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When Guided Reading Isn't Enough Guidance - Young Talented Readers
This document provides information on strategies for teaching young, talented readers. It defines young talented readers as those reading at least two grades above their current grade level who enjoy reading to satisfy their curiosity. The document notes that guided reading may not provide enough challenge for these students and can lead to boredom. It then discusses creating a classroom environment that allows for acceleration and independent reading of advanced, complex texts. A variety of instructional strategies are presented to differentiate instruction for students at different reading levels.
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When Guided Reading Isn't Enough Guidance - Young Talented Readers
- 1. 1 When Guided Readingisn’t Enough Guidance: Young Talented Readers Presentation for the 2015 NAGC Conference Dr. Liz Fogarty lizfogarty.weebly.com fogartye@ecu.edu
- 2. 2 To DO List: •Defining: Young Talented Readers •Limitations of guided reading with young, talented readers •Classroom environment •Using powerful texts •Differentiated teaching strategies
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- 5. 5 What are theIssues for Young Talented Readers? Lack of Challenge Lack of Growth Boredom
- 7. Gifted Readers Advanced Processing Retain alarge 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
- 8. 8 Who are youngtalented 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
- 9. Common Factors forYoung, Talented Readers 9 •Had mothers with high educational levels •Range in socioeconomic status
- 10. 10 Some are PrecociousReaders •50% of gifted children were reported as reading easy text by age 4, while only 22% of non- gifted children did so.
- 11. 11 Interview with aYoung Gifted Reader
- 12. So What’s theProblem with Guided Reading Anyway? 12
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- 14. •Factor 1: Schoolsdevelop 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
- 15. In a timeof 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.
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- 17. 17 Common Core ReadingContinuum
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- 19. 19Photo credit toMondo Educational Publishing
- 20. 20 Photo credit toMondo 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
- 21. 21 Photo credit toMondo 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
- 22. 22Credit to Mrs.Van Dyke
- 23. 23 READING TO LEARN ReadingLevel = 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
- 24. 24 Schoolwide Components •Cross gradegrouping for reading •Grade acceleration for reading •Increase library access
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- 28. Five-year-olds in theMontessori 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
- 29. The twelve-year-olds enrolledin 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
- 30. There are approximately20,000 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. 30 ciep.hunter.cuny.edu
- 31. 31 READING TO LEARN ReadingLevel = 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
- 32. 32 PRE-READERSPRE-READERS Providing a Continuumof 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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- 35. 35 LEARNING TO READLEARNINGTO 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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- 39. 39 Teaching Story Elements Usethe Cube Creator http://www.read writethink.org/fil es/resources/inte ractives/cube_cr eator/
- 40. 40 Teaching Phonics Use theWord Wizard http://www.read writethink.org/fil es/resources/inte ractives/wordwiz ard/
- 41. 41 READING TO LEARNREADINGTO 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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- 50. 50 Determining the AppropriateMatch between Text and Reader •Cognitive capabilities (attention, ability, analytic ability) •Motivation •Knowledge (topic knowledge, vocabulary, knowledge of comprehension strategies) RAND Reading Study Group, 2002
- 51. 51 Appendix A -ELA Common Core Lexile Ranges for CCR Expectations
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- 56. Robert F. SibertMedal 2013
- 58. Robert F. SibertMedal 2015
- 59. Robert F. SibertMedal 2014