Reading and Writing Informational Texts in Differentiated Classrooms K-2
Presenter: Dr. Sylvia Read
Time: TBA
What constitutes informational text for primary grade students? How do you locate and organize a range of informational text in the primary grade classroom to match the range of reading levels so that all learners can experience challenge, including students who are reading well above grade level? How do you help readers make sense of challenging text? What kinds of informational text might you expect primary grade students to produce? In this mini-strand, we'll explore these and other questions using the theme "Encountering the Natural World".
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| Monday, June 9-Curriculum/Content |
Tuesday, June 10-Instruction/Process |
Wednesday, June 11-Product/Assessment |
- A consideration of various informational "texts"
- Gradations of difficulty in informational texts
- Presentation of a range of texts for K-2
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Differentiating the process of encountering and making sense of informational texts for various levels of readers and the role of explicit instruction
- Means: Read-aloud, buddy read, independently read
- Modes: Watch, listen, interact
- Methods: Cubing, choral reading, browsing boxes, learning centers
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The role of models and explicit instruction to guide students' creation of products
Types of products:
- Drawing & invented spelling
- Interactive writing
- Independent Writing in various forms
Products as assessment of learning
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Reading and Writing Informational Texts in Differentiated Classrooms 3-6
Presenter: Dr. Sylvia Read
Time: TBA
What constitutes informational text for upper grade students? How do you locate and organize a range of informational text in the upper grade classroom to match the range of reading levels so that all learners can experience challenge, including students who are reading well above grade level? How do you help readers make sense of challenging text? What kinds of informational text might you expect upper grade students to produce? In this mini-strand, we'll explore these and other questions using the theme "Change".
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| Monday, June 9-Curriculum/Content |
Tuesday, June 10-Instruction/Process |
Wednesday, June 11-Product/Assessment |
- A consideration of various informational "texts"
- Gradations of difficulty in informational texts
- Presentation of a range of texts for 3-6
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Differentiating the process of encountering and making sense of informational texts for various levels of readers and the role of explicit instruction
- Means: Read-aloud, buddy read, independently read
- Modes: Watch, listen, interact
- Methods: Cubing, choral reading, browsing boxes, learning centers
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The role of models and explicit instruction to guide students' creation of products
Types of products-Independent writing in various forms
- Poetry, songs, artistic renderings
- I-Search
- I-chart
- Multigenre
Products as assessment of learning
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Title: 3 Cs of Differentiation for Gifted Children: Compacting, Collaboration, and Cooperation
Presenter: Leah Welte
Time: TBA
In this mini-strand, participants will learn why the 3 Cs of differentiation (i.e., compacting, collaboration, and cooperation) are effective and how to orchestrate them for all types of gifted students in their regular or magnet classrooms. Participants will leave with their own practical written plan addressing each of the 3 Cs to implement in the fall.
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| Monday, June 9-Curriculum/Content |
Tuesday, June 10-Instruction/Process |
Wednesday, June 11-Product/Assessment |
Introduce
- temperament types in gifted students (Meyers-Briggs - SJ, SP, NF, NT
- the constructs of compacting, collaboration, & cooperative learning
- why all three Cs fulfill the academic and social needs of gifted students and create fair learning experiences for all students in a classroom.
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Develop
- detailed understanding about compacting and collaboration
- steps to implement compacting and collaboration effectively in a differentiated regular or magnet gifted classroom
- the initial plan for compacting and collaboration in literacy areas such as spelling, skills reinforcement, and guided reading.
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Complete
- detailed understanding about cooperative learning
- steps to implement cooperative learning effectively in a differentiated regular or magnet gifted classroom
- the initial plan for implementing the 3C's and assessing its effectiveness during small group presentations
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Components and Organization of Service Learning: Go Green with Vermiculture !!!!
Presenter: Kathleen Brown
Time: TBA
What are the emotional, intellectual, and social needs of gifted children? What is service learning, and how does it satisfy these needs as well as increase literacy across content areas? How do you choose a project? What does an actual project look like? How is it organized? How do you know if the project has been successful? I will share
the wonderful learning, passion, and adventure that my own class has experienced
through composting with worms as our service learning project.
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| Monday, June 9-Curriculum/Content |
Tuesday, June 10-Instruction/Process |
Wednesday, June 11-Product/Assessment |
- Dabrowski and over excitabilities in gifted children
- Components of World Class Reading
- Service learning Outcomes
- What about the core?
- Why worms?
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- Choose a project
- Produce ideas
- Develop a plan
- Student training
- Get to work!
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- Meet the worms
- Students and their projects
- Long term plans and learning extensions
- Evaluate/ reflect
- Celebrate
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Challenging Cognition through Visual Literacy in the Elementary Classroom
Presenter: Maele Shakespear, M.Ed.
