Gifted Pedagogy
Challenging ALL Students to Succeed
Carolina Forest International Elementary School
Presented by:
Angela H...
angelahousand.com
&
www.gifted.uconn.edu
NRC
G/T
The National Research Center on
the Gifted and Talented
byrdseed.com
byrdseed.com
April 17, 2015
brianhousand.com
brianhousand.com
April 17, 2015
3 Ring Conception of Giftedness
I
C
PA
T
U C
Gifted Behaviors NOT Gifted People!
A Rising Tide Lifts All ShipsA Rising Tide Lifts All Ships
By providing enrichingBy providing enriching
experiences, andex...
THE PURSUIT OF A REAL PROBLEM
THE STUDY OF SOCIETAL ISSUES
SIMULATION ACTIVITIES
TRAINING EXERCISES
PUZZLES
(Renzulli, 198...
RIGOR
VIGOR
KNOWLEDGE
ACQUISITION
KNOWLEDGE
APPLICATION
KNOWLEDGE
ASSIMILATION
KNOWLEDGE
ADAPTATION
KNOWLEDGE
ACQUISITION
http://www.leadered.com/our-philosophy/rigor-relevance-framework.php
CURRICULUM
CONTENT
!
CLASSROOM
ORGANIZATION
!
INSTRUCTIONAL
STRATEGIES
STUDENT
PRODUCTS
YOU
YOU
A Quick Differentiation QUIZ
Did every student do it? NO
Should every student do it? NO
Could every student do it? NO
Woul...
Two Techniques to Turn-up Your Teaching
Two Techniques to Turn-up Your Teaching
Two Techniques to Turn-up Your Teaching
Two Techniques to Turn-up Your Teaching
3
2
1
Words
Questions
Metaphor
3
2
1
Words
Questions
Metaphor
What do
you
think?
Why do
you think
that?
How do
you know
this?
Can you
tell me
more?
What
questions do
you still
have?
wonderopolis.com
wonderopolis.com
ANSWERS ARE
EASY.
It’s asking the
right questions
which is hard.- T H E D O C T O R
WHO
WHAT WHEN
WHERE WHY
HOW
IS
DID CAN
WILL MIGHT
SHOULD	

COULD	

WOULD
Tier 3
Tier 2
Tier 1
!
Pace!
Choice!
Materials!
Complexity!
Independence!
Tiered Learning Opportunities
Developing Tiered
Assignments
Define Focus of Activity
• Target skill!
• Key idea!
• General concept
■ Assess Readiness Based on!
• Skills!
• Thinking!
• Knowledge base!
• Current mastery level!
!
■ Formal or Informal
Pre-A...
Pre-Assess
■ Assess Preference!
• Student Interests!
• Individual Talents!
• Expression Styles
• Tied to Student’s
Identity
• Personally
Interesting
• Integral to the
Student’s Vision of
the future
• Viewed as Useful
...
Image retrieved from: www.eastsidefm.org
My Way
Developing a Tiered Task
■ Use an existing activity or lesson that:!
• Is interesting!
• Engenders high level thinking and...
■ Chart the complexity of the activity:!
!
• Is it high skill complexity or low skill
complexity?
Developing a Tiered Task
■ Who will be challenged by this activity:!
!
• Advanced students?!
• On grade-level students?!
• Struggling learners?
Dev...
Based on where the activity falls on
the ladder…!
!
Developing a Tiered Task
Based on where the activity falls on
the ladder…!
you can define who needs more or
less challenging versions of the same
as...
Clone the activity along the ladder!
!
How many versions will you need?
Developing a Tiered Task
What can be tiered?
✓Assignments
✓Activities
✓Homework
✓Learning
Centers
✓Experiments
✓Materials
✓Assessments
✓Writing
Pro...
Activity Time:
DetermineYour Levels
Science	
  &	
  Literature	
  Connections	
  
