Post on 23-Dec-2015
3-5 Reading Differentiation
forGifted
Learners
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Link to today’s presentation
●provision of a variety of ways to explore curriculum and content.●provision of an array of processes for understanding and “owning” information.●provision of options for demonstrating or exhibiting what has been learned.
Tomlinson (1995, as cited in Riley, 2000a, p. 2)
Differentiation is….
●making all the tasks the same, with adjustments consisting of merely varying difficulty or number of questions.●assessing some students harder than others.●letting those who finish early play games for “enrichment.”●giving students extra problems or extra work.
Tomlinson (1995, as cited in Riley, 2000a, p. 2)
Differentiation is not....
● You will find suggestions for incorporating Jacob’s Ladder into the Workshop Model.
● You will experience an overview of Socratic Seminar as a way to incorporate higher level questioning into your Workshop for gifted learners.
● You will be able to incorporate William and Mary’s Navigator Novel Study Guides and Literature Units as tools to support book, genre, and concept studies.
● You will understand the needs of gifted learners in preparing for End of Grade tests.
Reading Objectives
Characteristics of Gifted Readers
✧ Reads fluently and well
✧ Reads at an early age in many instances
✧ Interested in words and word relationships (satire and jokes)
✧ Process key ideas about what is read at a more rapid pace
✧ Enjoys talking about literature and books
✧ Writes descriptively to communicate stories
✧ Reads often-inside and outside of class
✧ Advanced vocabulary for age or cultural population
✧ Enjoys verbal puzzles and games
✧ Research skills✧ Reading a variety of genre✧ Independent research projects✧ Opportunities to pursue areas of interest in depth over a long
period of time✧ Guidance in critical reading and literary analysis
• (Halsted, 2002)
Needs of the Gifted Reader
Jacob’s Ladder✧ Includes 10 reading selections of
each of the following genres:
~Fables/myths (Level 3), interdisciplinary reading connections
(picture books that link core curriculum with reading comprehension-Primary 2), short stories and essays
~Poetry
~Nonfiction (Draft version-through Benchmark Education)
✧ Each reading selection (except poetry-Level 1) includes 2-3 ladders based on best fit with reading selections
Overview
Revised Edition from Prufrock Publishing, Inc.
✧ Primary 1 (K-1): Short Stories, Poetry… Ladders A-F
✧ Primary 2 (1st-2nd): Short Stories, Interdisciplinary Reading Connections, Poetry… Ladders A-F
✧ Level 1 (2nd-3rd): Myths/Fables, Poetry, Non Fiction…Ladders A-D
✧ Level 2 (4th/5th): Short Stories, Poetry, Non Fiction… Ladders A-D
✧ Level 3 (5th/6th): Short Stories, Poetry, Non Fiction… Ladders A-D
✧ Level 4 (7th-9th): Short Stories, Poetry, Non Fiction… Ladders A-D
Overview Cont.
Draft version includes Levels I, II, and III… Nonfiction books available through Benchmark Ed.
Try using selections once or twice per quarter
✧ To enhance reading comprehension skills
✧ To build reading skills from lower order to higher order thinking
✧ To enhance student discussion of textual meaning
✧ To promote instructionally sound test preparation
✧ Build scaffolding for students to better employ higher level thinking skills with a variety of text
✧ To cover language arts standards such as sequencing, cause and effect, classification, making generalizations, inference, and recognizing themes and concepts
Purpose of Jacob’s Ladder
✧ Students engage in the inquiry process that moves from lower order to higher order thinking skills.
✧ Organized into 4-6 ladders, each focusing on a different skill…depending on the grade level.
✧ Students answer lower level questions on the lower rungs of each ladder and move to higher level questions at the top of each rung.
Introduction to Jacob’s Ladder
•Pre-Assessments are provided…to guide student instruction.