Time: TBA
Students who exhibit advanced reading skills only have a portion of the aptitude needed for successfully expressing and deriving meaning. Recent work in art education has emphasized teaching students how to negotiate the world around them through finding and expressing meaning in a visual format. Such an education through the arts expands student's critical thinking by fostering problem-solving skills and advanced forms of cognition that can be nurtured in virtually no other way. In this mini-strand participants will explore the nature of today's visual culture and how visual literacy can be taught through art making in connection with the core curriculum.
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| Monday, June 9-Curriculum/Content |
Tuesday, June 10-Instruction/Process |
Wednesday, June 11-Product/Assessment |
- Exploration of visual culture and its affect on human nature
- How visual literacy can address core curriculum agendas
- Mapping it out-creating a lesson plan in which students are given opportunities to refine "meaning- making" through an artistic process
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- Addressing concerns (i.e., "How do I teach art, if I can't do it myself!?!")
- Managing art materials in the classroom
- Promoting inquiry and construction of ideas during instruction
- Mentoring students during the artistic process
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- Assessment in Art Education vs. traditional educational assessments
- Student-constructed assessments
- Assessing not only product but also process
- Assessing product through artistic critique and written language
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Differentiating the Study of Literature through Relevance: Incorporating Thematic Links to Bind Fiction and Non-Fiction in the Secondary Classroom
Presenter: Ashley Cross
Time: TBA
Reaching today's advanced student necessitates that classroom curriculum reflect relevancy in content and application. Application of advanced literary techniques through an analysis of both fiction and non-fiction works broadens both the curricular focus and the instructional process and offers students the opportunity to practice common skills in reading and writing that are necessary for successful completion of college-level work. The focus of this mini-strand will be secondary classroom instruction of self-selected, advanced students. While the discussion will focus on reading and writing within the Language Arts classroom, practices may be adapted to fit multiple subject areas.
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| Monday, June 9-Curriculum/Content |
Tuesday, June 10-Instruction/Process |
Wednesday, June 11-Product/Assessment |
Thematic Links:
- Ars Moriendi: The Art of Dying Well
Fictional Texts: Shakespeare's Hamlet, Prince of Denmark
Chinua Achebe's Things Fall Apart
The Prometheus Myth
Non-Fiction: Focus: Americans as Casualties of War
- The Pursuit of Knowledge
Fictional Texts: Ayn Rand's Anthem
Shelley's Frankenstein or. The Modern Prometheus
Non-Fiction: Focus: Opposing Multiculturalism in Education
Francis Bacon's "Of Studies"
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- Ars Moriendi: The Art of Dying Well
Writing Fiction: Tribute, Elegy
Writing Non-Fiction: Obituary, Eulogy
- The Pursuit of Knowledge
Writing Fiction: Allegory
Writing Non-Fiction: Creating a Bacon Model: "Of __________"
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- Student-Constructed Rubrics
- Guided Peer-Editing
- Using student work to highlight successes and failures.
Misc. Adapted Advanced-Placement Scoring Guides
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Gifted and Talented at the Middle Level: Ideas for Success
Presenter: Rebecca H. Odoardi
Time: TBA
What does best practice at the middle level involve? What are the essential elements of effective practice at the middle level for gifted and talented students? In this three day workshop, participants will learn about the essential elements of a gifted and talented program at the middle level including student characteristics and attributes, develpmentaly appropriate practice and then use what they have learned to begin or continue development of a program for their classroom, their school or their district.
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| Monday, June 9-Curriculum/Content |
Tuesday, June 10-Instruction/Process |
Wednesday, June 11-Product/Assessment |
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The unique epistemology of gifted students at the middle level
Developmentally appropriate practice for gifted learners at the middle level
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Best practices for gifted/talented students at the middle level
- What needs to be considered in developing an appropriate program?
- What are the essential elements?
- How can we begin the process of developing a program at our school?
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Participants will use what they have learned to network together to begin/continue the development of the middle level gifted and talented program in their classroom, school, or in their District.
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Understanding Giftedness Through Eminent People
Presenters: Sheri Sauvé, Tricia Appleby, and Nicole Marchant
Time: TBA
How do we empower students to understand and appreciate their unique gifts and talents? How can teachers facilitate the further development of those abilities and encourage students to use their gifts to make a positive contribution to society? Through the in-depth and extensive research study of a famous individual in whom they are interested, students find connections to and applications for their own giftedness. This unit of study will promote the development of skills, concepts and attitudes for lifelong learning.
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| Monday, June 9-Curriculum/Content |
Tuesday, June 10-Instruction/Process |
Wednesday, June 11-Product/Assessment |
- Apply the Autonomous Learner Model developed by Dr. George Betts
- Utilize Investigative approach to understanding gifts and talents
- Research using primary and secondary resources
- Integrate writing skills
- Implement higher level thinking Developmentally appropriate practice for gifted learners at the middle level
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- Investigate giftedness
- Develop note taking skills
- Compose bio-riddle
- Organize timeline
- Complete selected activities
- Improve public speaking skills
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- Utilize teacher rubrics to assess student performance and products
- Analyze contributions to society
- Self-evaluate products
- Reflect on future goals
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