1. KATRINA WAGNER WHITWORTH UNIVERSITY STRATEGIES AND INSTRUCTIONAL MODELS APRIL 2013 Extending Reading and Writing Instruction to Meet the Needs of Gifted Learners

2. Extending Reading Instruction Critical Reading  Books should be examples of “rigorous use of language, syntax, and challenging literary elements, and challenging literary elements such as simile, metaphor, allegory, foreshadowing, and others.” (Winebrenner, 101)  Focus less on comprehension  Focus more on: The selections effectiveness Its use of challenging content  Group advanced readers together Winebrenner, S. (2012). Teaching gifted kids in the regular classroom. (3rd ed.). Minneapolis : Free Spirit Publishing Inc.

3. Extending Reading Instruction Reading Activities Menu  Provide gifted or more capable students with extension activities  Could create menus for different genre units of study (i.e. biography, science fiction, etc.) “Students who compact out of the regular work in reading may choose from the list of options. The menu also allows for choice days, when students may create and work on their own activities or continue with listed activities” (Winebrenner, 106) Contract for Reading Skills  Can be used for reading skills, grammar, vocabulary, and language mechanics Winebrenner, S. (2012). Teaching gifted kids in the regular classroom. (3rd ed.). Minneapolis : Free Spirit Publishing Inc.

4. Extending Reading Instruction Independent Reading  “Students may be grouped for skill work by their assessed reading levels, but have more latitude in the books they select for their independent reading” (Winebrenner, 115)  Teacher should then provide challenging activities for these students to accomplish. Not too much written work Discussion starters Schedule brief weekly conferences with students (Winebrenner, 118)  Book sharing Winebrenner, S. (2012). Teaching gifted kids in the regular classroom. (3rd ed.). Minneapolis : Free Spirit Publishing Inc.

5. Extending Reading Instruction Text Discussions  “Sandra Kaplan and Betty Gould developed The Icons of Depth and Complexity to provide a framework in which talented and gifted learners discover and think about their world in deeper and more complex ways” (Timmermans and Wilkes, 2012)  All content areas  The framework can be used “as a way to respond to literature in deep and complex ways” (Timmermans and Wilkes, 2012).  The Icon Game  Goal: Help students take risks in their thinking  Example Questions Timmermans, K., & Wilkes, P. (n.d.). Talking about text: Engaging children in conversations with depth and complexity. (2012). Teaching for High Potential, Spring, 6-7.

6. Extending Reading Instruction Authentic Reading Experiences  After some research about reading assignments, the author of Bridging Literature to Literacy through Authentic Reading Experiences found that “an out-of-class reading project…echoed my belief that both home and school are responsible for the development of healthy reading attitudes” (Baker, 2012).  Incorporating parents  The process…  The findings… Baker, J.S. Bridging literature to literacy through authentic reading experiences. (2012). Teaching for High Potential, Spring, 12-13.

7. Extending Writing Instruction “Since writing is a skill-based activity and its elements can be pre-assessed, the study guide method is not as useful as the contract strategies” (Winebrenner, 136).  Student who show mastery should be allowed to engage in writing activities that are meaningful for them.  Contract Method can be used with the extension menu to help students grow in their writing  Ongoing Writing Projects  CYC or Passion Projects in Writing  The Great Friday Afternoon Event Winebrenner, S. (2012). Teaching gifted kids in the regular classroom. (3rd ed.). Minneapolis : Free Spirit Publishing Inc.