•Varies by student
•15 minutes needed to read the selection
•15- 20 minutes to complete one ladder individually
•More time is required for paired discussion and whole group discussion
•Set aside 2 days a week if possible to focus on the ladders
•In the book, there is a passage followed by 2 different ladders which could be easily incorporated into those 2 days
Time Allotment
Summarizing the Ladder Goals
Ladder A: predicting and forecasting skills by encouraging students to make connections among information provided.Ladder B: develop deductive reasoning skills, moving from concrete elements in a story to abstract ideas.Ladder C: developing literary analysis skills based on an understanding of literary elements.Ladder D: develop skills in creative synthesis in order to foster students’ creation of new material based on information from the reading.Ladder E: (Primary 1 and 2) Helps students develop skills in using their emotional intelligence in order to regulate and modulate behavior with respect to learning.Ladder F: (Primary 1 and 2) Focus on Word Study… to move students from understanding meanings of words or figurative language to appropriately using words within an applicable context or their own creation.Ladder
Delilah
She has blue eyes like the ocean.Her tongue like a rose.Her nose like a heart.
Her tail like a fan.Her black coat like the night sky.
By Casey CarrollGrades 4-5
Honorable MentionCenter for Gifted Education Talent Search
After completing the Ladders, students should be able to…..
•Articulate their understanding of a reading passage using textual support
Engage in proper dialogue about the meaning of the selection
•Discuss varied ideas about intention of a passage both orally and in writing
blendspace example
https://www.blendspace.com/lessons/-cZwe9S1qO9zkQ/it-s-electric-jacob-s-ladder-4th-grade
Inquiry Discussion
Selecting an appropriate Text for Inquiry Discussion● must be open for
interpretation to promote discussion
● needs to have a theme centered around ideals or values example: friendship, responsibility, bravery, etc.
Let us examine this question together, my friend, and if you can contradict anything that I say, do so, and I will be persuaded.
Socrates
Socratic Seminar
•Thoughtful and collaborative dialogue
•Open-ended discussion
•Multiple viewpoints working toward a shared understanding
•An excellent strategy that
helps increase reading comprehension
What is a Seminar?
•Engages students in an exploration of “big ideas”
•Exposes students to rich, high quality, and varied materials
•Challenges and stretches student thinking
•Provides opportunities for active listening
•Requires learners to support opinions with evidence
•Encourages students to articulate their thinking and be concise, as well as become more aware of their own thinking (metacognition)
What Does a Seminar Do?
Class Discussions vs Seminars
Class Discussions
Majority of talking is from teacher
Average student response is very brief
Teacher judgment, emphasis on correctness; limited extended thinking
“Rightness” is valued; thinking ends as soon as one is right
Students listen primarily to teacher
Seminars
Majority of talking is from students
Lengthier, more detailed student responses
No teacher approval or disapproval
Thinking is valued, backed up with textual evidence
Students listen to peers
Three Parts to Socratic Seminars
Preparation• Building background
knowledge• Preliminary
conversations• Reading and
responding to text (including vocabulary development)
• Answering/creating open-ended questions
Seminar Discussion• Arrange class in a circle• Follow seminar etiquette • Clarify teacher and
student roles• Gradual release of
responsibility• Explore questions and
ideas• Increased understanding
Seminar Follow-Up• Process the
discussion and share possible changes in thinking
• Consider extension activity
• Evaluation and goal-setting (individual and group)
PMI Student Example
Preparing for Seminar: Learning about, exploring, and creating open-ended questions
•Group is seated and facing each other
•Everyone must be prepared for seminar
•Be courteous
•Be patient
•Address each other as Miss or Mr.
•Speak one at a time
•Be responsible for your own participation
•Use evidence from the text to support your opinion
•Answer only one question at a time
•Discuss only the text of focus
•Use conversation stems to help you communicate clearly
Seminar Etiquette
● Presents questions to group (initially)
● Clarifies and paraphrases responses for the group
● Is objective and non-judgmental
● Demonstrates active listening
● May sit outside of the circle to observe
● Helps maintain the flow of the seminar and keeps track of time
● Sets up safe environment to welcome academic risk-taking
● Goal is to be a moderator, or facilitator, but to make the seminar as student-led as possible
Role of the Leader
•Prepare for seminar
•Follow seminar etiquette
•Come to seminar with the goal of hearing others, not just being heard
•Actively participate
Role of Students
Conversation Stems for Student Use
Providing students with conversation stems ensures authentic dialogue, increases participation, and sets all students up to be successful.
