Meeting the Needs of the Bright and Gifted Students

Yesterday, we had RTI (Response to Intervention) meetings all day. I attended three of the four meetings, the ones for 4th, 5th, and 6th grade students. The district asked one of the people that work in curriculum development to facilitate the meeting. What an intelligent, articulate, and knowledgeable young woman! Through a series of activities and discussions, she led each group to consider what they already do for the students on the higher end of the learning scale and what they could be doing. We began by considering the profile of many of our gifted students. Almost every group concluded that many of these students prefer to work independently, often challenge the teacher in multiple ways, sometimes lack social skills, and frequently have problems with organization.

The facilitator then asked teachers to consider a list of ways that they differentiate to meet the needs of these students. Most of the teachers were already doing several things on the list such as meeting in small groups, providing alternative assignments, and providing enrichment work. Of course, many of the teachers are used to modifying instruction for struggling students. Conversation revealed that teachers often spent so much time meeting the needs of the struggling learners, that little was left for those students who require a challenge. The facilitator provided several simple, practical ways to provide more balance in this area:

• Talk frankly with gifted students. Let them know you realize they are smart, but that you still have things you can teach them. Let them know that you will work with them to determine ways they can demonstrate mastery and move on with more challenging work.
• Use pre-assessments. If students already understand and have met the objectives of your lesson or unit plan, consider ways to enrich or move them into a new study.
• Allow students to develop projects; Once you approve them and create a rubric, they can work on their own.
• Give choices. The areas of process and product can be varied in many ways. For example, students can decide if they want to work independently, with a partner, or in a small group. Students can demonstrate their learning in a variety of ways (products).
• Help students learn good social skills if they are lacking in this area.
• Use Bloom's Taxonomy when planning lessons. It is essential to develop higher thinking skills, especially with bright or gifted students.
• Don't always rely on these students to help others or act as "teacher's aides". These students need to have an equitable learning situation. They should always be engaged in learning, not merely helping others learn things they already understand.

Once again, our RTI meeting was productive and enjoyable. Our facilitator showed ways to manage the needs of the brighter students without spending an inordinate amount of time doing it. In April, we will work together to create lessons that differentiate with these students in mind.

RTI

Today I attended the RTI meetings for first and second grade teams. Although I only have a few RTI groups at these levels (I support primarily 4th to 6th grades), I look forward to witnessing this amazing process. Each grade level meeting includes our Instructional Support Teacher, who facilitates the meeting, our school counselor, our district school psychologist who has synthesized all the data, our reading specialists, grade level teachers, and usually the principal and/or vice-principal. The purpose of todays meeting was to review all the data gathered from mid-year DRA's and Dibels testing. We look closely at individual students who are in Title 1, Tier 1, Tier 2, and Tier 3 (Reading Recovery in grade 1). Everyone has a chance to comment and we use our collective expertise to move students into the appropriate supports. I teach in a school with close to 1200 students. It is gratifying to see so many professionals working together to make sure no child slips through the cracks. It is also amazing to see the progress that children make when there are appropriate supports in place. I always leave these meetings motivated to do my best. The dedication and professionalism of the people with whom I work is inspirational.

Poetry Academy

At times, everything is in line for a new program to begin. In the September, 2008 issue of the Reading Teacher, an article written by a Reading specialist who created and established a "Poetry Academy" in her school, appeared. I was so impressed with the simplicity of her plan and the resulting data, that I copied the article and put it aside with the hopes of trying it sometime in the future. As luck would have it, one of our Title 1 Aides had a twenty minute block of time open up. I suggested that we consider initiating a Poetry Academy with a small group of fourth graders who could benefit from fluency support and instruction. Coincidentally, all the reading specialists from our school attended the Tim Rasinski workshop last week so we were feeling very positive about the benefits of fluency instruction. After discussing the idea with administators, we got the green light and our "Poetry Academy" will begin next week.

The beauty of this concept is that it requires very little time and according to the author of the article, Lori Wolfong, the students made significant gains. Briefly, this it how it works:

• A teacher or an aide works with individual students for about 10 minutes per week.


• Instructor selects an appropriate poem and reads it aloud to the student.


• Student and instructor read the poem together.


• Instructor discusses meaning and unfamiliar vocabulary with the student.


• Student reads the poem aloud.


• Instructor provides a copy of the poem and instructs the student to practice reading it aloud to other throughout the week. Student is to have anyone who has listened to them read the poem sign off on it.


• The following week, the instructor hears the student recite the poem, tracks number of signatures, and the whole process begins again.


• At the end of a determined number of weeks, students are invited to choose some of their favorite poems and share them in an open forum that includes parents and others. It is a celebration of their participation in "Poetry Academy".

This week we will test targeted students and choose eight whom will benefit from this program. We will pre-assess using a one minute read, retelling, short comprehension test, and attitude survey. Our program will last for ten weeks. At the end of the ten weeks, we will re-assess the children to compare data. Hopefully, this intervention will result in improved fluency and comprehension for the selected group of students. Should be interesting!

Snow Days

Ah! One of the best parts of being a teacher is the coveted "snow day". The apprehension starts the day before. "What's it doing out there?" "Do you think we'll have off?" "Did you hear the latest report?" "See you tomorrow...Not!" These are common comments prior to the big day. During the night, most teachers give in to the temptation to peek out the window to see what's going on. Finally, the phone rings. Yes! You feel for the phone, hoping for the best. "No school today, go back to sleep chirps a familiar voice." And you do! The funny thing is, a few hours later when you log onto your computer, you find there's already a slew of emails and these teachers that so desperately wanted "off" are doing, of all things, schoolwork! That's really the beauty of the snow day. You can do the schoolwork you love in the comfort of your home. After a good sleep and a leisurely breakfast, many teachers delve into their schoolbags and use the time to catch up or develop some creative lesson plans. Hope all of you enjoyed the found time as much as I did.