!
Family	
  Science	
  Packets
U-­‐STARS~PLUS
Dr.	
  Sally	
  Reis
Joyful	
  Reading	
  &	
  	
  
The	
  SEM	
  -­‐	
  R
If I were a

book character,
I would be…
(insert your answer here)
One Size Fits All
The SEM-R
An enrichment-based reading
program that seeks to increase
reading achievement for all
students while also addre...
Three Goals of SEM-R
To  increase  enjoyment  in  reading
To  encourage  students  to  pursue  
challenging  independent  ...
Components of the SEM-R Framework
Phase 1 - Exposure Phase 2 - Training & Self-
Selected Reading
Phase 3 - Interest & Choi...
High interest read alouds
and higher order questions
Phase 1
Phase 1
Exposure via Book Hooks
High interest read alouds and
higher order questions
Phase 1 - Exposure
• High-interest bo...
The E’s of Phase 1
Entice with Book Hooks
B
O
O
K
H
O
O
K
S
Basic Book Hook
Jacket
Author information
Back cover
Illustration
Why you enjoy the
book
Engage by Questioning
Illustrations/Layout Illustrations/Layout Biography
Could the illustrations in this
book tell the story without
words? Why...
Nonfiction Nonfiction Point of View
How could an idea in this book
improve or change the world? Or,
if you are reading a h...
Developing a Question
Help your students see themselves
as investigators collecting evidence:
• Ask open-ended questions.
...
Exposureto a Wide Range of Books
Advanced
Option
ExploreConnections
Weekly Book Hook Themes
● Author !
● Science Concepts!
● weather!
● animals!
● space!
● motion!
● Broad Concepts!
● Change...
Shout Out:
Possible Book Hook Themes
Chimpanzees are NOT Monkeys.
They are Great Apes
Fur
Tail
Type III Independent Exploration: Can you find more similarities and differences?
No Tail
910L
990L
820L
740L
The students have broadened their reading
choices due to the fact that they have been
introduced to all the genres, and ma...
I know the purpose of the SEM-R is
to engage kids in reading
appropriately challenging material,
but how do I do that with...
RESOURCES 

FOR FINDING BOOKS 

Online Book Lists:
Science!
ONSTA Outstanding Science Books
http://www.nsta.org/publications/ostb/
!
Robert F. Sibert Meda...
Online Book Resources
Shelfari
http://www.shelfari.com/
!
!
Google Books
http://bit.ly/SEMR_Library_K-3
!
!
Amazon
http://...
eBooks
http://www.icdlbooks.org/!
!
http://books.google.com !
https://play.google.com!
!
http://kids.nypl.org/reading/Chil...
The E’s of Phase 1
• Entice with Book Hooks
• Engage in Questioning with Book Marks
• Expose Students to a Wide Range Book...
Supported Independent Reading
using individual conferences and
differentiated reading instruction
Phase 2
Phase 2
Supported Independent Reading
using individual conferences &
differentiated reading instruction
Phase 2 - Training...
Supported Independent Reading is

NOT sustained silent reading
Phase 2 is a time
that the students
can’t wait for.
Being able to sit
anywhere in the
class, in any
position that they
wan...
Students will . . .
• Enjoy reading books of their own selection
• Read appropriately challenging books
• Develop self-reg...
!
I know the purpose of Phase 2 is
engage students in independent
reading, but how do I manage
conferences that with so ma...
Poetry
Culture
History
Advanced
Option
Math
Advanced
Option
scaleofuniverse.com
Advanced
Option
Activities
Advanced
Option
Leveled Activities
Listening Station
CONFERENCES	
  PROVIDE:
• Support  for  each  student’s  needs  
– Enthusiasm  about  books  
– Reading  skill  developmen...
CONFERENCES	
  PROVIDE:
• Opportunity  to  assess  reading  level  
and  book  match  
• Thoughtful  conversations  about ...
CONFERENCES	
  PROVIDE:
• Differentiation  for  all  students  in    
– Skills  
– Questions  
– Book  Selection  for  OPT...
Common	
  Conference	
  Elements:	
  
