In order to make sure gifted students grow as readers, it is vital they read actively throughout the school year. Please examine the following important and specific considerations related to the role of independent reading in Mrs. Putro's class. Discuss these considerations at home before signing and returning Mrs. Putro’s Reading Contract.
Advanced Language Arts & the WEP Reading Goal
Like all Language Arts classes, students in the advanced class will participate in group lessons and activities which will provide experience, practice, and assessment of their reading skills. Each student’s progress with this work is primarily indicated by his/her grades. While those lessons and activities will be tailored to the needs of gifted readers, it is important to know that another significant measure is the progress each student makes toward his/her WEP reading goal. Each student’s finalized Written Education Plan is shared with guardians by the end of the first quarter, but the work toward the goals for starts as soon as the school year begins in this class. Therefore, it is important to understand the whole process as soon as possible. In this course, WEP goal progress is measured through work with each student’s independent reading material. To communicate clear and fair measurements of this progress, each student will participate in creating smaller, flexible goals which will guide the work toward the broader, year long WEP goal. These short term goals will be part of the student’s WEP Goal Action Plan (WEP GAP) which will be developed collaboratively in class with Mrs. Putro. |
For example, examine the following example of a grade 6 WEP Goal:
While establishing routine study strategies to secure consistent achievement, James will create and monitor a consistent, independent reading practice which demonstrates effective literary analysis with challenging reading materials he selects.
Under Mrs. Putro’s supervision, James created a WEP Goal Action Plan (WEP GAP) which was fair and appropriate for his ability and maturity. One component of his action plan was his decision to read for sixty uninterrupted minutes three times a week. As proof of his progress, he submitted evidence which documented those reading sessions. Likewise, James submitted evidence of all other components he included in his WEP GAP which were designed to help him work toward the larger WEP goal.
All such evidence is documented by the student and monitored in Google Classroom and through conferences with Mrs. Putro. The forms and types of evidence a student uses are also determined and outlined in the WEP GAP when it is developed. While time is provided in class for WEP GAP work, some of the components will likely be related to reading and study habits outside of class. Each student’s success with his/her WEP GAP will be the basis upon which their WEP goal progress will be judged and reported home at the end of each semester.
While establishing routine study strategies to secure consistent achievement, James will create and monitor a consistent, independent reading practice which demonstrates effective literary analysis with challenging reading materials he selects.
Under Mrs. Putro’s supervision, James created a WEP Goal Action Plan (WEP GAP) which was fair and appropriate for his ability and maturity. One component of his action plan was his decision to read for sixty uninterrupted minutes three times a week. As proof of his progress, he submitted evidence which documented those reading sessions. Likewise, James submitted evidence of all other components he included in his WEP GAP which were designed to help him work toward the larger WEP goal.
All such evidence is documented by the student and monitored in Google Classroom and through conferences with Mrs. Putro. The forms and types of evidence a student uses are also determined and outlined in the WEP GAP when it is developed. While time is provided in class for WEP GAP work, some of the components will likely be related to reading and study habits outside of class. Each student’s success with his/her WEP GAP will be the basis upon which their WEP goal progress will be judged and reported home at the end of each semester.
Selecting Independent Reading Materials
Some gifted readers read so quickly they may start and finish a book within days, never having brought it to class. Additionally, some are such voracious readers that the search for new material is not as easy for them. Such situations make independent reading selections tricky but not impossible to navigate. To assist with their searches, students are taught in class to consult resources, book critics’ reviews, and lists which will provide them with some insight into books that may suit their needs as readers.
In order to practice sophisticated analyses, gifted readers must occasionally seek books of greater complexity than those written specifically for their same-aged peers. For this reason, they may end up selecting from books which are directed at an older audience. Consequently, strong language, violence and other mature themes may be encountered. To ensure respect for family values, it is important that students discuss with their parents/guardians what sort of content they are expected to stay away from. If such conversations have not already occurred at home, please take some time to talk about it before returning Mrs. Putro's Reading Contract to school.
In order to practice sophisticated analyses, gifted readers must occasionally seek books of greater complexity than those written specifically for their same-aged peers. For this reason, they may end up selecting from books which are directed at an older audience. Consequently, strong language, violence and other mature themes may be encountered. To ensure respect for family values, it is important that students discuss with their parents/guardians what sort of content they are expected to stay away from. If such conversations have not already occurred at home, please take some time to talk about it before returning Mrs. Putro's Reading Contract to school.