Frequently Asked Questions
Just a reminder – In the 3 years that we have field-tested SEM-R, we have found many different ways for teachers to implement the model. There really is not one right way to use the SEM-R, as individual teacher creativity and interests are built into the process. We hope you enjoy the freedom to use your own creativity to encourage students to read.
Are the books that we are getting already lexiled and leveled?
Do we have to return the books and tapes and CD's?
How does one fit in standards and benchmarks during SEM-R, and how does this reflect on the report card?
How do we use SEM-R in
determining grades?
How do we meet the needs (IEP goals) for ESE (students with special needs), and for ESOL intensive students
who remain in the classroom
during SEM-R?
Can you review the time we should spend for Phase 1, 2,
and 3?
What about the Student log? How did most teachers use it during the implementation of SEM-R?
Are the books that we are getting already lexiled and leveled?
All of the books are from Scholastic, so the lexiles are available, but as we mentioned in the previous training, in our research with SEM-R, we have found that interests and previous background as well as motivation to read moves many kids beyond what their reading levels on the lexiles. In all of the research that has been done on reading levels, it is clear that nothing does as good a job as teachers who conference with children and determine this on an individual basis over time. A good bit of our motivation for developing SEM-R was to move beyond formulas that predetermine which books kids can read. The best way to find an appropriate match is to work individually with kids, find their interests, and help them to read slightly above their current level.
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Do we have to return the books and tapes and CD's ?
No, they are yours to keep to use next year or in the future. Remember, we hope to have you continue using the SEM-R next year, but that choice will be up to you and your principal and district administration.
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How does one fit in standards and benchmarks during SEM-R, and how does this reflect on the report card?
SEM-R takes into account both the state and national reading standards and benchmarks of the regular reading program and since it is being used in conjunction with other reading programs, there is a combination of both that will determine that all standards are met. The goals of SEM-R relate to increased reading comprehension and fluency, increased positive attitude toward reading, and differentiation of skills that are taught.
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How do we use SEM-R in
determining grades?
Grades for SEM-R in the past have been given based on the following: each of the conferences can result in a class participation grade; student's weekly responses (brief) to questions raised about the books they are reading can be graded; students can be graded based on the amount of time and quality of time they spend in Phase 2, supported, independent reading. You can also combine these grades with what you are doing in the traditional reading program that you are teaching the other half of your reading block.
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How do we meet the needs (IEP goals) for ESE (students with special needs), and for ESOL intensive students
who remain in the classroom
during SEM-R?
Each Phase 2 conference can be modified for students with special needs and these conferences can address the IEP goals. We have been very successful with ESOL intensive students using SEM-R. Students who read either in English or Spanish made significantly higher gains than their ESOL peers who did not participate in SEM-R.
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Can you review the time we should spend for Phase 1, 2,
and 3?
We usually start with about 20 minutes in Phase 1, 20-25 minutes in Phase 2, and 15 minutes in Phase 3. By the end of November, we hope to see you doing 10 minutes on Phase 1, 30-35 minutes in Phase 2, and 10-15 minutes in Phase 3.
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What about the Student log? How did most teachers use it during the implementation of SEM-R?
The student log is kept all year. It is a good way to transition students into using SEM-R. Each student can keep the book they are currently reading during Phase 2 in the log. When they start Phase 2, they should enter the time they have read and the book they are reading. They should keep this log in a secure place so that you can have students always able to find their books. Students also use the logs to write their brief writing response each week.
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