common core +

adolescent readers

= continuum for success

NAGC 2014Dr. Liz Fogarty

fogartye@ecu.edu

lizfogarty.weebly.com

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To DO List :

• Potential of the common core to challenge adolescent gifted readers

• Using powerful texts • Differentiated teaching

strategies• Classroom environment• Practical methods and

materials

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Who are gifted readers?

Those who: • Read at a level two grades or more

above their current grade• Have advanced vocabulary• Enjoy reading (usually)• Read to satisfy curiosity and read to

learn• Read early and often without being

taught

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Some are Early Readers

• 50% of gifted children were reported as reading easy text by age 4, while only 22% of non-gifted children did so.

Gifted Readers

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

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Potential of Common

Core to Challenge the

Adolescent Gifted

Reader

Common Core: Changes in Classrooms

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.

CCSS.ELA-Literacy.RL.7.3Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

CCSS.ELA-Literacy.RL.6.3Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

CCSS.ELA-Literacy.RL.8.3Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Common Core is a Continuum

http://www.readwritethink.org/files/resources/interactives/circle-plot/

CCSS.ELA-Literacy.RL.6.3Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

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Teaching Story Elements

Use the Cube Creator

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

Common Core is a Continuum

CCSS.ELA-Literacy.RI.9-10.3Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

CCSS.ELA-Literacy.RI.11-12.3Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

CCSS.ELA-Literacy.RI.9-10.3Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Grades 9-10 Text Exemplars

Informational Text – English Language ArtsMargaret Chase Smith “Remarks to the Senate in Support of a Declaration of Conscience.” p. 125

https://www.senate.gov/artandhistory/history/resources/pdf/SmithDeclaration.pdf

CCSS.ELA-Literacy.RI.9-10.3Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

CCSS.ELA-Literacy.RI.7.5Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

CCSS.ELA-Literacy.RI.6.5Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

CCSS.ELA-Literacy.RI.8.5Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

Common Core is a Continuum

Cubing with QR codes

Each code could link to a story or article for students to read with the texts being differentiated for readers of differing readiness levels

OR each code could link to a webpage with questions that are differentiated for different levels of Bloom’s Taxonomy

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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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Text

Appendix A - ELA Common Core

Lexile Ranges for CCR Expectations

http://www.adlit.org/books_by_theme/

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Differentiated Teaching Strategies

Phase 1 - ExposurePhase 2 - Training &

Self-Selected Reading

Phase 3 - Interest & Choice

Components

• 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

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.

Introducing creative thinking

Exploring the Internet Genre studies Literary exploration Responding to books Investigation centers Focus on biographies Buddy reading Books on tape Literature circles Creative or expository

writing Type III investigations

Type I Activities Type II Activities Type II & Type III Investigations

Incr

easi

ng d

egre

e of

stu

dent

sel

ectio

n

Components of the SEM-R Framework

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SEM-R

SEM-R

SEM-R

SEM-R

SEM-R

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Schoolwide Components

• Cross grade grouping for reading

• Grade acceleration for reading• Increase library access

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Practical Methods and Materials

nearpod

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Teaching “Determining Importance”

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

Use the Book Cover Creator

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Comments orQuestions?