When Guided Reading Isn't Enough Guidance - Young Talented Readers
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Transcript of When Guided Reading Isn't Enough Guidance - Young Talented Readers
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When Guided Reading isn’t Enough
Guidance:
Young Talented Readers
Presentation for the 2015 NAGC Conference
Dr. Liz Fogarty
lizfogarty.weebly.com
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To DO List :
•Defining: Young Talented Readers
•Limitations of guided reading with young, talented readers
•Classroom environment
•Using powerful texts
•Differentiated teaching strategies
Gifted ReadersAdvanced Processing
Retain a large quantity of information for retrievalAutomatically integrate prior knowledge and experience in readingUtilize higher order thinking skills such as analysis and synthesisProcess information and thoughts at an accelerated paceSynthesize ideas in a comprehensive wayPerceive unusual relationships and integrate ideasGrasp complex ideas and nuances
Advanced Language Skills
Enjoy and subtleties and complexities of languageDemonstrate advanced understanding of languageUse expansive vocabularyUse reading to acquire a large repertoire of language skills Use language for humorDisplay verbal ability in self-expressionUse colorful and descriptive phrasingDemonstrate ease in use of language
From the work of Sullivan and Reis
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Who are young talented readers?
•Read at a level two grades or more above their current grade
•Enjoy reading (usually)
•Read to satisfy curiosity and read to learn
•Read early and often without being taught
Common Factors for Young, Talented Readers
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•Had mothers with high educational levels
•Range in socioeconomic status
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Some are Precocious Readers
•50% of gifted children were reported as reading easy text by age 4, while only 22% of non-gifted children did so.
•Factor 1: Schools develop test takers instead of readers.
•Factor 2: Schools limit authentic reading experiences.
•Factor 3: Teachers overteach books.
•Factor 4: Teachers underteach books.
March 2010 l Volume 67 l Number 6Reading to Learn Pages 36-41
Reversing ReadicideKelly Gallagher
In a time of drastic change, it is the learners who inherit the future. The learned find
themselves equipped to live in a world that no longer exists.
- Eric Hoffer
Process vs. Content
Common Core illustrates a shift from specifying WHAT to learn, to HOW to learn.
20Photo credit to Mondo Educational Publishing
Reading Level = 3.8Reading Level = 3.8
Reading Level = 4.0Reading Level = 4.0
Reading Level = 3.6Reading Level = 3.6
Reading Level = 8.2Reading Level = 8.2
Reading Level = 3.4Reading Level = 3.4
Reading Level = 6.0Reading Level = 6.0
Regular Classroom Setting
RANGE = 4.8 Grade Levels
21Photo credit to Mondo Educational Publishing
Reading Level = 6.8Reading Level = 6.8
Reading Level = 7.0Reading Level = 7.0
Reading Level = 5.6Reading Level = 5.6
Reading Level = 8.2Reading Level = 8.2
Reading Level = 6.4Reading Level = 6.4
Reading Level = 6.0Reading Level = 6.0
Cluster Grouped Classroom
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READING TO LEARNReading Level = 3.0+ READING TO LEARN
Reading Level = 3.0+ LEARNING TO READ
Reading Level = 1.5-2.9LEARNING TO READ
Reading Level = 1.5-2.9PRE-READER
Reading Level = preKPRE-READER
Reading Level = preK
Providing a Continuum of Delivery
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Schoolwide Components
•Cross grade grouping for reading
•Grade acceleration for reading
•Increase library access
Five-year-olds in the Montessori programs evidenced superior results across many areas, including better scores on reading and math standardized tests, more positive interaction on the playground, more advanced social cognition and executive control, and more concern for fairness and justice.
28 ciep.hunter.cuny.edu
The twelve-year-olds enrolled in Montessori programs also showed superior strengths on socio-emotional measures; they showed more positive responses to stories depicting social dilemmas such as a situation in which children are having difficulty taking turns on the swing set. They also reported a stronger sense of community at school.
29 ciep.hunter.cuny.edu
There are approximately 20,000 Montessori schools worldwide and 4,500 in the United States (NAMTA, 2015). However, only 500 of the 4,500 U.S. Montessori schools are in the public sector, which means that access to Montessori education is limited primarily to those with the means to pay for a private education (NCMPS, 2015b). As policymakers search for proven pathways of success for disadvantaged children, they should consider expanding the availability of Montessori education to more of our public school students. If we are to have a more equitable and effective public education system, skills that have been the province of the few must become universal.
30ciep.hunter.cuny.edu
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READING TO LEARNReading Level = 3.0+ READING TO LEARN
Reading Level = 3.0+ LEARNING TO READ
Reading Level = 1.5-2.9LEARNING TO READ
Reading Level = 1.5-2.9PRE-READER
Reading Level = preKPRE-READER
Reading Level = preK
Providing a Continuum of Delivery
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PRE-READERSPRE-READERS
Providing a Continuum of Delivery
• Tactile experiences
• Developmentally appropriate
• Materials at their level
• NOT just paper and pencil activities
• Guided reading if there are others at
the same level
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LEARNING TO READLEARNING TO READ
Providing a Continuum of Delivery
• Tactile
experiences
• Books and
materials at
their level
• Guided
reading if
there are
others at their
level
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Teaching “Determining Importance”
http://www.readwritethink.org/files/resources/interactives/bookcov
er/
Use the Book Cover Creator
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Teaching Story Elements
Use the Cube Creator
http://www.readwritethink.org/files/resources/interactives/cube_cr
eator/
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Teaching Phonics
Use the Word Wizard
http://www.readwritethink.org/files/resources/interactives/wordwiz
ard/
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READING TO LEARNREADING TO LEARN
Providing a Continuum of Delivery
• Independent experiences
• Small group reading experiences
(GR) if there are students with similar
needs
• Book choice at adequately
challenging levels
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Determining the Appropriate Match between Text and Reader
•Cognitive capabilities (attention, ability, analytic ability)
•Motivation
•Knowledge (topic knowledge, vocabulary, knowledge of comprehension strategies)
RAND Reading Study Group, 2002