2nd Day Presentation in Challenging Elementary Talented Readers at Hormel Conference

1. Phase 1 Exposure - Book Hooks: High interest read alouds and higher order questions

2. The students have broadened their reading choices due to the fact that they have been introduced to all the genres, and many nonfiction and fiction books, that they may have never picked up.

3. A Primary Focus Before you read aloud -- Take Three! Exposure: Share why or how you chose the book. Critical Thinking: Choose a question, theme, or strategy to guide your discussion about the literature. Connections: Consider links to other books, websites, art, experiences, activities, or projects.

4. Teacher Read AloudGuidelines in Phase One Use a book you enjoy. Match the book to your audience. Illustrate reading strategies Change intonation, speed, and volume. Leave them wanting to hear more. Scaffold higher level thinking skills. Choose multiple books by the same author. Change genres and styles often. Utilize great books on tape. Invite special guest readers.

7. Developing a Question Help your students see themselves as investigators collecting evidence: Ask open-ended questions. Tie answers back to the text. Modeling is a Must! Consider creative, offbeat ideas a bonus.

15. Complexity of Ideas and Content ‘The student, said the teacher, is crazy. The student said the teacher is crazy.’

16. Complexity of Ideas and Content ‘“Of course he’s miserable, moaned Wesley’s mother. “He sticks out.” “Like a nose,” snapped his father.’

17. Complexity of Ideas and Content ‘Before fun was invented, people joined bell-ringing clubs. As a member at Boston’s Old North Church, Paul spent hours practicing in the belfry tower.’

18. Complexity of Ideas and Content ‘Men and boys blocked the sidewalks, trying to glimpse the “Bewitching Brokers,” unable to believe that ladies could deal with money without constant headaches.’

19. Text Level ‘Right away I saw a cloud that would make a wonderful tattoo; it looked exactly like a dog, if dogs had only two legs – on the top, not the bottom. I am not allowed to have tattoos yet …’

20. Text Level ‘All the kids in the room made sounds as if they thought a talent show was exciting news. Except me, because it was N-O-T, not. But okay, fine, it wasn’t boring, either.’

21. Text Level ‘But though he’s helped me make sense of what’s happened, and has earned my loyalty, the entire business is so extraordinarily secretive and complicated that I’ve long been convinced I will never learn anything about my past.’

22. Text Level ‘The first place that I can well remember was a large, pleasant meadow. Over the hedge on one side we looked into a plowed field, and on the other, the gate to our mater’s house.’

23. Given to the most distinguished children’s informational book published in the preceding year. Text Level ‘After sitting atop a virtual bomb and traveling nearly half a million miles; after battling 1202 alarms, low fuel, and frozen fuel slugs; after walking on an airless rock; . . .’

25. In the beginning, I did not realize how much middle of the road reading instruction I did and how few of my kids I really challenged. ~ Treatment Teacher

26. Text Level ‘That year at Perkins had also given Helen a glimpse of her own future. She had learned about another deaf-blind boy named Tommy Stringer. Five-year-old Tommy had lived in a poor house and …’

27. Resources for Finding Books

28. Your Turn Briefly examine a book on your table and look for a passage you might read aloud. Decide which bookmark question and/or reading strategy you might use to guide a book hook from this book. What other resources might you connect to this text?

29. Weekly Book Hook Theme Ideas www.CarolHurst.com/subjects/subjects.html Author Historical Event (WW2, Hiroshima, Gold Rush, Pioneering, Colonialism) Struggle Race Gender Issues Big Questions (Why hate? Why love?)

30. Weekly Theme: Dealing with Change in Life The Dust Bowl Out of the Dust A Year Down Yonder Bud Not Buddy

31. Weekly Theme: Freedom and the Loss of Freedom Sweet Clara and the Freedom Quilt Jip: His Story To Be a Slave

32. Weekly Theme: Prejudice Day 1 Dr. King uses some very interesting wording in his speeches. [Give one example] How would you have said the same thing? For what purposes should someone use these books? (MC text to self) (MC text to text)

33. Day 2 Why do you think that Dr. King’s sister would decide to write a book about her brother? How does Ms. Anderson’s personality contribute to her success or failure? How do these two books add to the information that we discussed yesterday? (Making Inferences) (Making Inferences) (MC text to text)

34. Day 3 How do the events in the passages from these two books relate to what was going on in the world during the stories’ time periods? What questions do you have about the time period in which these books took place? What kind of text could you use to find answers to your questions? (MC text to world) (Questioning) (MC text to text)

35. Day 4 As I read from this book, I want you to make a picture in your head of the characters and the setting. Be ready to tell me what you see. (Visualization)

36. DAY 5 Today’s books are different from the books we’ve book talked the other days this week, but they have a similar theme. How are they different? What seems to be the theme for this week’s books? (MC text to text) (Synthesis)

37. Online Resources http://www.gifted.uconn.edu/semr Beth Newingham’s website Amazon Trailer of The Graveyard Book The Book Hive

38. http://www.bookhive.org/

39. http://nancykeane.com/rl/