Video Clips of Seminars in Action
https://www.youtube.com/watch?v=Y-PBzjeYdp0
•An activity that requires students to apply ideas and insights that have been gained through the seminar discussion
•Extends the energy generated by the discussion
➔ Separately from a follow-up activity, students should reflect on their individual participation in the seminar, as well as the group’s. They should also set goals for future seminars.
Seminar Follow-Up
•Write King George’s response to the Declaration•Compare the colonists’ struggle for freedom to another movement, such as women’s rights or civil rights.•Write a response to the Declaration from a loyalist’s viewpoint.•Write your own declaration of independence from something that is important to you.
Example Follow-Up Activities Following Seminar on the Declaration of Independence
Socratic Seminar Observation/Notes
NameTally of Number
of Times Speaking
Making eye contact with
many in groupWorking towards
equal participation
Adding on to others’ thoughts
– elaboratingConsidering multiple
points of view Other Notes
Socratic Seminar Observation/Notes
1. Mr. Adams x*
2. Miss Alcott x
3. Miss Dickinson xx
4. Miss Bronte x
5. Mr. Emerson xxx
6. Mr. Frost xx
7. Miss Kingsolver x
8. Mr. Lewis xx*
9. Mr. Melville
10. Miss Morrison x
11. Miss Rand x*x
12. Miss Roberts
13. Mr. Shakespeare xxxx
Socratic Seminar Observation/Notes
At first I thought… but now I think...Something I noticed we did very well was …A goal we might consider for a future seminar is...The text really served as an anchor/reference when the group was talking about …We generated many ideas about ...
Possible Stems for Student Reflection
Group Dynamics Rubric Sample
1. Dominance by one or a few individuals.
1 2 3 4 5 6 7 8 9 10
2. Engagement level by the group (listening and speaking both count).
1 2 3 4 5 6 7 8 9 10
3. Respect shown to members of the group.
1 2 3 4 5 6 7 8 9 10
4. Cooperative exploration of the topic.
1 2 3 4 5 6 7 8 9 10
5. Desire by group members to hear different perspectives.
1 2 3 4 5 6 7 8 9 10
6. Assistance given to one another to clarify and explore a point.
1 2 3 4 5 6 7 8 9 10
1 = Dynamic doesn’t exist 10= Dynamic is extremely present
Personal Participation Evaluation
Never Sometimes
Often
I shared my ideas with the group. N S A
I listened to my classmates. N S A
I asked questions. N S A
I was quiet while others were talking. N S A
I paid attention to who was speaking. N S A
Answer each of the following questions, using a scale of 1 to 5 (1 = Never and 5 = Always)How often do you…1. Ask questions during class? 1 2 3 4 5 2. Support your opinions or ideas with evidence? 1 2 3 4 5 3. Explain your ideas? 1 2 3 4 5 4. Build upon what others have said? 1 2 3 4 5 5. Want to hear other students’ opinions? 1 2 3 4 5 6. Try to improve the discussion? 1 2 3 4 5
(2 samples)
How does the Socratic Seminar fit into the Workshop Model?
Navigators
Navigators were developed by The Center for Gifted Education at the College of William and Mary.
Each book is a collection of questions and activities intended to support the study of a novel.
Goals of the Navigators
● To develop analytical and interpretive skills in literature● To develop understanding of selected literary themes.● To develop linguistic competency through vocabulary and
language study● To develop skills in written and oral communication● To develop higher level thinking and reasoning skills in language
arts● To develop research skills
All can be used for writing or discussion:
❖ While You Read❖ Exploring the Story❖ Meeting the Characters❖ Understanding the Ideas❖ Connecting to You
http://education.wm.edu/centers/cfge/curriculum/languagearts/materials/navigators/index.php
Navigator Question Types
Sample Questions
Teachers can choose from several models to guide interpretation and make various connections based on the needs of the students or standards to be addressed:● The Literature Web: Have students complete the web independently,
share ideas in a small group discussion, and follow-up with a teacher-facilitated de-briefing.
● Persuasive Writing/Point of View: Students construct a paragraph that states their point of view on a topic. This model includes stating evidence and adding details for elaboration.
● VocabularyWeb: Exploring words in-depth.
