When Guided Reading Isn't Enough Guidance - Day 1

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When Guided Reading isn’t Enough Guidance:

Young Talented Readers

Dr. Liz Fogartylizfogarty.weebly.com

fogartye@ecu.edu

Your NameYour Job (position/grade)

Where you are from?

Number times at Hormel Institute

What do you hope to get out of this class?

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INTRODUCTIONS

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To DO List :•Defining: Young Talented Readers•Limitations of guided reading with

young, talented readers•Classroom environment•Using powerful texts •Differentiated teaching strategies

lizfogarty.weebly.com

Defining:

Young, Talented Reader

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What are the Issues for Young

Talented Readers?

Lack of ChallengeLack of GrowthBoredom

Gifted ReadersAdvanced 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

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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

Common Factors for Young, Talented Readers

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•Had mothers with high educational levels

•Range in socioeconomic status

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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.

So What’s the Problem with Guided Reading

Anyway?

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• 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

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.

Sequential Nature of the Standards

- Facilitate Acceleration

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Common Core Reading Continuum

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20Photo credit to Mondo Educational Publishing

21Photo 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

22Photo 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

23Credit to Mrs. Van Dyke

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READING TO LEARNReading Level = 3.0+

LEARNING TO READReading Level = 1.5-2.9

PRE-READERReading Level = preK

Providing a Continuum of Delivery

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Schoolwide Components

•Cross grade grouping for reading•Grade acceleration for reading•Increase library access