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    #250086 - 11/09/22 11:13 AM Classroom support for advanced reader
    millersb02 Offline
    Junior Member

    Registered: 04/16/19
    Posts: 24
    Iíve been attempting to advocate for my advanced reader in the classroom. At this point I think heís probably more than 2 grade levels aheadÖ 99th percentile. In addition to being skilled, he reads a lot.

    I donít have any evidence that heís learning anything at his ability level regarding reading at school. He often runs into ceilings. His classroom library has books that are mostly on grade level, some above, some below. Heís read a lot of the books already & canít find more that interest him. Last school year, he was required to use AR starting at grade level and move up one notch with each book (2.0, 2.1, etc). He wasnít reading at his ability until the end of the school year.

    Iíve been asking his classroom teacher for opportunities to ďstretchĒ his reading interest and ability. I also asked the teacher in his gifted pull out program. The regular classroom teacher says that sheís teaching a range of abilities, some as low as 1st grade level, so itís hard to address him as an outlier. The gifted teacher tells me that some of the gifted kids are gifted in math and are grade level or below in reading, so itís hard to have gifted reading projects for the group.

    Maybe Iím not communicating clearly enough. Or maybe I need to ask for things more specifically. I thought it was standard to ask for differentiation, but Iím not getting much response.

    Any advice or ideas?

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    #250087 - 11/10/22 02:58 AM Re: Classroom support for advanced reader [Re: millersb02]
    indigo Offline
    Member

    Registered: 04/27/13
    Posts: 4976
    A few ideas...

    Document everything! If you have not been keeping a reading list, you may want to start now. It can be anything from a spreadsheet to a simple spiral-bound notebook, or a journal. Jot the date, title, author, and whether the book is fiction or non-fiction. If there is a reading level associated with the book, make note of that. Optionally jot any thoughts/reflections on how well the book was liked, and/or any new vocabulary words.

    Make sure your child has a good dictionary to use at home when reading, and encourage looking up unfamiliar words.

    Discuss what he is reading, ask questions, anticipate what might happen next, suggest thinking of alternative endings, prequels, sequels, etc.

    To provide stretch outside the classroom, consider the crowd-sourced reading lists in this Gifted Issues Discussion Forum, in the Recommended Resources Forum. Children's magazine subscriptions may be another idea.

    Have you seen the "Advocacy" thread? It is a brief roundup of crowd-sourced parent tips and experiences over time on this forum. http://giftedissues.davidsongifted.org/B...html#Post183916

    Be aware that "differentiation" only means that something is different, it does not ensure that the difference provides a better fit to your child's educational needs, readiness, or ability. Be especially alert to differentiation which consists of punitive grading. http://giftedissues.davidsongifted.org/BB/ubbthreads.php/topics/230047/Buzzwords.html#Post230047

    Reading is wonderful, it is great to support and encourage it!

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