I am actually researching this idea of authentic differentiation for the gifted
student in the Reading Workshop. We are expected to differentiate for the GT
students in our classes. I think this can be done with both sides of the
balanced literacy equation. On one hand you could actually introduce more
complex texts to those children or lead them in using strategies for choosing
text that might challenge them. An example would be The Giver for a fifth
grade identified student. On the other side of the equation, is the idea of
guiding these students to truly comprehend (ie. To Understand) on many
different levels the text that they would choose in their independent reading.
I have been teaching GT students for several years, and I have found that many
do believe they have it down and do not need strategy teaching. But when they
are immersed in the workshop model and must be accountable to their talk, there
are many gaps in their reading lives that are
exposed. I think it truly puts everyone, including me the teacher in a
vulnerable position of being transparent in our lives as readers.
Lisa Branon
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