This post was written by my pal Beth Andrews, who you can find at Academic Bloom, as @blandrews on Twitter, or just send her an email: email@example.com Classroom literature is typically selected based on what we (teachers) love to read and have available. Since preferences can be so personal, it’s unlikely that what we find […]
Our students are passionately devouring science fiction and fantasy series. So why don’t our reading and writing programs reflect this? Some thoughts on harnessing the power of these genres.
Here’s some summer reading recommendations of books you can actually touch! No real theme to these, except that each one challenged my understanding of kids and made me rethink the way I approach learning.
Last month’s article about gifted female protagonists lead to a flurry of responses. Here are seven more recommendations for excellent novels starring unique young ladies.
Some little genius might suggest the environmental impact of creating bricks versus using the easily renewable sticks and straw. Perhaps there is a negative economic effect of using bricks for a house. Now students can evaluate the choice in a whole new light. And all we did was add a couple words to the question.
I have a class set of HG Wells’ The Time Machine. It was affordable, a classic, and recognizeable to my students. The problem? It was written in the 19th century and is simply above most of my students’ independent reading levels. However, this book was definitely within their instructional reading level, so I turned this novel study into a read–aloud.
After recess, my students have a ten minute chunk of time to read a book and listen to some relaxing music. This serves as a “settle down” period as well as a time for me to check homework or finish up other administrative tasks. Why not add in a way to expose students to something interesting as well?
Here’s a “critical thinking” question from the Houghton Mifflin selection “Beneath The Royal Palms:” “Why did Alma’s family decide to make nativity figurines?” To me this is asking for low level thinking, certainly not what I would consider “critical.” Now, let’s transform this into a beautiful and rigorous question suitable for your gifted kids.
Think you’re lucky to get your students to read a story once? Can’t imagine convincing a class to read a story through again? The key is giving your gifted students an enticing purpose for a reread.
How can you start meeting gifted learners’ needs in language arts? Here are four guidelines from Dr. David Levande with several practical ideas to get you started.