Using MAP to Plan ELA Enrichment

Reading

Students who score in the 95% or above range on MAP are identified as gifted and talented. In order for students to continue to test in the GT identification range, many of the standards that they encounter on the test are above grade level. We have compiled those standards (pulled from the MAP Learning Continuum) in the documents below. These are not required but might be helpful when planning and grouping students.

Standards Assessed on MOY MAP for Students Who Score 95% or Above

Use these documents as a reference when planning and differentiating for students who score in the 95% or above on the MAP assessment. Each document lists the standards that are assessed on MAP for the specific RIT bands within the gifted identification range.

Kindergarten - RIT GOAL 172

Grade 1 Reading - RIT GOAL 194

Grade 2 Reading - RIT GOAL 209

Grade 3 Reading - RIT GOAL 221

Grade 4 Reading - RIT GOAL 228

Grade 5 Reading - RIT GOAL 234

Grade 6 Reading - RIT GOAL 238


Two avenues available to meet the needs of gifted readers in the classroom are advanced reading groups (flexible grouping) and individual enrichment.


  1. Flexible grouping involves placing students on their instructional level in reading without regard to grade placement. This may change based on mastery of each standard.
  2. Enrichment involves delving deeper into reading material at the student's grade level utilizing depth and complexity. See the Depth and Complexity Newsletter for more information.

---------- Myths About Gifted Readers ----------

Myth #1: Gifted readers will flourish if left to their own devices.

Myth #2: Gifted readers are experts when it comes to comprehending and analyzing texts.

Myth #3: Gifted readers know how to select appropriate reading materials.

-------Selecting Texts for Gifted Readers-------

The problem is often the discrepancy between the child’s intellectual and social emotional development. The gifted reader may be able to read the words, but do they understand the content?


  • Provide gifted readers advanced nonfiction for challenging reading experiences but limit the fiction to their age level.
  • The language should make demands on their vocabulary. Keep an eye out for descriptive words that stimulate visual imagery.
  • Select books with metaphor, allusion, and symbolism. These require the reader to create some of the meaning and will stretch the child’s perception.
  • Seek plots structured in thought-provoking ways. Look for flashbacks, narration that switches from one character to another, and stories that end without a definite resolution. These devices cause the reader to examine a situation from different perspectives.
  • The setting can be anywhere - in the real world or in the imagination - or at any time. By reading books that span a wide range of settings, your students can experience ways of living that they may never encounter in their own lives.

------------------------ Non-fiction ------------------------

Nonfiction Reading Enrichment Resources

Our Nonfiction Reading Enrichment Newsletter offers a variety of ways to provide the appropriate challenge for advanced readers.

Nonfiction Academic Opportunities

CCS offers two great real world opportunities to engage with non-fiction text and research. In the following newsletters you'll find all the resources you need to get started.


--------- Fiction and Higher Level Questions ---------

Higher level questioning strategies and discussion questions are essential to challenging advanced readers and encouraging them to respond to literature in creative ways. This Thinking About Reading Newsletter offers a variety of ways to provide appropriate challenge for advanced readers.

------------- Vocabulary Resources --------------

A common characteristic of gifted children is having an advanced vocabulary. This is especially apparent in younger children. Despite this propensity, the vocabulary of gifted students, like all students, will stagnate if not cultivated. Many challenging resources can be found in the

Vocabulary Newsletter.

Vocabulary Academic Opportunity

CCS has a long history of school and district spelling bee competitions. The Gifted Department no longer coordinates a spelling bee for the district but schools can hold competitions and the winner will be eligible to take the SCRIPPS online test to earn a spot in the regional spelling bee at Ohio University. A vocaulary component was recently added. Information and resources can be found in the Spelling Bee Newsletter.

---------------------Figurative Language ----------------

Gifted children often enjoy word play including puns and combining words in unusual or creative ways. Verbal ability can also make kids stand apart from the crowd, and verbally gifted children sometimes have trouble with classmates and friends because their language highlights their differences. Engage and challenge your advanced readers with analogies, puns, idioms and more. Resources to challenge the gifted reader can be found in this Word Play Newsletter.