Beginning
Element Teacher	
  Action
Greeting
Welcome student and
establish positive ...
Element Teacher	
  Action
Monitor comprehension
Ask questions, prompt
thinking, and engage student
in conversation about b...
Element Teacher	
  Action
Engender positive feelings Praise student’s reading effort
Support reading
independence
Help the...
I have seen gains in their fluency,
comprehension, as well as word skills.
It is truly amazing.
Enjoy Reading
Enjoyable activities, “are not
natural; they demand an effort
that initially one is reluctant to
make. But o...
In the beginning my kids
looked at me as if I had
two heads when I took
the books away from
them and told them that
they w...
Having them read out of their comfort zone
(current reading level or lower) has proven to
stretch their minds in ways that...
—Horace Mann
Resolve to edge in a
little reading every
day, if it is but a
single sentence.   
If you gain fifteen
minutes...
I chose to go to them for the conferences to
help make them feel more comfortable, and
keep them in their reading mode wit...
Activity Time:
Conferences
• The conversation varies in:
• Structure
• Tone
• Content
• Responses of students are at different levels
• Different str...
READING STRATEGIES
Making
Connections
Making
Connections
Making
Connections
Determining
Importance
Determining
Importance
...
STRATEGIES	
  AND	
  AREAS	
  OF	
  FOCUS
Category Strategy/Focus	
  Area
Comprehension
Background knowledge, compare/cont...
I am able to stretch their minds with the higher
level questions that I used in every conference.
I absolutely love the bo...
The one on one five minute conferences
are the best way for me to monitor each
child’s unique learning needs, and be able
...
The five minutes with each one has been a
favorite time for my students, and many
times I have had to cut them off.
“We do not need to
burn books to kill
our civilization; 

we need only to leave
them unread for a
generation.”

—R.  M.  H...
Phase 1 Phase 3Phase 2
5-10
Minutes
20+
Minutes
10-15
Minutes
20
Minutes
30
Minutes
10
Minutes
5
Minutes
30
Minutes
???
Self-selected interest and
choice components
Phase 3
Phase Three:

An Exploration of Reading Enrichment
“We need students to get more deeply interested in
things, more involved in them, more engaged in wanting
to know, to have...
+
What’s Going On?



What are your current classroom practices?



How are you using centers? 



Do you provide choice i...
CHOICE
CHOICE
THE ILLUSION OF CHOICE
MENUS
CHOICE
CHOICE
CHOICE
CHOICE
CHOICE
(Otta & Tavella, 2010)
Autonomyw/Competence
(Otta & Tavella, 2010)
Autonomyw/Competence
IntrinsicMotivation
(Otta & Tavella, 2010)
TooEasyorTooHard
IntrinsicMotivation
SEM-Xplorations
• Build a bridge
• Create an artifact box
• Draw a comic strip
• Design a city of the future
• Create an i...
Make an Artifact Box
Step 1: Brainstorm
Step 2: Choose items for the box
Step 3: Make clue cards
Step 4: Group the items i...
Invent Something New
Hour of Code
!
!
!
!
We are educating
people out of their
creativity.
!
Creativity is as
important in education
as literacy.
Sir Ken Ro...
+
Torrance Creativity Activity
+
NewDirectionsin
Creativity
http://www.fun-with-words.com/rebus_puzzles.html
Top Strategies For Phase 3
Books on CD
Group Projects
Buddy Reading
SEM-Xplorations
Renzulli Learning
Literature Circles
C...
Independent Projects
• Build on student interest
• Encourage independence
• Allow work with complex and abstract ideas
• E...
Debbie Diller
Debbie Diller
The commitment to their chosen activity was
definitely seen through the dedication that
took place.
So Many Choices…
So Little Time
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Gifted Pedagogy

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Carolina Forest International Elementary is implementing gifted pedagogy for all of the second grade students. This presentation is a first step in supporting teachers in that process.

