u-stars ~ plus using science, talents, and abilities to recognize students ~ promoting learning for...

U-STARS~PLUS Using Science, Talents, and Abilities to Recognize Students~ Promoting Learning for Underrepresented Students

© 2011 CEC

Mary Ruth Coleman, Elizabeth MallegniJennifer Job, & Sneha Shah-Coltrane

Using Science, Talents, and Abilities to RecognizeStudents ~ Promoting Learning for

Underrepresented Students

The Importance of Reading Science Non-FictionFor K-3 Students

© 2011 CEC U-STARS~PLUS

Module 3

U-STARS~PLUS “The Big Star”


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The Heart of U-STARS~PLUSBringing Out the Best in Student Potential


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To appropriately recognize potential in students,

1. A teacher must know what to look for.2. Classroom responses should support high-

end learning.3. The classroom climate should be

emotionally supportive, so children will show us their best.


Module 3Gifted and Talented ProgrammingAllen-Field School

“Every child is special if we create conditions in which that child can be a specialist within a specialty group” Renzulli, 1994


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School vision

Allen-Field is a place of excellence where every student will be equipped with 21st century skills to succeed in middle school and beyond.


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Allen-Field is committed to: • Teaching ways of thinking. Creativity, critical thinking,

problem-solving, decision-making and learning • Modeling and teaching ways of working. Communication

and collaboration • Teaching tools for working. Information and communication

technology (ICT) and information literacy • Teaching skills for living in the world. Citizenship, life and

career, and personal and social responsibility


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Allen-Field is a High Needs Urban SchoolOur Data Shows:1. Current

enrollment shows a decrease of student enrollment since the 2010-2011 school year.

2. Increase of %SWD by 5.5.

3. Increase of % Free/Red by 2.3

4. Increase of 3.8% of African Amer. students


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Our Current Reading Data

65% of our K5-5th grade students and ELL students with

proficiency level of 3 or higher are

performing below target.


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Our Goal• Allen-Field School will reform its current

bilingual gifted and talented program to become a School Wide Enrichment school. It will utilize U-Stars Plus student and parent Reading activities to provide high end rigorous learning experiences to ALL students.


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Differentiation for High-End Learning

Working to adjust the teaching/learning activities to address individual learning needs

Coleman, M. R. (1998). Are we serious about meeting students’ needs? Gifted Child Today, 21(1), 40–41.


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Ways to Modify the Curriculum for Gifted Learners

1. Acceleration – adjusting the pace of learning2. Enrichment – allowing for more depth and

exploration3. Sophistication – bringing more complexity and

abstraction to the subject4. Novelty – providing opportunities not generally

offered in the curriculum

Gallagher, J., & Gallagher, S. (1994). Teaching the gifted child (4th ed.). Boston, MA: Allyn & Bacon.


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Toolkit of strategies for differentiation in the general education classroom

• Curriculum compacting• Tiered assignments• Learning centers/stations• Independent/small group contracts and

projects• Questioning techniques/effective

questioning to promote higher order thinking skills


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Making More Connections!

Reading in the content areas is a major focus of the common core standards! Nonfiction reading in science is exciting!


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Book summaries (Grades K–3)

Concept maps

Discussion questions and activities based on Bloom’s Taxonomy

U-STARS~PLUS Nonfiction Connections

Building content area reading skills in Science


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Reading NonfictionThank you to Jennifer Job for her contributions to this

work!


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Importance of Nonfiction Reading

• Activating Prior Knowledge More Directly• Exploring Interests Real World• Providing Explicit Instruction• Building Academic Vocabulary• Enhancing Higher Level Thinking• Strengthening Expository Writing Skills


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Building Vocabulary

• Builds Academic Vocabulary/Knowledge• Facilities Discussion of Information• Introduces Words like “species,” “heard,”

“migration”• Provides Authentic use of Words in Context• Uses Pictures, Graphics, & Text to Show

Meanings


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Expository Writing

• Organization Features (heading, glossaries, graphs)

• Text Structures (chronological, categorization, characterization, cause-effect, problem-solving)

• Visual Features (pictures, charts, graphics)


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Nonfiction Reading Standards(review handout and discuss)

• Why is reading nonfiction so important?• How do these standards enhance

“explicit” teaching?• In what ways will these skills be useful

through out life?


