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When Guided Reading isn’t Enough Guidance:
Young Talented Readers
Presentation for the 2015 NAGC Conference
Dr. Liz Fogartylizfogarty.weebly.com
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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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18Photo credit to Mondo Educational Publishing
19Photo 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
20Photo 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
21Credit 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
Classroom Environment
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Components Activities
Opening Ceremonies Poetry, News
Read Aloud Kids share, teacher records
Explicit Reading Comprehension, support the unit of study, address needs and abilities, Record lessons on chart paper & students record in reader response notebooks
Workshop Experiences Guided reading, independent practiceConferences, comprehension strategy groups, literacy study groups
Share Circle Share experiences, learning
SEM-R
Three Goals of SEM-RThree Goals of SEM-RTo increase enjoyment in reading
To encourage students to pursue challenging independent reading
To improve reading fluency, comprehension, and increase reading achievement
Phase 1Exposure - Book
Hooks:High interest read alouds and higher
order questions
Phase 1 - Exposure
•High-interest book hooks for read aloud
•Higher-order thinking probing questions
•Bookmarks for teachers with questions focusing on advanced thinking skills and reading skill instruction that is relevant to a broad range of literature
Type I Activities
BOOK
HOOKS
In the SEM-R, the focus was not on me teaching, but
rather on them learning. I did not have to spend hours on a lesson plan. Instead, I spent my time thinking of
what to read to my students to get them excited about
reading.
~ Treatment Teacher
Phase 2Supported Independent
Reading (SIR) using individual conferences
and differentiated reading instruction
Phase 2 - Training & Self-Selected Reading
Training and discussions on Supported Independent Reading
One-on-one teacher conferences on higher level reading strategy and instruction
Bookmarks for students posing higher-order questions regarding character, plot, setting, considering the story, and other useful topics.
Type II Activities
Phase Two Goals
Students will . . .• Enjoy reading books of their own selection
• Read appropriately challenging books (1 to 1.5 levels above their current reading level)
• Develop self-regulation skills to enable all students to read appropriately challenging books for at least 25-35 minutes each day
• Have individualized reading strategy instruction
The Chronicles of Harris Burdick: Fourteen Amazing Authors Tell the Tales / With an Introduction by
Lemony Snicket
This inspired collection of short stories features many remarkable, best-selling authors in the worlds of both adult and children's literature: Sherman Alexie, M.T. Anderson, Kate DiCamillo, Cory Doctorow, Jules Feiffer, Stephen King, Tabitha King, Lois Lowry, Gregory Maguire, Walter Dean Myers, Linda Sue Park, Louis Sachar, Jon Scieszka, Lemony Snicket, and Chris Van Allsburg himself.
The Chronicles of Harris Burdick
Intrigue and mystery can be found in this book trailer on the Chronicles of Harris Burdick. Look for it on Amazon – a great way to introduce this book to your class.
Phase 3Interest and
Choice
Incr
easi
ng d
egre
e of
stu
dent
se
lect
ion
Phase 3 - Interest & Choice Components
Introducing creative thinking
Exploring the InternetGenre studiesLiterary explorationResponding to books Investigation centersFocus on biographiesBuddy readingBooks on tapeLiterature circles Creative or expository writing
Type III investigations
Type II & Type III Investigations
Phase 3 ProjectsPhase 3 ProjectsBuild on student interestEncourage independence
Allow work with complex and abstract ideasEnable long-term and in-depth work on topics of
interestDevelop task commitment and self-regulation
Teach planning and research skills at advanced levels
https://www.tes.com/lessons/O7OWPOKBdGBoGA/edit
In the SEM-R, our focus was on helping children
shift from LEARNING TO READ to READING
TO LEARN!
“We do not need to burn books to
kill our civilization; we
need only to leave them
unread for a generation.”
——R. M. HutchinsR. M. Hutchins
Components of the SEM-R Framework
Phase 1 - Exposure Phase 2 - Training & Self-Selected
Reading
Phase 3 - Interest & Choice Components
• High-interest books to read aloud
• Higher-order thinking probing questions
• Bookmarks for teachers with questions regarding Bloom's Taxonomy, biography, character, illustrations and other topics relevant to the study of literature
Training and discussions on Supported Independent Reading
Supported Independent Reading
One-on-one teacher conferences on reading strategies and instruction
Bookmarks for students posing higher-order questions regarding character, plot, setting, considering the story, and other useful topics.
Introducing creative thinking
Exploring the InternetGenre studiesLiterary explorationResponding to booksInvestigation centersFocus on biographiesBuddy readingBooks on tapeLiterature circles Creative or expository writing
Type III investigations
Type I Activities Type II Activities Type II & Type III Investigations
Inc re as in g de gr ee o f stu d en t se lec ti on
Joyful Reading - Pg.
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49 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.
50 ciep.hunter.cuny.edu
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.
51 ciep.hunter.cuny.edu
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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
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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”
http://www.readwritethink.org/files/resources/interactives/bookcover/
Use the Book Cover Creator
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Teaching Story Elements
Use the Cube Creator
http://www.readwritethink.org/files/resources/interactives/cube_creator/
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Teaching Phonics
Use the Word Wizard
http://www.readwritethink.org/files/resources/interactives/wordwizard/
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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
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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
71Appendix 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