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Gifted Pedagogy

  1. 1. Gifted Pedagogy Challenging ALL Students to Succeed Carolina Forest International Elementary School Presented by: Angela Housand, Ph.D.
  2. 2. angelahousand.com &
  3. 3. www.gifted.uconn.edu NRC G/T The National Research Center on the Gifted and Talented
  4. 4. byrdseed.com
  5. 5. byrdseed.com April 17, 2015
  6. 6. brianhousand.com
  7. 7. brianhousand.com April 17, 2015
  8. 8. 3 Ring Conception of Giftedness
  9. 9. I C PA T U C Gifted Behaviors NOT Gifted People!
  10. 10. A Rising Tide Lifts All ShipsA Rising Tide Lifts All Ships By providing enrichingBy providing enriching experiences, andexperiences, and addressing theaddressing the individual interestsindividual interests through the process ofthrough the process of inquiry, theinquiry, the achievement of ALLachievement of ALL students will rise.students will rise.
  11. 11. THE PURSUIT OF A REAL PROBLEM THE STUDY OF SOCIETAL ISSUES SIMULATION ACTIVITIES TRAINING EXERCISES PUZZLES (Renzulli, 1982)
  12. 12. RIGOR
  13. 13. VIGOR
  14. 14. KNOWLEDGE ACQUISITION
  15. 15. KNOWLEDGE APPLICATION KNOWLEDGE ASSIMILATION KNOWLEDGE ADAPTATION KNOWLEDGE ACQUISITION
  16. 16. http://www.leadered.com/our-philosophy/rigor-relevance-framework.php
  17. 17. CURRICULUM CONTENT ! CLASSROOM ORGANIZATION ! INSTRUCTIONAL STRATEGIES STUDENT PRODUCTS YOU
  18. 18. YOU
  19. 19. A Quick Differentiation QUIZ Did every student do it? NO Should every student do it? NO Could every student do it? NO Would every student want to do it? NO Did the student do it willingly and zestfully? YES Did the student use authentic resources and methodology? YES Was it done for an audience other than (or in addition to) the teacher? YES
  20. 20. Two Techniques to Turn-up Your Teaching
  21. 21. Two Techniques to Turn-up Your Teaching
  22. 22. Two Techniques to Turn-up Your Teaching
  23. 23. Two Techniques to Turn-up Your Teaching
  24. 24. 3 2 1 Words Questions Metaphor
  25. 25. 3 2 1 Words Questions Metaphor
  26. 26. What do you think?
  27. 27. Why do you think that?
  28. 28. How do you know this?
  29. 29. Can you tell me more?
  30. 30. What questions do you still have?
  31. 31. wonderopolis.com
  32. 32. wonderopolis.com
  33. 33. ANSWERS ARE EASY. It’s asking the right questions which is hard.- T H E D O C T O R
  34. 34. WHO WHAT WHEN WHERE WHY HOW IS DID CAN WILL MIGHT SHOULD COULD WOULD
  35. 35. Tier 3 Tier 2 Tier 1 ! Pace! Choice! Materials! Complexity! Independence! Tiered Learning Opportunities
  36. 36. Developing Tiered Assignments
  37. 37. Define Focus of Activity • Target skill! • Key idea! • General concept
  38. 38. ■ Assess Readiness Based on! • Skills! • Thinking! • Knowledge base! • Current mastery level! ! ■ Formal or Informal Pre-Assess
  39. 39. Pre-Assess ■ Assess Preference! • Student Interests! • Individual Talents! • Expression Styles
  40. 40. • Tied to Student’s Identity • Personally Interesting • Integral to the Student’s Vision of the future • Viewed as Useful (Eccles & Wigfield) Personally Meaningful
  41. 41. Image retrieved from: www.eastsidefm.org My Way
  42. 42. Developing a Tiered Task ■ Use an existing activity or lesson that:! • Is interesting! • Engenders high level thinking and problem solving! • Utilizes target skills to understand key ideas or concepts
  43. 43. ■ Chart the complexity of the activity:! ! • Is it high skill complexity or low skill complexity? Developing a Tiered Task
  44. 44. ■ Who will be challenged by this activity:! ! • Advanced students?! • On grade-level students?! • Struggling learners? Developing a Tiered Task
  45. 45. Based on where the activity falls on the ladder…! ! Developing a Tiered Task
  46. 46. Based on where the activity falls on the ladder…! you can define who needs more or less challenging versions of the same assignment Developing a Tiered Task
  47. 47. Clone the activity along the ladder! ! How many versions will you need? Developing a Tiered Task
  48. 48. What can be tiered? ✓Assignments ✓Activities ✓Homework ✓Learning Centers ✓Experiments ✓Materials ✓Assessments ✓Writing Prompts
  49. 49. Activity Time: DetermineYour Levels
  50. 50. Science  &  Literature  Connections   ! Family  Science  Packets U-­‐STARS~PLUS
  51. 51. Dr.  Sally  Reis Joyful  Reading  &     The  SEM  -­‐  R
  52. 52. If I were a
 book character, I would be… (insert your answer here)
  53. 53. One Size Fits All
  54. 54. The SEM-R An enrichment-based reading program that seeks to increase reading achievement for all students while also addressing the pressing needs of talented readers.
  55. 55. Three Goals of SEM-R To  increase  enjoyment  in  reading To  encourage  students  to  pursue   challenging  independent  reading To  improve  reading  fluency,  comprehension,  and   increase  reading  achievement
  56. 56. Components of the SEM-R Framework Phase 1 - Exposure Phase 2 - Training & Self- Selected Reading Phase 3 - Interest & Choice Components • High-interest books to read aloud • Higher-order thinking probing questions • Bookmarks for teachers with questions regarding Bloom's Taxonomy, biography, character, illustrations and other topics relevant to the study of literature • Training and discussions on Supported Independent Reading • Supported Independent Reading • One-on-one teacher conferences on reading strategies 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 Increasingdegreeofstudent selection Joyful Reading (p. 9)
