Project Overview

The Schoolwide Enrichment Model – Reading Framework (SEM-R) includes three general categories of reading instruction that are dynamic in nature and designed to enable some flexibility of implementation and content in response to both teachers' and students' needs.

The SEM-R was developed to increase reading challenge and enjoyment for all students, but one important goal of this reading framework is to challenge talented readers.

This approach is based on Renzulli's Enrichment Triad Model and includes three levels of enrichment: broad exposure to areas in which students might have interests, training and methods instruction, and opportunities to pursue self-selected topics of interest to students. The three distinct phases of the SEM-R are described in more depth below.

Phase I - Exposure

Teachers select literature to read aloud to students, interspersed with higher-order questioning and thinking skills instruction. These "book hook" sessions are initially 10 to 20 minutes in length, and teachers are encouraged to share high interest, challenging books with their students.

A variety of genres can be selected for this phase including mysteries, poetry, historical and science fiction, biographies, autobiographies, and other non-fiction. The program emphasizes helping students to enjoy the process of reading; and selections are made based on student engagement with content and reactions to initial selections. Teachers are provided with bookmarks that feature guiding questions involving higher order thinking skills to help them frame the class discussion for the read aloud.

Phase II – Training and Self-Selection

The development of students' capability to engage in a structured silent reading time of self-selected high interest books is emphasized in this phase. Students are supported with individualized, differentiated reading conferences, termed Supported Independent Reading (SIR).

Teachers coach students to select books that are slightly above their current reading level and the appropriate match is continually assessed through regular conferences with each student two to three times each week. While all students read independently, the teacher provides one-on-one instruction in strategy use, including phonics and vocabulary, as well as a higher-level discussion of the students' choice of books.

Phase III – Interest and Choice Components

Students are encouraged to move from teacher directed opportunities to self-choice activities over the course of the school year.

Activities include (but are not limited to) opportunities to

• explore new technology
• engage in discussion groups
• writing activities
• creativity training in language arts
• learning centers
• interest-based projects
• continuation of self-selected reading
• book chats.

The intent of these experiences is to provide time for developing and exploring student interest in reading. In addition, students engage in creative and critical thinking training and advanced training in the use of the Internet to find information about various literary genres, such as biographies and autobiographies. Options for independent study are also made available for students during this phase.