Tim Rasinski Workshop (Fluency)

I think teachers fall into two categories: Those who love to attend workshops and those who hate them. I happen to fall into the former category. What could be better...a day off from school, a nice lunch, an opportunity to interact with colleagues and, best of all, a chance to learn something that can have a positive impact on students. Over the course of my career, I've been to tons of workshops. I must say, most of them were enjoyable and beneficial. Today's workshop was given by Professor Tim Rasinski. If you teach reading, you probably recognize his name. He is noted for his work on fluency and he didn't disappoint.

Tim began the workshop by asking us to join in singing three patriotic songs: Grand Old Flag, God Bless America, and Hail to the Chief. Timely, yes...linked to reading and fluency? Well, judging by the expression on some faces, that was questionable. Thus began a very unique workshop experience. Soon after the last notes faded away, Tim explained that singing is a sure-fire way to enhance both fluency and comprehension. He elaborated on the value of using songs to provide background knowledge related to our cultural literacy, have students discuss words found in song lyrics, and track text as they sing. Music was always a part of the day when I was a classroom teacher. I was delighted to recognize that I can continue to use music and it will actually benefit my struggling readers. Unlike some workshops, the day didn't go downhill from there. Professor Rasinski is quite entertaining. He has a beautiful speaking and singing voice and an engaging style. Although I am familiar and have used many of the activities presented, it was a wonderful refresher and I feel inspired to make fluency activities a regular part of my classes. The best part of the workshop, was that all of the activities that Tim discussed are research based. Tim shared some impressive statistics. I am convinced that fluency practice needs to be enbedded in every literacy program and feel eager to find ways to incorporate more of this in our school and with my students. Following is a list of some of the highlights of this workshop:

WORD WORK:
Making Words - Rasinski showed us a way to use do this activity on worksheet in lieu of using
word tiles. Much easier! The important element is that the teacher is "with the
kids" all the way and there are many opportunities to discuss words.

Word Ladders: Students start with a word and continually change it to make various words.
The last word relates to the first word in some way. Check this site to find
word ladders ready to use: www.wordsmith.org/anagram/ Select the
advanced setting then select "Print candidate words only".

Vocabulary Time Lines: Used to teach students to recognize and use a variety of words instead
of overused words. Create a continuum and have students come up with ideas.
Example: Hot______________________________________Cold

"Harvest" words: Have students choose interesting/unfamiliar words from text. Discuss them, then be sure to put them on word charts that hang around the room.

FLUENCY INSTRUCTION
Components: Accuracy - Modeling - Assisted Reading - Practice - Phrasing - Synthesis

Rasinski discussed and modeled many examples of materials and activites related to fluency instuctions and stressed the benefit of "repeated readings". Data reveals excellent reading growth in students who regularly engage in fluency instruction. Some of the ideas I think are most valuable are:

• Reader's Theatre
• Having students make tapes for other students
• Using songs and song lyrics
• Paired reading

Obviously, these are just a few of the highlights of this workshop. I would encourage all educators to check out Tim Rasinski's website (http://www.timrasinski.com/) as well as the books he has published by Teacher Created Materials. Very powerful resources that are simple and fun to use.

WELCOME

Welcome to Reflections from "Reada". As you can see, "Reada" is a play on my real name. Since Reading is one of my passions and the primary purpose of this blog is to reflect on my experiences as a reading teacher, it seemed appropriate. For a while now, I've thought about starting a blog. January is a time of new beginnings, so here I am.

I've been a teacher for many years, but most of that time was spent in the classroom. I have taught most grades from second to ninth. During the summer, I am an adjunct professor, teaching graduate courses in reading. For the last seven years, I have worked as a Reading specialist. Six of those years were spent teaching remedial reading classes in a large, suburban middle school. This is my second year, working as a reading specialist in Elementary school (same large suburban school district). This blog is an attempt to capture the diversity of this position and to reflect on the insights, ideas, lessons, and experiences that make my job so challenging and rewarding. Comments and reflections from others are welcome. I believe that good teaching requires a commitment to openess and a willingness to share. Welcome!

WHY ARE WE DOING THIS?

Oftentimes, as teachers, we hear kids lament,"Why do we have to do this?" It has long been my opinion that this question deserves an answer. Indeed, I believe that most effective lessons or units of study answer this question before it's even asked. Students need to understand and deserve to understand the purpose of a lesson. In my opinion, sharing this information not only shows respect for students, but it also serves as a source of motivation.

My sixth graders just finished reading "The Chameleon", a reader's theatre text that appeared in READ magazine. Initially, students read the text and coded their thinking (post-its) to enhance comprehension and enable them to participate in post-reading discussion. Next, my plan was to have the students perform this piece as a "reader's theatre". However, I wanted to encourage each of them to practice thier part and also set up a situation where they could assess and help each other improve their fluency.

Although it took more time than I expected (doesn't it always?) today we discussed the components of fluency. I gave each student the rubric they will use when they assess one another. Then, I modeled by reading aloud and asking the students to assess my smoothness, accuracy, and expression. They loved it! Finally, I explained to the students the important link between fluency and comprehension. Yes - Research proves that fluency practice enhances comprehension. It's almost magical! How can practicing one piece of text help one understand and become more fluent when reading different texts? When I posed this question to my sixth graders, they came up with some wonderful (and accurate responses). Although we didn't have a chance to actually begin practicing individual parts, I sent students home with copies of the play and confidence that they were motivated to read through their assigned parts several times on their own. Yes, I am by nature optimistic, but I do believe that understanding the benefits of fluency practice will give these kids the boost they need to motivate themselves. I'll let you know.