  57. 57. High interest read alouds and higher order questions Phase 1
  58. 58. Phase 1 Exposure via Book Hooks High interest read alouds and higher order questions Phase 1 - Exposure • 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 Type I Activities
  59. 59. The E’s of Phase 1
  60. 60. Entice with Book Hooks
  61. 61. B O O K H O O K S
  62. 62. Basic Book Hook Jacket Author information Back cover Illustration Why you enjoy the book
  63. 63. Engage by Questioning
  64. 64. Illustrations/Layout Illustrations/Layout Biography Could the illustrations in this book tell the story without words? Why or why not? How did the illustrations affect your feelings? What can you observe about the layout or organization of the book? How did the layout affect the way you are reading the book? How did the “look” of the book influence your decision to read it? Choose an illustration you like from the book. Why do you think the illustrator chose to show that moment? Is the cover of the book a good match for what you find inside? Why or why not? How do the illustrations or page layouts differ from those in other books you have read? If you were in charge of developing a new edition of this book, what changes would you make to how the book looks? Would this book be as interesting or helpful to you without the illustrations and/or diagrams? Why or why not? If you were going to write a biography, who would you write about? Why? What do you admire about the person in this biography? Why? How might you become more like this person? What do you think school was like for the person about whom this biography was written? Explain. How did the author organize the sequence of events in the story of the person’s life? Project SEM R (Elementary) University of Connecticut www.gifted.uconn.edu I 1 Project SEM R (Elementary) University of Connecticut www.gifted.uconn.edu I 2 Project SEM R (Elementary) University of Connecticut www.gifted.uconn.edu B 1
  65. 65. Nonfiction Nonfiction Point of View How could an idea in this book improve or change the world? Or, if you are reading a history book, how did an idea in the book change the world? Describe some jobs or professions that relate to this topic. What kinds of work do these people do? How is the information in this book organized? In what ways is it similar to or different from a fictional narrative? What new information have you learned from this book that makes you curious to learn more about the topic? Identify one cause and effect relationship described in this book. Was the relationship between cause and effect predicted or was its discovery a surprise? Explain. What different perspectives were presented on an issue in this book? How well balanced were the viewpoints? How do the ideas in this book relate to your life? How did the Table of Contents and Index help you to use this book? What advice would you give to another student about using these tools while reading this book? Bias happens when the author presents only one point of view on an issue that may have multiple perspectives. Describe how you might investigate whether this book presents information in a biased way. What point of view do you think the author conveys on the topic? Do you think he or she shows bias? How? If not, how did the author avoid conveying a bias? Are there points in the book at which you disagree with the author? Explain your perspective and what evidence you have to support your ideas. Project SEM R (Elementary) University of Connecticut www.gifted.uconn.edu NF 1 Project SEM R (Elementary) University of Connecticut www.gifted.uconn.edu NF 2 Project SEM R (Elementary) University of Connecticut www.gifted.uconn.edu NF 3
  66. 66. Developing a Question Help your students see themselves as investigators collecting evidence: • Ask open-ended questions. • Tie answers back to the text. • Modeling is a Must! • Consider creative, offbeat 
 ideas a bonus.
  67. 67. Exposureto a Wide Range of Books
  68. 68. Advanced Option
  69. 69. ExploreConnections
  70. 70. Weekly Book Hook Themes ● Author ! ● Science Concepts! ● weather! ● animals! ● space! ● motion! ● Broad Concepts! ● Change! ● Big Questions! ● Why hate? Why love?
  71. 71. Shout Out: Possible Book Hook Themes
  72. 72. Chimpanzees are NOT Monkeys. They are Great Apes
  73. 73. Fur Tail Type III Independent Exploration: Can you find more similarities and differences? No Tail
  74. 74. 910L 990L 820L 740L
  75. 75. The students have broadened their reading choices due to the fact that they have been introduced to all the genres, and many nonfiction and fiction books, that they may have never picked up.
  76. 76. I know the purpose of the SEM-R is to engage kids in reading appropriately challenging material, but how do I do that within Phase 1 with so many emergent readers?
  77. 77. RESOURCES 
 FOR FINDING BOOKS 

