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Young Gifted Readers +Common Core Standards =

Continuum of Success

Presentation for the 2013 NAGC Conference

Dr. Liz Fogartyfogartye@ecu.edu

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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

• 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

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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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