Level 3: Gifted Readers

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Level 3 Gifted Readers-Fall Late Registration Level 3 Gifted Readers-Fall Late Registration
Level 3 Gifted Readers-Fall Late Registration
$399.00
Level 3 Gifted Readers-Winter Early Registration Level 3 Gifted Readers-Winter Early Registration
Level 3 Gifted Readers-Winter Early Registration
$319.00

Fall Session:
September 21, 2026 - November 22, 2026

Early Bird Registration: Before August 31, 2026
Regular Registration: September 1 - 14, 2026
Late Registration: After September 14, 2026

Level 3 Gifted Readers-Spring Early Registration Level 3 Gifted Readers-Spring Early Registration
Level 3 Gifted Readers-Spring Early Registration
$319.00

Winter Session:
November 30, 2026 - January 30, 2027

Early Bird Registration: Before November 8, 2026
Regular Registration: November 9 - 22, 2026
Late Registration: After November 22, 2026

Spring Session:
March 1, 2027 - May 2, 2027

Early Bird Registration: Before February 11, 2027
Regular Registration: February 12 - 25, 2027
Late Registration: After February 25, 2027

This course focuses on one of the most common yet under-supported profiles in gifted education: the advanced reader. Participants will learn to distinguish genuine giftedness from look-alike conditions such as hyperlexia, explore the intellectual and emotional considerations involved in matching students with appropriate literature, and examine the core principles, assessment, grouping, acceleration, and enrichment, that should shape a reading curriculum for highly able students. The course also covers practical classroom tools including book clubs, independent projects, reading journals, and structured critical-thinking frameworks, along with the connection between reading and writing and the use of bibliotherapy to support students' emotional growth.

Suited for educators, literacy coaches, and program coordinators who have completed Level 2 or have equivalent prior experience in gifted education.

    1. Participants will identify characteristics commonly exhibited by gifted readers, including an understanding of hyperlexia and how it differs from typical early reading ability.

    2. Participants will reflect on their own reading identity and design or adapt a survey to explore the reading identity of their students.

    3. Participants will explore strategies and curated resources for matching gifted readers with high quality literature appropriate to their intellectual and emotional development.

    4. Participants will examine four key principles, assessment, grouping, acceleration, and enrichment, that underpin curriculum design for gifted readers.

    5. Participants will critically evaluate an article on instruction for gifted readers, identifying points of agreement, points of contention, and applications for their own practice.

    6. Participants will explore instructional strategies, including book clubs, independent projects, playful language instruction, and debate, that extend the potential of highly able readers.

    7. Participants will design a learning experience for a highly able reader or group of readers, applying a tool such as the Literature Web or Paul's Elements of Reasoning.

    8. Participants will weigh the benefits and drawbacks of reading logs and reading journals, and consider systems for tracking reading that support intrinsic motivation.

    9. Participants will examine the connection between reading and writing, and identify resources and authentic audiences for gifted readers to develop as writers.

    10. Participants will understand the practice of bibliotherapy and its use in supporting the emotional development of gifted readers.

    11. Participants will respond to a case study involving a parent's concerns, and reflect on how to communicate with parents and follow up with students.

    12. Participants will reflect on the course as a whole and develop a plan for action to implement in their own school context.

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Faculty Professional Learning Series