  78. 78. Online Book Lists: Science! ONSTA Outstanding Science Books http://www.nsta.org/publications/ostb/ ! Robert F. Sibert Medal & Honor Books http://www.ala.org/alsc/awardsgrants/ bookmedia/sibertmedal ! Goodreads http://www.goodreads.com/shelf/show/ kindergarten-science
  79. 79. Online Book Resources Shelfari http://www.shelfari.com/ ! ! Google Books http://bit.ly/SEMR_Library_K-3 ! ! Amazon http://www.amazon.com
  80. 80. eBooks http://www.icdlbooks.org/! ! http://books.google.com ! https://play.google.com! ! http://kids.nypl.org/reading/Childrensebooks.cfm! ! http://www.amazon.com/Kindle-eBooks/b? node=154606011
  81. 81. The E’s of Phase 1 • Entice with Book Hooks • Engage in Questioning with Book Marks • Expose Students to a Wide Range Books • Explore Connections
  82. 82. Supported Independent Reading using individual conferences and differentiated reading instruction Phase 2
  83. 83. Phase 2 Supported Independent Reading using individual conferences & differentiated reading instruction Phase 2 - Training & Self- Selected Reading • Training and discussions on Supported Independent Reading!!! • One-on-one teacher conferences on higher level reading strategy and instruction!!!! • Bookmarks for students posing questions Type II Activities
  84. 84. Supported Independent Reading is
 NOT sustained silent reading
  85. 85. Phase 2 is a time that the students can’t wait for. Being able to sit anywhere in the class, in any position that they want helps them to really dive deep into their reading.
  86. 86. Students will . . . • Enjoy reading books of their own selection • Read appropriately challenging books • Develop self-regulation skills for sustained independent reading • Have individualized reading instruction that is tailored to each student’s needs Phase 2 Goals
  87. 87. ! I know the purpose of Phase 2 is engage students in independent reading, but how do I manage conferences that with so many emergent readers?
  88. 88. Poetry
  89. 89. Culture
  90. 90. History Advanced Option
  91. 91. Math Advanced Option
  92. 92. scaleofuniverse.com Advanced Option
  93. 93. Activities Advanced Option
  94. 94. Leveled Activities
  95. 95. Listening Station
  96. 96. CONFERENCES  PROVIDE: • Support  for  each  student’s  needs   – Enthusiasm  about  books   – Reading  skill  development   – Interest-­‐based  reading  opportunities   – Self-­‐regulation/monitoring   – Increasing  ability  to  focus
  97. 97. CONFERENCES  PROVIDE: • Opportunity  to  assess  reading  level   and  book  match   • Thoughtful  conversations  about   literature   • Opportunities  to  use  higher  order   thinking  skill  questions
  98. 98. CONFERENCES  PROVIDE: • Differentiation  for  all  students  in     – Skills   – Questions   – Book  Selection  for  OPTIMAL  CHALLENGE!
  99. 99. Common  Conference  Elements:   Beginning Element Teacher  Action Greeting Welcome student and establish positive rapport Monitor reading habits Check reading log and book choice Determine book match and reading needs Assess student’s oral reading with chosen text
  100. 100. Element Teacher  Action Monitor comprehension Ask questions, prompt thinking, and engage student in conversation about book Identify applicable reading strategies Provide reading strategy instruction and scaffold student’s strategy use Attend to word-level needs Support decoding and vocabulary knowledge Common  Conference  Elements:   Core
  101. 101. Element Teacher  Action Engender positive feelings Praise student’s reading effort Support reading independence Help the student set reading goals (Sweeny, 2008) Common  Conference  Elements:   Conclusion
  102. 102. I have seen gains in their fluency, comprehension, as well as word skills. It is truly amazing.
