Using MAP to Plan ELA Enrichment
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 209Grade 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.
- 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.
- 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 ----------
-------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.
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Nonfiction Academic Opportunities
--------- 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.