This document discusses challenges with guided reading for young, talented readers and strategies to better support them. It defines young, talented readers as those reading two grades above their current grade who enjoy reading to learn. Guided reading can lack challenge and cause boredom for these students by limiting authentic reading experiences and over-teaching books. The document recommends using powerful texts matched to students' ability and differentiating instruction, such as clustering students by reading level instead of grade. It provides examples of leveled texts and advocates a reading continuum to meet students' varied needs.

1. 1
When Guided Reading isn’t Enough
Guidance:
Young Talented Readers
Dr. Liz Fogarty
lizfogarty.weebly.com
fogartye@ecu.edu

2. Your Name
Your Job (position/grade)
Where you are from?
Number times at Hormel Institute
What do you hope to get out of this class?

3. 3
INTRODUCTIONS

4. 4
To DO List :
•Defining: Young Talented Readers
•Limitations of guided reading with young,
talented readers
•Classroom environment
•Using powerful texts
•Differentiated teaching strategies

5. lizfogarty.weebly.com

6. Defining:
Young, Talented Reader
6

7. 7
What are the Issues
for Young Talented
Readers?
Lack of Challenge
Lack of Growth
Boredom

9. 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

10. 10
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

11. Common Factors for Young, Talented
Readers
11
•Had mothers with high educational levels
•Range in socioeconomic status

12. 12
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.

13. So What’s the Problem with
Guided Reading Anyway?
13

14. 14

15. •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

16. 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.

17. Sequential
Nature of
the
Standards
- Facilitate
Acceleration

18. 18
Common Core Reading Continuum

19. 19

20. 20Photo credit to Mondo Educational Publishing

21. 21
Photo 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

22. 22
Photo 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

23. 23Credit to Mrs. Van Dyke

24. 24
READING TO LEARN
Reading Level = 3.0+
READING TO LEARN
Reading Level = 3.0+
LEARNING TO READ
Reading Level = 1.5-2.9
LEARNING TO READ
Reading Level = 1.5-2.9
PRE-READER
Reading Level = preK
PRE-READER
Reading Level = preK
Providing a Continuum of Delivery

25. 25
Schoolwide Components
•Cross grade grouping for reading
•Grade acceleration for reading
•Increase library access