  103. 103. Enjoy Reading Enjoyable activities, “are not natural; they demand an effort that initially one is reluctant to make. But once the interaction starts to provide feedback to the person’s skills, it usually begins to be intrinsically rewarding” — Csikszentmihalyi, 1990
  104. 104. In the beginning my kids looked at me as if I had two heads when I took the books away from them and told them that they were reading a book that was too easy for them. ! ~ Treatment Teacher
  105. 105. Having them read out of their comfort zone (current reading level or lower) has proven to stretch their minds in ways that have amazed me. They have learned how to select books that are a challenge to them, and devour them, to only quickly get another that is on their reading list.
  106. 106. —Horace Mann Resolve to edge in a little reading every day, if it is but a single sentence.   If you gain fifteen minutes a day, it will make itself felt at the end of the year.
  107. 107. I chose to go to them for the conferences to help make them feel more comfortable, and keep them in their reading mode with the least interruption.
  108. 108. Activity Time: Conferences
  109. 109. • The conversation varies in: • Structure • Tone • Content • Responses of students are at different levels • Different strategies are used by the teacher You Know a Conference is Differentiated When…
  110. 110. READING STRATEGIES Making Connections Making Connections Making Connections Determining Importance Determining Importance Determining Importance Questioning Questioning Questioning Visualizing Visualizing/ Sensory Images Visualizing & Inferring Making Inferences Making Inferences Summarizing Synthesizing Synthesizing Metacognition     Paris,  2004                      Keene  &  Zimmerman,  1997                                Harvey  &  Goudvis,  2000
  111. 111. STRATEGIES  AND  AREAS  OF  FOCUS Category Strategy/Focus  Area Comprehension Background knowledge, compare/contrast, inferring, main idea, metacognition, predicting, questioning, sequencing, summarizing, visualizing Connections Text-to-text, text-to-self, text-to-world Higher-level thinking Analysis, evaluation, judgment, synthesis Text characteristics Genres, Narrative elements, Non-narrative elements Literary elements Author’s craft, theme Word-level instruction Decoding, fluency, pace, rereading, skimming, skipping, syllabication, vocabulary Habits & attitude Affective response, autonomy, habits, locating evidence in text, previewing selection, setting purpose Book selection Appropriate, easy, difficult, purpose for selection
  112. 112. I am able to stretch their minds with the higher level questions that I used in every conference. I absolutely love the bookmarks, and placed them on rings to use.
  113. 113. The one on one five minute conferences are the best way for me to monitor each child’s unique learning needs, and be able to use strategies individually for each student that benefits them the most.
  114. 114. The five minutes with each one has been a favorite time for my students, and many times I have had to cut them off.
  115. 115. “We do not need to burn books to kill our civilization; 
 we need only to leave them unread for a generation.”
 —R.  M.  Hutchins
  116. 116. Phase 1 Phase 3Phase 2 5-10 Minutes 20+ Minutes 10-15 Minutes 20 Minutes 30 Minutes 10 Minutes 5 Minutes 30 Minutes ???
  117. 117. Self-selected interest and choice components Phase 3
  118. 118. Phase Three:
 An Exploration of Reading Enrichment
  119. 119. “We need students to get more deeply interested in things, more involved in them, more engaged in wanting to know, to have projects that they can get excited about and work on over long periods of time, to be stimulated to find things out on their own.”
 Interest and Rigor Lead To Creative Productivity
  120. 120. + What’s Going On?
 
