When Guided Reading Isn't Enough Guidance - Young Talented Readers

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When Guided Reading isn’t Enough

Guidance:

Young Talented Readers

Presentation for the 2015 NAGC Conference

Dr. Liz Fogarty

lizfogarty.weebly.com

[email protected]

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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 Challenge

Lack of Growth

Boredom

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.

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Interview with a Young Gifted Reader

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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19Photo credit to Mondo Educational Publishing


Reading Level = 3.8Reading Level = 3.8






Regular Classroom Setting

RANGE = 4.8 Grade Levels








Cluster Grouped Classroom

22Credit to Mrs. Van Dyke

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READING TO LEARNReading Level = 3.0+ READING TO LEARN

Reading Level = 3.0+ LEARNING TO READ

Reading Level = 1.5-2.9LEARNING TO READ

Reading Level = 1.5-2.9PRE-READER

Reading Level = preKPRE-READER

Reading 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

Classroom Environment

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27 ciep.hunter.cuny.edu

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.


The twelve-year-olds enrolled in 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.


There are approximately 20,000 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.

30ciep.hunter.cuny.edu

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READING TO LEARNReading Level = 3.0+ READING TO LEARN

Reading Level = 3.0+ LEARNING TO READ

Reading Level = 1.5-2.9LEARNING TO READ

Reading Level = 1.5-2.9PRE-READER

Reading Level = preKPRE-READER

Reading Level = preK


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PRE-READERSPRE-READERS


• 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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LEARNING TO READLEARNING TO READ


• Tactile

experiences

• Books and

materials at

their level

• Guided

reading if

there are

others at their

level

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Teaching “Determining Importance”

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

er/

Use the Book Cover Creator

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Teaching Story Elements

Use the Cube Creator

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

eator/

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Teaching Phonics

Use the Word Wizard

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

ard/

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READING TO LEARNREADING TO LEARN


• 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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nearpod

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Book Buddy

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Using 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)

RAND Reading Study Group, 2002

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Appendix A - ELA Common Core

Lexile Ranges for CCR Expectations

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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