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This document provides an overview of issues related to teaching talented readers in the 21st century. It discusses how schools often focus more on testing than developing authentic reading skills. It also notes that media consumption by children has increased substantially. The document advocates that teachers need to reverse "readicide" by incorporating more authentic reading experiences for students and underteaching as well as overteaching books. It also discusses how literacy and 21st century skills are evolving to include critical thinking, communication, collaboration and creativity using information, media and technology.
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This document discusses several topics related to literacy and reading in the 21st century, including issues that contribute to "aliteracy" where students can read but choose not to. It notes that 15% of 4th graders read slowly, which can impact comprehension. Media use among children is also discussed, with kids spending over 5 hours per day consuming media. The document outlines four factors that can contribute to "readicide" or killing the love of reading in students. It advocates for teachers to learn more about literacy and changing definitions of literacy in the digital age.
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Beyond Class Novels: Challenging Gifted Readers in the Internet Era discusses how schools and teachers can better engage gifted readers in the digital age. It notes that only 15% of 4th graders read at a pace that allows them to comprehend ideas as they develop, and that low reading proficiency in 4th grade correlates with higher incarceration rates later. It also finds that children aged 8-10 currently spend over 5 hours per day using media. The document proposes that schools should develop authentic reading experiences instead of just teaching to tests, and should teach both how to read books and how to read critically. It advocates that teachers must continue learning to engage students in the 21st century with skills like critical thinking, communication
Keep the Reading with STEAM!- RIF
This document provides information about a Reading is Fundamental (RIF) summer institute on innovative literacy approaches. It discusses RIF's background and mission of promoting literacy. It outlines Croatan High School's involvement with RIF, including receiving STEAM books and activity guides for classrooms. It discusses the importance of early STEAM education and multicultural books. Research is presented on the literacy gap and impact of summer reading loss. RIF's summer reading program is described as a way to address this gap through providing books, activities, and parent involvement. Results from the program's first year are promising in reducing summer learning loss.
LITERACY SLIDES (click here to get full screen)
There is no agreed upon definition of literacy as understandings of it are socially constructed. Literacy involves reading, writing, communicating, and gaining knowledge and can take many forms including cultural, informational, financial, media, scientific, critical, and digital literacies. Literacy is an ongoing social practice that allows for freedom, social action, and rereading of the world from different perspectives.
Beyond Class Novels Mon-Tues
This document summarizes key ideas from an article about challenging gifted readers in the internet era. It discusses how aliteracy is an issue, with 15% of 4th graders reading slowly. It also notes that media use among children ages 8-10 is around 5.5 hours daily. The document then lists four factors that can limit reading engagement in schools: developing test takers over readers, limiting authentic experiences, overteaching books, and underteaching books.
Your brain on_books_slides1
Reading notes from Lit of the Millennium class, Spring 2015, in preparation for our PSAs on pleasure reading.
Your brain on_books_slides1
Reading notes for class March 30, 2015. Slides created as reading notes for this week's theme, "Your Brain on Books", in preparation for our documentaries/PSAs encouraging pleasure reading.
Minnesota presentation
Here is a first draft of my Minnesota PP. I'd like to get the PSA to play and I'd like to have Sha Na Na playing on the Little Red Riding Slide.
Speaking their language day 1
This document outlines a framework called SEM-R for improving reading instruction for talented adolescent readers. It discusses how typical high school reading instruction is not engaging students and fails to challenge talented readers. The SEM-R framework includes three phases that gradually increase student choice and independence. Phase 1 uses high-interest read alouds and discussions. Phase 2 incorporates supported independent reading with conferences. Phase 3 focuses on independent projects allowing in-depth exploration of self-selected topics of interest. The goal is to shift students from learning to read to reading to learn.