Interpreting the Selection
Key Words: interesting, unfamiliar, striking, or important words and phrases within the textFeelings: the reader’s feelings; character’s feelings; feelings the reader infers the author intended to evokeIdeas: major themes and main ideas of the textImages and Symbols: notable in the text, in the reader’s mind, or symbols for abstract ideasStructure: how form and structure contribute to meaning (unusual time sequence, use of voice, figurative language, style of writing, etc.)
Literature Web
This web is provided to help students construct their response to the issue or question.
Persuasive Writing
*Tool for exploring words in-depth*Asks students to investigate a single word: define, give synonyms and antonyms, origin, part of speech….*Students can then link to other words creating word families.*Students can also create sentences, analogies, or other creative representations of the word.
Vocabulary Web
Concept Mapping:
Example from Tuck Everlasting: “Create a concept map about how one of these ideas is explored in the novel: loss, friendship, loneliness, change, death, life, youth. Use specific characters and events from the novel to demonstrate how the concept is developed. Then write at least two generalizations you can make about the concept. A sample concept map is started for you.”
More information on Concept Development can be found by conducting an Internet search for “Taba Method of Concept Development.”
Additional Differentiation
Goals of the Navigators
● To develop analytical and interpretive skills in literature● To develop understanding of selected literary themes.● To develop linguistic competency through vocabulary and
language study● To develop skills in written and oral communication● To develop higher level thinking and reasoning skills in language
arts● To develop research skills
All can be used for writing or discussion:
❖ While You Read❖ Exploring the Story❖ Meeting the Characters❖ Understanding the Ideas❖ Connecting to You
http://education.wm.edu/centers/cfge/curriculum/languagearts/materials/navigators/index.php
Navigator Question Types
Sample Questions
Teachers can choose from several models to guide interpretation and make various connections based on the needs of the students or standards to be addressed:● The Literature Web: Have students complete the web independently,
share ideas in a small group discussion, and follow-up with a teacher-facilitated de-briefing.
● Persuasive Writing/Point of View: Students construct a paragraph that states their point of view on a topic. This model includes stating evidence and adding details for elaboration.
● VocabularyWeb: Exploring words in-depth.
Interpreting the Selection
Interdisciplinary and Research Connections
Further ideas for conducting research are provided.
Examples from Tuck Everlasting include:● reading another work by the author and creating a Venn● watching the movie and analyzing based on a set of given questions● research and connections to current events (genetics, cloning)● connection to myths and key elements shared (creation of a poster)● researching the author using websites provided (writing a letter to her)
**Resources for the teacher, further reading, and websites also provided at the end of the Navigator book
WM Literature UnitsThe Literature were developed by The Center for Gifted Education at the College of William and Mary.
This unit introduces students to some of the important approaches to literary criticism. Through reading, discussion and written analysis of literature students develop and awareness of the common characteristics and differences within and among genres.
1. To develop analytical and interpretive skills in literature2. To develop persuasive writing skills3. To develop linguistic competency4. To develop listening/oral communication skills5. To develop reasoning skills in the language arts6. To develop and understanding of the concepts of cyclical
change in the language arts
Goals of W&M Literature Units
“If a teachers helps students to see more than the surface meanings of literary works and models excitement and joy in the search for meaning, studetns will come to see the value of taking a second look at those works and of finding the meanings they hold for their own lives.”
Rationale
New feet within my garden go—
New fingers stir the sod—
A Troubadour upon the Elm
Betrays the solitude.
New children play upon the green—
New Weary sleep below—
And still the pensive Spring returns—
And still the punctual snow!
Are You Smarter Than A 5th Grader?
Pre-Assessment For Literature
Poll Everywhere
● Folktales and Mythso Japanese o Native American
● Advanced Poetryo Maya Angelouo E.E. Cummingso Emily Dickinsono Joseph Ceravolo
● The Artso Paintings of Moneto Native American folk music
Text Selections and Authors
Each new hour holds new chances For a new beginning. Do not be wedded forever To fear, yoked eternally To brutishness.
The horizon leans forward, Offering you space to place new steps of change. Here, on the pulse of this fine day You may have the courage To look up and out and upon me, the Rock, the River, the Tree, your country. No less to Midas than the mendicant. No less to you now than the mastodon then.
On The Pulse of the Morning
Here, on the pulse of this new day You may have the grace to look up and out And into your sister's eyes, and into Your brother's face, your country And say simply Very simply With hope -- Good morning.