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Fiction vs. Nonfiction

• Identifying Vocabulary• Predicting of Plot

Development• Retelling/Restating• Summarizing• Recognizing Themes• Attending to Details• Identifying Characters

(roles)

• Developing Vocabulary• Categorizing/Classifying• Activating and Building

Prior Knowledge• Identifying Main

Ideas/Support• Interpreting Visuals• Developing Questions• Connecting Ideas Across

Texts


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Reading Nonfiction is also Different

• Skimming• Researching/Inquiry Projects• Seeking Answer to a Specific Question• Looking for Key Ideas or Support• Building a “Case”• Connecting with other Content Areas


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Strategies for Nonfiction

• Improve Understanding Before Reading (vocabulary, contextually information, preview pictures/graphics, explicit teaching/background information)

• Check Comprehension (SQ3R)• Note Taking and Study Strategies• Concept Mapping with Students (Ciullo & Billingsley, 2014)


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Questions for Nonfiction

• “Right There” Facts – directly in the text• “Think & Search” – may be in two or more

places in the text• “The Author and You” – requires judgment,

opinion/conclusion supported by text (Ciullo & Billingsley, 2014)


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Creating Your Own Connections

• Select your Book• What are the major science connections?• Which New Generation Science Standards

are addressed?• Which language arts standards are

addressed (nonfiction)?


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USTARS~PLUS

Lesson Outline: Nonfiction

Title: Lexical Score:

Author: Pages:

Illustrator: Translations:

Publisher: ISBN:

Major Topics:

Generalization:

Concept Map:

U-STARS Fiction Books:

National Science Standards:

Common Core Standards:

Literacy:

Math:

Summary of Book (focus on content learned, key facts, etc.):

Thinking Questions Based on Blooms:

Knowledge/Remember –

Comprehension/Understand –

Application/Apply –

Analysis/Analyze –

Synthesis/Create –

Evaluation/Evaluate –

Follow-up Activities


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Appendix D:Blooms Words

Original and Revised ListsColeman, M.R., Shah-Coltrane, S. (2011). U-STARS~PLUS:

Professional development kit. Arlington, VA: Council for Exceptional Children.


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Taxonomy of Cognitive Thinking 1 of 3

Domain Definition Keywords Assessment

Knowledge/Remember

Ability to remember something previously learned/recall information

Retrieve/Identify

Tell, recite, list, memorize, remember, define, locate, state, who, when, where, how, what, identify, select from list

Workbooks, quizzes, tests, vocabulary, timelines, fact cards, recitations, lists, matching, multiple choice, T/F

Comprehension/Understand

Demonstrate basic understanding of concepts/curriculum

Translate to other words/retell in own words

Construct meaning

Restate, give examples, explain, summarize, translate, show, symbols, predict, define, describe, illustrate, paraphrase, categorize, extrapolate, predict, map-match

Drawing, diagram, response to question, revision, basic project report, sequencing, translate, define, establish categories, make predictions based on information given


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Application/ Apply Transfer knowledge learned in one situation to another, applying information

Use information

Demonstrate, use guides/maps/charts, make/cook, interpret, predict, relate, simulate, organize, develop

Model, display, collect, written product, recipe/cooked product, artwork/crafts, demonstration, hands-on demonstration, use information in context or real world situation

Analysis/Analyze Understand how parts relate to a whole Understand structure and motive

Note fallacies

Identify structure and purpose

Investigate, classify, outline, categorize, review, compare, contracts, solve, survey, diagram, infer, prioritize, discriminate, select, focus on main ideas, deconstruct

Survey, editorial, questionnaire, plan, solution, report, review prospectus, hypothesis, model, create an outline, compare and contrast chart



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Synthesis/Create Re-form individual parts to make a new whole

Create something new

Compose, design, invent, create, conclude, construct, propose, forecast, collect, rearrange parts, imagine, extend, hypothesize, construct

Lesson plan, song, poem, story, advertisement, invention, expert project, experiment with scientific process, present new ideas

Evaluation/Evaluate Judge the value of something vis-à-vis criteria, support judgment

Judge, evaluate, give opinion, viewpoint, rate, prioritize, choose, recommend, critique, support, challenge, discuss, monitor, test, set criteria

Decisions, rank, rating/grades, editorial, debate, critique, defense/verdict, build criteria

See: Bloom, B. S. (1956). Taxonomy of educational objectives, handbook I: The cognitive domain. New York: McKay.Anderson, L.W. & Krathwohl, D. R. (et. al.) (2001). A Taxonomy for Learning, Teaching, and Assessing. New York: Longman.



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Summary

• Nonfiction is part of everyday life and everyone must be competent in reading it.

• Young children are very capable of understanding and enjoying nonfiction.

• For advanced readers, nonfiction provides an appropriate venue for reading.

• For struggling readers, nonfiction provides additional motivation for reading in areas of interest.

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