Tiip sat 2
This document summarizes a session on developing critical multi-literacies pedagogy to empower students and transform their community. The session goals are to discuss questions from a two-year inquiry into this approach and to share projects with networking. It addresses the assets and needs of students at Locke High School in Los Angeles, including implementing literacy practices that engage 21st century tools and allow students to critically analyze the world. Examples are shared of projects using counterstorytelling and inquiry to examine oppression and cultivate healing. Developing more humanizing and transformative curriculum is discussed.
Teen literacy
This document discusses approaches and techniques for increasing literacy among teens in a high-tech society. It begins by stating the goal of raising teen literacy levels and providing various methods for getting teens to read more. Some strategies mentioned include digital reading platforms that incorporate multimedia, interactive novels, and allowing teens to review upcoming books. Organizations that support teen literacy such as libraries, RIF, and publishers' teen book review programs are also outlined.
When Guided Reading Isn't Enough Guidance - Challenging Young Talented Readers
This document outlines strategies for teaching young, talented readers. It defines young talented readers as those reading two grades above their current grade level who enjoy reading to satisfy curiosity. Guided reading alone is often not challenging enough for these students. The document proposes a three-phase SEM-R framework to provide appropriate challenges. Phase 1 uses engaging read-alouds. Phase 2 incorporates independent reading and conferences. Phase 3 emphasizes student interest and choice through projects. The goal is to shift students from learning to read to reading to learn.
Learning 221 education in the 2nd decade of the 21st century
This document discusses education in the 21st century. It begins with a parable about blind men feeling different parts of an elephant to describe their understanding. It then lists attributes of a well-educated person in 2050, including continually questioning answers and asking the right questions. Emerging technologies like MOOCs, tablets, and learning analytics are described as changing education. Personalized learning environments and developing life-long learning skills are discussed as important goals.
Pushback: Information literacy does not mean what you think it means
A discussion of information literacy in various forms as shared by members of SI 641: Information Literacy for Teaching and Learning at the University of Michigan School of Information. Contact us at pushbackbook@umich.edu.
Slumping reading culture in Pakistan Remedial measures.pdf
Slumping reading culture in Pakistan Remedial measures.pdfInstitute of Strategic Studies Islamabad (ISSI)
(1) The document discusses the slumping reading culture in Pakistan and some remedial measures.
(2) Reading is important for gaining knowledge and solving problems but many Pakistanis, especially youth, are spending more time on social media instead of reading.
(3) Factors contributing to the declining reading culture include poverty, commercialization of education, lack of access to libraries, and a lack of emphasis on reading from schools, colleges and universities.Using social networks and ICT to enhance Literature Circles
Using social networks and ICT to enhance Literature CirclesInternational Association of School Librarianship
Describe and demonstrate how social networks such as Facebook and Goodreads, and ICT tools like laptops and iPods can support and enhance Literature Circles. Arts educationpartnership
1. The document discusses how education is critical to a nation's future success but that the US is falling behind, with many students behind in reading and high school dropout rates. It argues schools cannot solve these problems alone and that a broader "ladder of learning" is needed.
2. It identifies six leading edges of K-12 innovation: thinking, curriculum/assessment, technology, time/place, co-teaching, and engaging youth. The arts are presented as key to developing thinking and student engagement.
3. Examples are given of how technology, time/place flexibility, co-teaching, and engaging youth through programs like GenYES can drive educational innovation.
Read and Take Flight: Reading as Survival Skill
This document summarizes Zarah Gagatiga's presentation on the importance of reading as an essential 21st century survival skill. Some key points from the presentation include:
1) Discussions of the books "Power Shift" by Alvin Toffler and "The World is Flat" by Thomas Friedman, which address how power, knowledge and technology are shifting.
2) Reading is a fundamental skill for learning and developing skills like problem solving, creativity and communication that are needed for the 21st century.
3) Libraries play an important role in building reading communities and promoting literacy through programs, collections and services.
Content Area Writing
The document discusses the importance and benefits of content writing for students. It notes that content writing helps students actively engage with subject matter, understand concepts more deeply, make connections and raise questions more fluently, and better retain and apply their learning. The document also addresses standards and structures for effective non-fiction writing and how writing is an important skill for the 21st century given increasing demands for strong communication abilities.
