Presentation for 2014 NAGC Conference

1. common core +
adolescent readers
= continuum for success
NAGC 2014
Dr. Liz Fogarty
fogartye@ecu.edu

2. lizfogarty.weebly.com

3. 3
To DO List :
• Potential of the common core to
challenge adolescent gifted readers
• Using powerful texts
• Differentiated teaching strategies
• Classroom environment
• Practical methods and materials

4. 4
Who are gifted readers?
Those who:
• Read at a level two grades or more
above their current grade
• Have advanced vocabulary
• Enjoy reading (usually)
• Read to satisfy curiosity and read to
learn
• Read early and often without being
taught

5. 5
Some are Early Readers
• 50% of gifted
children were
reported as
reading easy
text by age 4,
while only 22%
of non-gifted
children did so.

6. Gifted Readers
Advanced
Processing
Retain a large quantity of information for retrieval
Automatically integrate prior knowledge and experience in reading
Utilize higher order thinking skills such as analysis and synthesis
Process information and thoughts at an accelerated pace
Synthesize ideas in a comprehensive way
Perceive unusual relationships and integrate ideas
Grasp complex ideas and nuances
Advanced
Language Skills
Enjoy and subtleties and complexities of language
Demonstrate advanced understanding of language
Use expansive vocabulary
Use reading to acquire a large repertoire of language skills
Use language for humor
Display verbal ability in self-expression
Use colorful and descriptive phrasing
Demonstrate ease in use of language
From the work of Sullivan and Reis

7. 7
Potential of Common Core
to Challenge the Adolescent
Gifted Reader

8. Common Core: Changes in
Classrooms

9. 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 6
Reading to Learn Pages 36-41
Reversing Readicide
Kelly Gallagher

10. 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.

11. CCSS.ELA-Literacy.RL.7.3
Analyze how particular elements of a story or drama interact (e.g., how setting shapes
the characters or plot).
CCSS.ELA-Literacy.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of episodes as
well as how the characters respond or change as the plot moves toward a resolution.
CCSS.ELA-Literacy.RL.8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the
action, reveal aspects of a character, or provoke a decision.
Common Core is a Continuum

12. http://www.readwritethink.org
/files/resources/interactives
/circle-plot/
CCSS.ELA-Literacy.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of episodes as
well as how the characters respond or change as the plot moves toward a resolution.

13. 13
Teaching Story Elements
Use the Cube Creator
http://www.readwritethink.o
rg/files/resources/interactive
s/cube_creator/

14. Common Core is a Continuum
CCSS.ELA-Literacy.RI.9-10.3
Analyze how the author unfolds an analysis or series of ideas or events, including
the order in which the points are made, how they are introduced and developed,
and the connections that are drawn between them.
CCSS.ELA-Literacy.RI.11-12.3
Analyze a complex set of ideas or sequence of events and explain how specific
individuals, ideas, or events interact and develop over the course of the text.

15. CCSS.ELA-Literacy.RI.9-10.3
Analyze how the author unfolds an analysis or series of ideas or events, including
the order in which the points are made, how they are introduced and developed,
and the connections that are drawn between them.

16. Grades 9-10 Text Exemplars
Informational Text – English Language Arts
Margaret Chase Smith “Remarks to the Senate in
Support of a Declaration of Conscience.” p. 125
https://www.senate.gov/artandhistory/history/resources/
pdf/SmithDeclaration.pdf

17. CCSS.ELA-Literacy.RI.9-10.3
Analyze how the author unfolds an analysis or series of ideas or events, including
the order in which the points are made, how they are introduced and developed,
and the connections that are drawn between them.

18. CCSS.ELA-Literacy.RI.7.5
Analyze the structure an author uses to organize a text, including how the major
sections contribute to the whole and to the development of the ideas.
CCSS.ELA-Literacy.RI.6.5
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall
structure of a text and contributes to the development of the ideas.
CCSS.ELA-Literacy.RI.8.5
Analyze in detail the structure of a specific paragraph in a text, including the role of
particular sentences in developing and refining a key concept.
Common Core is a Continuum

20. Cubing with QR codes
Each code could link to a story or article for
students to read with the texts being
differentiated for readers of differing readiness
levels
OR each code could link to a webpage with
questions that are differentiated for different
levels of Bloom’s Taxonomy

21. 21
Using Powerful Texts

22. 22
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

23. 23
Text
Appendix A - ELA Common Core
Lexile Ranges for CCR Expectations

24. http://www.adlit.org/books_by_theme/

26. 26
Differentiated Teaching Strategies

27. Phase 1 - Exposure
Phase 2 - Training & Self-
Selected Reading
Phase 3 - Interest &
Choice Components
• High-interest book
hooks for read aloud
• Higher-order thinking
probing questions
• Bookmarks for
teachers with
questions focusing on
advanced thinking
skills and reading skill
instruction that is
relevant to a broad
range of literature
 Training and discussions
on Supported
Independent Reading
 One-on-one teacher
conferences on higher
level reading strategy
and instruction
 Bookmarks for students
posing higher-order
questions regarding
character, plot, setting,
considering the story,
and other useful topics.
 Introducing creative
thinking
 Exploring the Internet
 Genre studies
 Literary exploration
 Responding to books
 Investigation centers
 Focus on biographies
 Buddy reading
 Books on tape
 Literature circles
 Creative or expository
writing
 Type III investigations
Type I Activities Type II Activities
Type II & Type III
Investigations
Increasingdegreeofstudentselection
Components of the SEM-R Framework

28. 28
SEM-R

29. SEM-R

30. SEM-R

31. SEM-R

32. SEM-R

33. 33
Schoolwide Components
• Cross grade grouping for reading
• Grade acceleration for reading
• Increase library access

34. 34
Practical Methods and Materials

35. nearpod

36. 36
Teaching “Determining Importance”
http://www.readwritethink.o
rg/files/resources/interactive
s/bookcover/
Use the Book Cover Creator

38. 38
Comments or
Questions?