High Achieving

Cluster Classroom
Kickoff 2018
 HA Updates &
Nice-to-knows
● New for this year
● Helpful reminders
 School-wide Enrichment
Model- Reading
● What is it?
● How can I use it in my classroom to
support high achieving students?
 Team Time
● Resource Review
● What went well last year?
● What goals do you have for 18-19?
HA Cluster Teachers
18-19
Eagle View
Staci Thompson- K
Sarah Lucca- 1
Emily Nehls- 1
Bobbie Morris- 2
Lyndie Schmitz- 2
Jim Kongshaug- 3
Christine Orth- 3
Michelle Christensen- 4
Amanda Floden- 4
Brad Drazan- 5
Jenna Lund- 5
Falcon Ridge
Danielle Immerman- K
Missy Trnka- 1
Mary Drazan- 2
Craig Larson- 3
Amy Laine- 4
Kate Kluegel- 5
Terrye Wagner- 5
Raven Stream
Callie Witty- K
Wendy Fadden- 1
Jen Mushitz- 1
Aimee Bombardo- 2
Katie Lockrem- 2
Ashley Tupy- 3
Jason Wacek- 3
Matt Phillips-4
Cathy Ilkka- 5
Kristina Madigan- 5
Veteran HA Teachers: Green & Purple ALL:
New HA Teachers: Blue & Pink Orange & Yellow

What has been What are you

most What is your
most best summer
challenging looking forward
to about memory
about teaching SO FAR?
the HA cluster? teaching in the
HA cluster?

What are you What is

What has been
most anxious something you
most rewarding
about teaching are looking
about teaching
in the HA forward to
in the HA
cluster? doing before
cluster?
school starts?
 New & Noteable

● HA Google Site
● Coaching
● PETS K-2
● HA Cluster Teacher Meetings
● CogAT
● NPAS Acceleration Procedure
5 Minute Break Time!
PRIZE
TIME!
 School-wide
Enrichment
Model-Reading
 “
Resources
Dr. Elizabeth Fogarty University of Connecticut
Department of Curriculum Renzulli Center for Creativity,
& Instruction Gifted Education, and Talent
University of Minnesota Development
www.lizfogarty.weebly.com https://gifted.uconn.edu
Differentiation by Gerry Brooks
 3 Goals of SEM-R
1. To increase enjoyment in reading
2. To improve reading fluency,
comprehension, and increase
reading achievement
3. To encourage students to pursue
challenging independent reading
 Focus of SEM-R
● Joyful reading
● Reading above level
● Acknowledging and celebrating
students’ interests and strengths
● Challenging conversations about
reading
● Increased self-regulation
 Bonnie says...
IS... IS NOT...
● A framework ● A curriculum
● For all levels of ● Just independent or
readers and learners silent reading
● Best-practice ● A replacement for
Link to
How Guided
instruction based on balanced literacy
Reading and the student need ● Only for gifted and
Schoolwide
Enrichment Model ● Focused on self high achieving
(SEM-R) Fit
Together in a
regulation of learners
Balanced LIteracy behavior and
Classroom
students learning to
help themselves
become better
readers
Phase 1
Exposure
 Phase 1 Components
● Whole group explicit ● Use higher level
instruction and thinking questions as
modeling with book guiding questions for
hooks students
● Read alouds hook ● F&P Prompting Guided
students into reading or SEM-R Bookmarks
with high interest can support guiding
books (use mentor questions
texts) ● 10-20 minutes of high
● Expose students to a interest reading
variety of genres and
texts
 Book Hook Guidelines

● Use a book you enjoy ● Scaffold higher level

● Match the book to thinking skills
your audience ● Choose multiple books
by the same author
● Illustrate reading
strategies ● Change genres and
● Change intonation, styles often
speed, and volume ● Utilize great books on
tape
● Leave them wanting to
hear more ● Invite special guest
readers
 Things to Think About
● Exposure: 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

Book Hook Planning Template

Book Hooks by Gerry Brooks
 Phase 2
Training &
Self-selected Reading
 Phase 2 Goals
Students will…
● Enjoy reading books of their own selection
● Read appropriately challenging books (1 to 1.5 levels
above their current reading level)
● Develop self-regulation skills to enable them to read
appropriately challenging books for at least 25-35
minutes each day
● Have individualized reading instruction that is tailored
to each student’s needs
 Phase 2 Components
● Training and ● One-on-one teacher
discussions on conferences on higher
Supported Independent level reading strategy
Reading and instruction
● Self-regulated ● Bookmarks for
independent reading students posing
of challenging, higher-order questions
self-selected texts
● Quality discussion on
● Individual conferences interests and possible
and differentiated independent work in
reading instruction Phase 3
 Individualizing & Differentiating
Conferences
● Not all students will need the same
strategy instruction at the very same
time.
● All students need some instruction if they
are reading a book that is adequately
challenging.
● Strategy instruction should be integrated
throughout conferences and
differentiated to meet the needs of
individual students.
Link Here
Phase 3
Interests
Choice
Enrichment
 Phase 3 Components
● Students become
● Use of preferred
“inquirers” rather than
learning style
traditional students.
● Encourage
● Structured exploration
independence
of personal interests
through self-selected ● Allow to work with
literacy pursuits complex and abstract
ideas
● Introducing creative
thinking ● Enable long-term and
in-depth work on topics
● Task commitment &
of interest
self-regulation
 Project Possibilities
● Genre studies and
● Independent projects
literary exploration
● Responding to books
● Focus on biographies
● Investigation centers
● Buddy Reading
● Books on tape
● Online reading/research
● Creative writing
● Literature circles
10 Minute Break Time!
PRIZE
TIME!
Team Time
Resource
Review
HA Google Site
 Turn & Talk

What went
well last
year?
What goals
do you
have for
18-19?
THANK YOU!
Lunch Time!
 Teaching Gifted Kids In Today’s Classroom.
Teaching Gifted Kids in Today’s Classroom
What Gifted Students Need:
What Should Be Differentiated?
Possible Adjustments for Gifted Learners
Gifted Education Techniques Benefit All Students by:
The Importance of Mindset
Always Remember:
Chapter 1: Characteristics of Gifted Students
Gifted Students:
What Is Perfectionism?
Chapter 2: Compacting and Differentiating for Skill Work
“I’m Bored!”
Essential Conditions Needed for Gifted Students:
7 Steps to Successful Compacting
Grading
Strategy: Most Difficult First (or Compacting One Lesson at a Time)
Strategy: Pretest for Volunteers (or Compacting One Week at a Time)
Strategy: The Learning Contract (or Compacting One Chapter at a Time)
Homework
 Turn & Talk

What information aligned with your

previous knowledge?

What information challenged your

thinking?
THANK YOU!