Bold schools 2
The document discusses the need for "bold learning" and "bold schools" in response to rapid changes in technology and information abundance. It advocates for schools that are learning-centered, inquiry-driven, support authentic work, are digital, connected, literate, transparent, innovative, and provocative. The document outlines nine qualities of bold schools and discusses challenges and strategies for change. It argues that educators must unlearn practices focused on delivery, competition, and traditional assessment and instead focus on student-directed learning, cooperation, and new forms of evaluation.
Michael Levine: Learning From Hollywood
The document discusses a forum held at USC's School of Cinematic Arts on May 16-17, 2011 about how entertainment media can ignite education reform. It notes US students' declining performance in international assessments and how learning occurs outside of school. Digital media presents both threats and opportunities for children's development. The forum's goal was to stimulate change through collaboration to leverage kids' media consumption for vulnerable children. Challenges discussed were improving 4th grade reading proficiency, advancing STEM literacy, and developing digital and inquiry skills. Sifteo cubes were presented as one response to address these challenges through playful learning.
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Teaching Super Readers Requires Super Powers: Teaching Gifted Readers in the ...
This document provides an overview of strategies for teaching gifted readers in K-1 classrooms. It discusses who gifted readers are, the challenges of instruction, using data to inform instruction, providing powerful texts, creating an optimal classroom environment, and employing differentiated teaching strategies. Gifted readers are defined as those reading 2+ grade levels above their current grade. The presentation emphasizes using leveled texts, flexible grouping, independent reading time, and explicitly teaching higher-order comprehension strategies to meet the needs of these advanced readers.
Motivation Profiles of Student Teachers: A Person-Centered Study to Guide Pro...
Presentation for AERA 2018 - Motivation Profiles of Student Teachers: A Person-Centered Study to Guide Program Awareness and Improvement
Are We Really Challenging Talented Readers?
This document discusses talented readers and strategies for challenging them. It notes that talented readers often read 2+ grades above level but receive little challenging instruction. It provides strategies for challenging talented readers, such as curriculum compacting, independent study projects, interest-based reading, and advanced questioning. The document also addresses the need to increase time spent reading in schools and evaluates a program called SEM-R that significantly improved reading fluency and comprehension by increasing time for independent reading.
Critical Literacy for MEGT Handouts
Presentation for the 2018 MEGT Conference. Slides from the keynote: Promoting Critical Literacy with Social Justice-Minded Gifted Students.
Mini Lessons that Promote Critical Literacy with Social Justice Minded Gifted...
Critical literacy is an approach to teaching students to read texts deeply and identify issues of power, injustice, and societal norms. It encourages students to understand these issues and challenge norms seen as unjust. The guided comprehension direct instruction framework explains how to introduce a critical literacy strategy: explain it, demonstrate it, guide student practice in groups, have students independently apply it, and reflect on how it helps students read from a critical perspective. Problem finding, problem posing, and alternative perspectives are presented as specific critical literacy strategies.
Promoting Independence, Motivation, and Differentiation
This document summarizes how Montessori methods can be used to teach gifted students in grades K-3. It discusses providing a continuum of learning materials at different levels to challenge students where they are. It also discusses how Montessori principles like independence, differentiation, and motivation can be applied. Specific Montessori activities are described, like using beads to learn math concepts, that allow students to work at their own pace and challenge themselves through independent exploration and hands-on learning.
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Critical literacy aims to teach students to identify issues of power, injustice, and privilege within texts. It encourages students to understand and challenge societal norms. The guided comprehension direct instruction framework explains critical literacy strategies through five steps: explain, demonstrate, guide student practice in groups, have independent practice, and reflect. Problem finding focuses on power, privilege and injustice issues. Problem posing asks students to consider whose voices are represented or missing and how the text could present alternative perspectives to promote equity.