 What are your current classroom practices?
 
 How are you using centers? 
 
 Do you provide choice in activities?
  121. 121. CHOICE
  122. 122. CHOICE
  123. 123. THE ILLUSION OF CHOICE
  124. 124. MENUS
  125. 125. CHOICE
  126. 126. CHOICE
  127. 127. CHOICE
  128. 128. CHOICE
  129. 129. CHOICE
  130. 130. (Otta & Tavella, 2010) Autonomyw/Competence
  131. 131. (Otta & Tavella, 2010) Autonomyw/Competence IntrinsicMotivation
  132. 132. (Otta & Tavella, 2010) TooEasyorTooHard IntrinsicMotivation
  133. 133. SEM-Xplorations • Build a bridge • Create an artifact box • Draw a comic strip • Design a city of the future • Create an illustrated book • Invent something new • Write a short story
  134. 134. Make an Artifact Box Step 1: Brainstorm Step 2: Choose items for the box Step 3: Make clue cards Step 4: Group the items in your box Step 5: Develop an answer sheet
  135. 135. Invent Something New
  136. 136. Hour of Code
  137. 137. ! ! ! ! We are educating people out of their creativity. ! Creativity is as important in education as literacy. Sir Ken Robinson
  138. 138. + Torrance Creativity Activity
  139. 139. + NewDirectionsin Creativity
  140. 140. http://www.fun-with-words.com/rebus_puzzles.html
  141. 141. Top Strategies For Phase 3 Books on CD Group Projects Buddy Reading SEM-Xplorations Renzulli Learning Literature Circles Creativity Activities Investigation Centers Independent Projects
  142. 142. Independent Projects • Build on student interest • Encourage independence • Allow work with complex and abstract ideas • Enable long-term and in-depth work on topics of interest • Develop task commitment and self-regulation • Teach planning and research skills at advanced levels
  143. 143. Debbie Diller
  144. 144. Debbie Diller
  145. 145. The commitment to their chosen activity was definitely seen through the dedication that took place.
  146. 146. So Many Choices… So Little Time

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