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Teaching Super Readers Requires Super Powers!
Differentiation in the Primary Reading Classroom
Presentation for the 2016 NAGC Conference
Dr. Liz Fogartylizfogarty.weebly.com
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lizfogarty.weebly.com
Why Are You At This Session?
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Who are SUPER
READERS? Challenges of
Instruction
Use of Data Powerful Texts
Classroom Environment
Differentiated Teaching Strategies
What Makes Them SUPER READERS?
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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?
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What are the Issues for Young
Talented Readers?
•Lack of Challenge
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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
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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
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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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Classroom Environment
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Schoolwide Components
• Cross grade grouping for reading
• Grade acceleration for reading• Increase library access
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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
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Book Buddy
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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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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
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30Credit: Lori Comallie-Caplan
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33https://www.polleverywhere.com/free_text_polls/ZOdscT3HVcU5Qmi
Differentiated Teaching Strategies
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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
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Teaching “Determining Importance”
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http://www.readwritethink.org/files/resources/interactives/bookcover/
Use the Book Cover Creator
Teaching Story Elements
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Use the Cube Creator
http://www.readwritethink.org/files/resources/interactives/cube_creator/
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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
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Powerful Texts
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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
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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
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