Teaching Super Readers Requires Super Powers

Teaching Super Readers Requires Super Powers!

Differentiation in the Primary Reading Classroom

Presentation for the 2016 NAGC Conference

Dr. Liz Fogartylizfogarty.weebly.com

foga0017@umn.edu

1

lizfogarty.weebly.com

Why Are You At This Session?

3

4

Who are SUPER

READERS? Challenges of

Instruction

Use of Data Powerful Texts

Classroom Environment

Differentiated Teaching Strategies

What Makes Them SUPER READERS?

5

Advanced Processing

Retain a large quantity of information for retrievalAutomatically integrate prior knowledge and experience in readingUtilize higher order thinking skills such as analysis and synthesisProcess information and thoughts at an accelerated paceSynthesize ideas in a comprehensive wayPerceive unusual relationships and integrate ideasGrasp complex ideas and nuances

Advanced Language Skills

Enjoy and subtleties and complexities of languageDemonstrate advanced understanding of languageUse expansive vocabularyUse reading to acquire a large repertoire of language skills Use language for humorDisplay verbal ability in self-expressionUse colorful and descriptive phrasingDemonstrate ease in use of language

From the work of Sullivan and Reis What Makes Them SUPER READERS?

Interview with a Young Gifted Reader8

Read at a level two grades or more above their current

grade

Enjoy reading (usually)

Read to satisfy curiosity and read to learnRead early and

often without being taught

Interview with a Young Gifted Reader9

Had mothers with high

educational levels

Range in socioeconomic

status

50% of gifted children were reported as

reading easy text by 4, while

only 22% of non-gifted

children did so

What Are The Challenges of Teaching SUPER READERS?

10

What are the Issues for Young

Talented Readers?

•Lack of Challenge

11

Lack of GrowthBoredom

• 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 6Reading to Learn Pages 36-41

Reversing ReadicideKelly Gallagher

13

14Photo credit to Mondo Educational Publishing

15Photo credit to Mondo Educational Publishing

Reading Level = 3.8

Reading Level = 4.0

Reading Level = 3.6

Reading Level = 8.2

Reading Level = 3.4

Reading Level = 6.0

Regular Classroom Setting

RANGE = 4.8 Grade Levels

16Photo credit to Mondo Educational Publishing

Reading Level = 6.8

Reading Level = 7.0

Reading Level = 5.6

Reading Level = 8.2

Reading Level = 6.4

Reading Level = 6.0

Cluster Grouped Classroom

17Credit to Mrs. Van Dyke

18

READING TO LEARNReading Level = 3.0+

LEARNING TO READReading Level = 1.5-2.9

PRE-READERReading Level = preK

Providing a Continuum of Delivery

19

Classroom Environment

20

21

Schoolwide Components

• Cross grade grouping for reading

• Grade acceleration for reading• Increase library access

22

23

Five-year-olds in the Montessori 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.

24ciep.hunter.cuny.edu

26

Book Buddy

27

READING TO LEARNReading Level = 3.0+

LEARNING TO READReading Level = 1.5-2.9

PRE-READERReading Level = preK

Providing a Continuum of Delivery

28

PRE-READERS

Providing a Continuum of 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

Use of Data

29

30Credit: Lori Comallie-Caplan

31

32

33https://www.polleverywhere.com/free_text_polls/ZOdscT3HVcU5Qmi

Differentiated Teaching Strategies

34

35

LEARNING TO READ

Providing a Continuum of Delivery

• Tactile

experiences

• Books and

materials at

their level

• Guided

reading if

there are

others at their

level

36

37

Teaching “Determining Importance”

39

http://www.readwritethink.org/files/resources/interactives/bookcover/

Use the Book Cover Creator

Teaching Story Elements

40

Use the Cube Creator

http://www.readwritethink.org/files/resources/interactives/cube_creator/

41

42

READING TO 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

SEM-R

44

45

Powerful Texts

46

Determining the Appropriate Match between Text and Reader

• Cognitive capabilities (attention, ability, analytic ability)

• Motivation• Knowledge (topic knowledge,

vocabulary, knowledge of comprehension strategies)

47RAND Reading Study Group, 2002

CROWDSOURCING:

Our Favorite Books for Young Talented Readers

• https://docs.google.com/document/d/19nn9wwHk1PVPGH1YhMT5ti33n1KLsYKpIPsOlEGFcV4/edit

48

Newbery Award 2015

Newbery Award 2014

Honor Books

Newbery Award 2013

Robert F. Sibert Medal 2013

Robert F. Sibert Medal2015

Robert F. Sibert Medal 2014

Coming June 15, 201856

57