1st Edition

Schoolwide Enrichment Model Reading Framework

    262 Pages
    by Prufrock Press

    Based on research conducted by The National Research Center on the Gifted and Talented, this guidebook presents a framework for increasing reading achievement, fluency, and enjoyment. The Schoolwide Enrichment Model Reading Framework (SEM-R) focuses on enrichment for all students through engagement in challenging, self-selected reading, accompanied by instruction in higher order thinking and strategy skills. A second core focus of the SEM-R is differentiating instruction and reading content, coupled with more challenging reading experiences and advanced opportunities for metacognition and self-regulated reading. Chapters cover each of the three phases of the framework, implementation variations, and organization strategies, and the appendices provide handouts, booklists, charts, and more.

    Chapter 1: Introduction to an Enriched & Differentiated Model in Reading Chapter 2: PhaseOne: Hooking Kids on Books Chapter 3: Phase 2: Supported Independent Reading & Differentiated Teacher Conferences Chapter 4: Phase 3: Interest and Choice Activities Chapter 5: Integrating Reading Strategy Instruction in the SEM-R Chapter 6: Managing the SEM-R in Your Classroom: Organizational Strategies That Work Chapter 7: Challenging Talented & Struggling Readers in the SEM-R Chapter 8: Implementing the SEM-R in an After-school Setting Chapter 9: Supporting Implementation: The SEM-R Coach References Appendix A: Bookmarks Appendix B: Reading Interest-A-Lyzer Appendix C: Award-Winning Books Appendix D: Sun & Cloud Templates Appendix E: Reading Growth Graph Appendix F: Creativity Lesson Appendix G: SEM-Xplorations Example Appendix H: Teacher Log Templates Appendix I: Student Log Templates


    Rebecca D. Eckert, Ph.D., is a clinical professor in the Neag School of Education where she works with pre-service teachers at the graduate and undergraduate level as they prepare to meet the needs of all students K-12. She also serves as the Professional Development Center Coordinator for two partner school districts in Connecticut.

    Elizabeth A. Fogarty, Ph.D., is assistant professor of elementary education at East Carolina University in Greenville, NC, where she teaches both elementary education and gifted education classes. She obtained a master's degree in talent development and gifted education from Minnesota State, Mankato and a Ph.D. in educational psychology from The University of Connecticut focusing on gifted education. Her research interests include talented readers, differentiation, and teacher effectiveness. Dr. Fogarty is on the board of directors of the North Carolina Association for the Gifted and Talented and serves as the Professional Development Network Chair of the National Association for Gifted Children. She was named the 2010 Early Leader of the same organization.