young gifted readers + common core
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Presentation for 2013 NAGC ConferenceTRANSCRIPT
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Young Gifted Readers +Common Core Standards =
Continuum of Success
Presentation for the 2013 NAGC Conference
Dr. Liz [email protected]
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To DO List :
•Potential of the common core to challenge young gifted readers
•Using powerful texts
•Differentiated teaching strategies
•Classroom environment
•Practical methods and materials
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https://sites.google.com/site/2013nagcyounggiftedreaders/
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What are the Issues for Young
Talented Readers? Lack of ChallengeLack of Growth
Boredom
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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
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Who are young gifted readers?
•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.
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Interview with a Young Gifted Reader
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Potential of Common Core to Challenge the Young Gifted Reader
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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.
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Sequential Nature of
the Standards
- Facilitate Acceleration
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Common Core Reading Continuum
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KindergartenActively engage in group reading activities with purpose and understanding
First GradeWith prompting and support, read prose and poetry with appropriate complexity
for Grade 1.
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2nd GradeBy the end of the year, read and comprehend literature in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
3rd GradeBy the end of the year, read and
comprehend literature in the grades 2-3 literature at the high end of the grades
2-3 text complexity band independently and proficiently.
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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
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Differentiated Teaching Strategies
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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
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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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Teaching “Determining Importance”
http://www.readwrit
ethink.org/files/
resources/interactives/bookcover/
Use the Book Cover Creator
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Classroom Environment