjoyable challenging literature beyond texts that teachers and schools provide.

8. Results in Urban Schools • Students taught with the SEM-R method have more positive attitudes towards reading, higher reading fluency, and comprehension scores, and an increased confidence in answering higher-order thinking questions. • Positive changes extended beyond increased test scores. • Students could not wait to begin reading, and were upset when the time for the day was up. • Children who rarely read, read through entire book series. • More advanced conversations occurred regarding books and knowledge students gained from reading more.

9. How this Article affects YOU! • Look at other options to reading. Don’t get basal crazy! • Don’t be afraid to try something new! Use your own interests to spark those of others. • Silent reading time is not a time for correcting papers or writing lesson plans. Move around and talk to you students about what they’re reading!

10. Works Cited • Reis, Sally M., and Elizabeth A. Fogarty. "Saboring Reading Schoolwide." Educational Leadership October 2006: 32-35. Print.