Introduction to Teaching Gifted Students
This document summarizes a presentation about teaching gifted learners in regular classrooms. It discusses who gifted kids are and how they learn differently, focusing on traits like being highly curious, asking questions, understanding concepts quickly, and preferring complex problems. It provides strategies for instructing gifted students, such as compacting the curriculum to eliminate material they already know, giving them more challenging activities, and allowing them to work at an individualized pace. The document cautions against practices like having gifted students do repetitive work or act as long-term tutors for other students. Overall, it advocates for differentiation and higher-level thinking to engage gifted learners in regular classrooms.
Teaching Super Readers Requires Super Powers
This document provides information and strategies for teaching super readers in the primary classroom. It discusses the characteristics of super readers, challenges in teaching them, and differentiated strategies. Some key points:
- Super readers process information quickly, think at high levels, and have advanced language skills.
- Challenges include lack of challenge, boredom, and limiting authentic reading experiences.
- Differentiated strategies include using data to group students, providing a continuum of materials at different levels, powerful texts, and teaching comprehension strategies.
Research on Teacher Practices with Talented Readers
Teachers provided little challenging instruction to talented readers, instead giving them work that was too easy. The study examined whether teachers could be taught to provide more advanced reading strategy instruction to students of differing ability levels. It found that teachers using the SEM-R method asked more higher-level questions and had students read more minutes than control teachers. SEM-R teachers used similar higher-level strategies like inference-making with students of all ability levels, but may need more training to adequately challenge talented readers.
Coteaching & Coaching 2016 MN presentation
The study analyzed the effects of three models of internship support - instructional coaching, co-teaching, and a combination of the two - on teacher candidate effectiveness as measured by edTPA scores. Using multiple regression to control for demographic factors, results showed that candidates who received only instructional coaching scored significantly higher than those in traditional internships. There were no significant differences found between the other treatment groups and the control. The conclusions were that the innovations worked as well as traditional methods but may provide non-academic benefits, and they provide research-backed alternatives for programs unable to implement the models.
How Co-Teaching Saved Student Teaching
This document summarizes a study on implementing co-teaching models during student teaching placements. It discusses:
- Implementing 1:1 and 2:1 co-teaching models over 4 years, expanding to more programs each year
- Data showing co-teaching did not negatively impact performance on edTPA assessments compared to traditional placements
- Feedback indicating co-teaching interns felt more supported through collaboration, mentoring and feedback from clinical teachers
- Positive impacts on interns' readiness to teach, collaboration skills, and students' learning from additional support in classrooms
- The program has now adopted co-teaching as an official option based on the pilot study's successful results.
Co-Teaching and Coaching Presentation
The document discusses a study that examined the effectiveness of three models of internship support for teacher candidates: instructional coaching, co-teaching, and a combination of the two. Teacher candidates were randomly assigned to one of the four conditions (the three treatment models or a control group). All candidates submitted edTPA portfolios which were analyzed. The study found that candidates who received instructional coaching scored higher on average than those in the control group, but there were no significant differences between the other groups and the control. The researchers concluded that while the innovations were equally as effective as traditional methods, instructional coaching led to better outcomes. Next steps discussed maintaining effective models and further analysis.
Moving Beyond Sink or Swim: 2:1 CoTeaching Model for AERA 2016 Roundtable
Jennifer Langley langleyj@ecu.edu
5 Years Later: Tracking Graduates into the Field
This presentation summarizes the results of tracking education graduates from East Carolina University over five years to evaluate the effectiveness of innovations in their teacher preparation program. They partnered with an external organization to access longitudinal data and track graduates teaching in North Carolina public schools. Their evaluations found no significant differences between ECU and comparison teachers in classroom observation scores, student achievement gains, graduates' self-confidence and job satisfaction. ECU graduates had higher retention rates, with over 90% staying in teaching after five years compared to around 85% of comparison teachers. The lessons learned were to use data to drive program improvements, develop systemic innovations across areas, and continue tracking graduates over time.
