Advanced Readers At Risk: Rescuing an Underserved ... - NAGC

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Jacob K. Javits Gifted and Talented Students Education Program The Project M 3 curriculum is now in use in 46 states and some foreign countries including Singapore and Korea. The program has received the prestigious Curriculum Studies Award from the National Association for Gifted Children for the past 6 years and the authors have been honored with the 2009 Research Paper of the Year by Gifted Child Quarterly, the leading research journal in Gifted Education. But the real impact of this Javits grant is the fact that talented elementary students now have rich, challenging and enjoyable mathematics to study. Hopefully this will continue throughout their schooling and perhaps encourage them to pursue a career in mathematics or a related field. Publications and References Gavin, M. K., Casa, T. M., Adelson, J. L., Carroll, S. R., & Sheffield, L. J. (2009). The impact of advanced curriculum on the achievement of mathematically promising elementary students. Gifted Child Quarterly, 53,108-202. Gavin, M. K., Casa, T. M., Adelson, J. L., Carroll, S. R., Sheffield, L. J., & Spinelli, A. M. (2007). Project M 3 : Mentoring Mathematical Minds: A research-based curriculum for talented elementary students. Journal of Advanced Academics, 18 (4), 566-585. Gavin, M. K., Chapin, S., Dailey, J., & Sheffield, L. J. (2006 – 2007). Project M 3 : Mentoring Mathematical Minds. Dubuque, IA: Kendall Hunt. (Series of 12 curriculum units for mathematically promising students in grades 3 – 5).
Jacob K. Javits Gifted and Talented Students Education Program The Schoolwide Enrichment Model in Reading (SEM-R) Summary of the Grant Project Name: The Schoolwide Enrichment Reading Model (SEM-R) Focus: Elementary and Middle, Two Separate Grants: Funded in 2004 and 2009 Grade Level: Grades 2-8 Contact Information: Sally M. Reis, Ph.D., University of Connecticut, sally.reis@uconn.edu; www.gifted.uconn.edu/semr States Served by the Project: CT, NC, MD, MN, CA, CO, LA, FL, NY, OH, IL A Case Study During the last eight years, in several urban, high poverty elementary and middle schools across the country, an alternative approach focusing on engagement and enjoyment of reading has been used instead of traditional reading instruction has occurred on a daily basis. The Schoolwide Enrichment Reading Framework (SEM-R), funded by Javits, is a different approach to reading instruction for high poverty students. Instead of using basal readers and workbooks, SEM-R using the SEM-R are exposed to high interest books and choose to read in their areas of interest as long as the books are challenging and above their current level of reading. High interest libraries are provided for every classroom and the focus is on enjoyment in and students learn to love to read. In the SEM-R, students’ strengths and interests are analyzed and reading instruction is delivered through the use curricular differentiation (both acceleration and enrichment) as well as instructional differentiation. The goal of the SEM-R is increased student reading fluency and comprehension, as well as enjoyment and self-regulation in students who are at greatest risk of developing reading problems or becoming alliterate, that is, being able to read but choosing not to read. The instructional design calls for three phases of instruction: Phase I - Exposure • Teachers select literature to read aloud to students, interspersed with higher-order questioning and thinking skills instruction. These "book hook" sessions are initially 10 to 20 minutes in length, and teachers are encouraged to share high interest, challenging books with their students. A variety of genres can be selected for this phase including mysteries, poetry, historical and science fiction, biographies, autobiographies, and other nonfiction. The program emphasizes helping students to enjoy the process of reading. Teachers are provided with bookmarks that feature guiding questions involving higher order thinking skills to help them frame the class discussion for the read aloud. Phase II – Training and Self-Selection • The development of students' capability to engage in a structured silent reading time of self-selected high interest books is emphasized in this phase.
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