The Widow Maker
all ignorance toboggans into knowand trudges up to ignorance again:but winter's not forever,even snowmelts;and if spring should spoil the game,what then?
all history's a winter sport or three:but were it five,i'd still insist that allhistory is too small for even me;for me and you,exceedingly too small.
Swoop(shrill collective myth)into thy gravemerely to toil the scale to shrillernessper every madge and mabel dick and dave--tomorrow is our permanent address
and there they'll scarcely find us(if they do,we'll move away still further:into now
The Parasol Lady
● RAFT
● Think-Tac-Toe
● Multiple Intelligence Choice Board (Gardner’s MI or William’s Taxonomy)
http://www.cabarrus.k12.nc.us/Page/35374 (Resources on Gifted Education page)
Tools for Reading Differentiation
● Role, Audience, Format and Topic
● students take on a role, create a product for a specific audience based on a given topic.
● teachers can give students choice or assign specific RAFT activities.
(Tomlinson, Carol Ann. Fulfilling the Promise of the Differentiated Classroom, 2003.)
RAFT
Think-Tac-Toe Board
● differentiates readiness and interest
● allows for choices
● alternative to book reports while still allowing key points of instruction to be addressed.
(Tomlinson, Carol Ann. Fulfilling the Promise of the Differentiated Classroom, 2003.)
● Uses Gardner’s Multiple Intelligences (verbal, logical, visual/spatial etc.)
● allows for choice.
● can be incorporated into any subject area or topic of study.
(Tomlinson, Carol Ann. Fulfilling the Promise of the Differentiated Classroom, 2003.)
Multiple Intelligence Choice Boards
EOG Test Prep
“Gifted children sometimes do poorly [or don’t show growth] on achievement tests… and therefore can’t demonstrate what they’ve learned in the way the test asks them too. Or sometimes they overanalyze test questions and can’t make decisions.”
-Helping Gifted Children Soar: A Practical Guide for Parents & Teachers
“EOG” Study Groups for Gifted Readers
❖ For the students at 96%+ on achievement- showing growth can be difficult. Missing just one or two questions could be the difference in whether they demonstrate “growth” or not.
❖ Assumptions about logical answers can be detrimental- for students and teachers.
❖ Make a point to work with gifted students in small study groups to work on specific EOG skills - listen for responses and misconceptions (over- analysis, can defend/argue several answers) - guide them through a typical response.
Points to Consider
Courtney Oliver had wanted to work in a veterinarian’s office for as long as she can remember. The 10-year-old had often joined her mother in taking her family’s pet dogs and hamsters to the vet. “It always bugged me when the vet took our dogs to the back of the office and closed the door,” says Courtney. “I wanted to know what was going on.
What is meant by the sentence below?
“ ‘It always bugged me when the vet took our dogs to the back of the office and closed the door’ ”?
A Courtney was bothered that she could not be with her dog. B There were flies and other insects biting her dogs. C Courtney was afraid her dog would never come out. D There were other animals that might harm the dogs.
EOG Example 1
Dr. Neary uses special exercises and massage to help pets that have joint problems, such as knees that hurt when the animal walks. Dr. Neary often uses special treadmills placed in a shallow pool to help injured animals exercise safely. In water, a dog puts less pressure on its joints when it walks. That way it can exercise and strengthen its muscles without hurting them.
According to the selection, why do some animal exercises take place in shallow water?
A It is comfortable for them. B They enjoy getting wet. C It is easier on their joints. D They need the exercise.
EOG Example 2
How do I create my own blendspace?
https://www.youtube.com/watch?v=aQ_Mg3lSoew
blendspace
https://www.blendspace.com/lessons/E8PHYGuMRX5tYw/civil-war
Civil War Example
Independently or in grade level teams, use this time to:● Create a blendspace on a Jacob’s Ladder selection suitable
for your grade level. Books are available for your use.
● Create a blendspace for any other topic needing differentiated options for your grade level curriculum (example: try adding a choice board or RAFT from a Google search)
● Create a Kahoot account and make a quiz for your class at: getkahoot.com (students use kahoot.it)
Technology Make and Take
❖ What questions were answered for you today?
❖ What questions do you have?
❖ What other information would you like to have?
QUESTIONS?