Semr presentation for august 9, 2012
The document outlines the Schoolwide Enrichment Model - Reading (SEM-R) framework which is designed to provide differentiated reading instruction to meet the needs of individual students. The SEM-R uses three phases - exposure, training and self-selected reading, and interest and choice components - to increase student enjoyment in reading, improve reading skills, and encourage independent reading. The goal is to help students shift from learning to read to reading to learn.
2012 classroom makeover day 4
This lesson on tiered instruction provides students with activities at different levels based on their readiness.
Tier 1 students are given a labeled Venn diagram and sort numbers into the appropriate circles. Tier 2 students are given an unlabeled Venn diagram and must decide the labels. Tier 3 students are given number cards and a number line to place the numbers on. The lesson tiers the product or outcome expected from students based on their skill level in math.
2012 Classroom Makeover Day 2
The document provides an agenda and materials for a professional development workshop on differentiation and curriculum compacting. The workshop covers foundational concepts on Monday, adds more details on Tuesday, and focuses on customization and applying the strategies on Wednesday and Thursday. Participants will learn how to assess students to document proficiency, modify lessons to increase challenge, and utilize strategies like compacting to allow students to progress at their own pace.
2012 Classroom Makeover Day 3
Here are the minimum requirements for your complex machine project:
- Must include at least 2 simple machines (lever, pulley, wheel & axle, inclined plane, screw)
- Must be able to move a roll of pennies a distance of 3 feet
- All parts must be securely fastened together
- Must be able to operate safely without parts falling off
You will need to submit a proposal describing your planned machine before building. Let me know if you have any other questions!
2012 Classroom Makeover Day 1
Here are the minimum requirements for your complex machine project:
- It must contain at least two different types of simple machines (lever, pulley, inclined plane, screw, wedge)
- The machine must be able to move a roll of pennies (at least 10 pennies) a horizontal distance of at least 3 feet
- All parts of the machine must be securely fastened together so it can function properly without falling apart
- Include a brief explanation of how the machine works and which simple machines it incorporates
You may make it more elaborate if you wish, but it must meet these basic criteria. Let me know if you have any other questions!
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Answers are given for all the puzzles and problems.)
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Beyond the page
- 1. Beyond the Page: Teaching Talented Readers 2.0 Elizabeth Fogarty East Carolina University fogartye@ecu.edu
- 3. Aliteracy • 15% of all 4th graders read no faster than 74 words per minute, a pace at which it would be difficult to keep track of ideas as they are developing within the sentence and across the page. • When the State of Arizona projects how many prison beds it will need, it factors in the number of kids who read well in fourth grade.
- 4. Published Online: September 20, 2011 Early Achievers Losing Ground, Study Finds By Nirvi Shah
- 5. Media Use Altogether, children between the ages of 8 and 10 spend about 5.5 hours each day using media — eight hours if you count the additional media consumed while multitasking.
- 6. 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 | Volume 67 | Number 6 Reading to Learn Pages 36-41 Reversing Readicide Kelly Gallagher
- 7. Literacy is deictic. It is ever- changing. – Don Leu
- 8. What is 21st Century Learning? 4Cs: Critical Informatio Thinking, C n, Media, ommunicati and on, Collabo Technolog ration, Crea y Skills tivity
- 9. We need our teachers … to learn.
- 28. The Chronicles of Harris Burdick: Fourteen Amazing Authors Tell the Tales / With an Introduction by Lemony Snicket This inspired collection of short stories features many remarkable, best-selling authors in the worlds of both adult and children's literature: Sherman Alexie, M.T. Anderson, Kate DiCamillo, Cory Doctorow, Jules Feiffer, Stephen King, Tabitha King, Lois Lowry, Gregory Maguire, Walter Dean Myers, Linda Sue Park, Louis Sachar, Jon Scieszka, Lemony Snicket, and Chris Van Allsburg himself.
- 29. The Chronicles of Harris Burdick
- 31. Tag: Teen
- 32. Tag: Coming of Age
- 33. Tag: Friendship
- 35. USER-GENERATED