“I believe that reading, in its original essence, (is) that fruitful miracle of communication in the midst of solitude. ”. ~ Marcel Proust. Metaphorical Thinking: What is Literacy?. Think of an object or animal that best represents “literacy.” Complete this phrase:
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“I believe that reading, in its original essence, (is) that fruitful miracle of communication in the midst of solitude.”
~ Marcel Proust
Think of an object or animal that best represents “literacy.”
Complete this phrase:
“If literacy were an object/animal, it would be a…this object/animal represents literacy because of its…”
Movers & Thinkers: Reading Strategies to Engage High-Ability Learners
Brown and Rogan (1983) suggest that gifted readers may be in jeopardy of losing sight of schools as places to find engaging books because they are held back from finding and interacting with materials that are appropriate for their ability levels.
Academic rigor is not about curriculum or materials. It is, however, about a state of mind and the climate that results from creating and cultivating a state of mind and climate, which is a product of a teacher with high expectations and a repertoire of engaging learning opportunities which support students to find meaning and make sense of the content. Like differentiated instruction, academic rigor is a way to think about teaching and learning and not a formula with a set script.
“Reading programs for the gifted should take into account the individual characteristics of the children, capitalize on the gifts they possess, and expand and challenge their abilities.”
~ D. Levande (1993)
“An academically rigorous environment is where students grapple with complexity, explore and construct new knowledge, ask more questions than generate answers and have the motivation and abilities to make connections that go beyond the boundaries of what is learned in school to what is learned in life.”
to their abilities.
Therefore, educators must provide challenging learning activities along with advanced texts to truly meet the needs of the high ability reader.
We Must Be Deliberate in Our Selection of Curriculum
High level of language and vocabulary
Language patterns and vocabulary from other times and places
Utilize the full array of literary devices
Use of descriptive works that stimulate vivid images
The plot creates a sense of adventure and creativity
The structure of the book puts the mind to work
~ Halsted (1994)
Teachers Matter in Value-Added
Program Goals & Objectives
My name is Golden Fawn. I am a Native American from the Iroquois nation. My family and I live in a village of longhouses surrounded by a wall. We live in the village most of the year except when the men hunt deer or the women go gathering nuts. Our farm fields are outside the village. My family and our dog live with seven other families in our longhouse. It has a frame of tall poles on the sides and two rows of taller poles running down the center inside the house. The walls and roof are completely covered with bark. There are only two doors and no windows. There are cooking fires in the center of the house. There is no hole in the roof, and the house is always very smoky.
~ from DD2 adopted 2nd grade social studies text
- VanTassel-Baska, 1986
Taba Model of Concept Development
Application to Content
Applications to Other Disciplines
Change may happen
naturally or be caused
Change may be
perceived as orderly
Change may be
Change is linked
-- Paul, 1992
What is the situation?
Who are the
What is the point
of view for each
What are the
What are the
resources would be best
to explore for each
What did I find
out from each source?
What did I learn?
What do I want
Source (sentence where you saw the word):
Part of Speech:
Students respond through art and/or writing on a piece of chart paper located at the front of the room or on each group’s table. Students are encouraged to write and sketch their thoughts about the prompt (artwork, open-ended question, etc.) in a graffiti fashion. Their responses, comments, sketches, quotes, and connections are not organized in any manner. The goal is to record initial responses during or right after issuing a prompt. Group members/whole class members can then share their thinking using their graffiti as a reference. These boards can also lead to organizing and webbing student connections to find a focus for further discussion or for post-assessment reflection.
This is a strategy in which students create a scene and freeze the action, then discuss what is happening and their reactions to it. Using physical poses, gestures, and facial expressions, students convey the characters, action, and significance of a moment.
S. Richards (2005)
The mind is not a vessel to be filled, but a fire to be kindled.