Beck-to-School - San Jose Unified School District

Transcription

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llrs. Dunlap
+th Gradc r Room t+
Wlllams Elementary School
BTSN_Agenda.pages
!
Dunlap 2011-12
AGENDA: Back-to-School Night
Classroom Environment
✦ Daily Schedule (handout)
✦ Williams’ 4th Grade Expectations and Keys to Success (handouts)
✦ Classroom Birthday Celebrations
✦ Community of Scholars
(See classroom scholars displaying traits for four groups to which each scholar belongs.)
✦
✦
✦
✦
Collaboration
Cooperation
Integrity
Respect
✦ Differentiation (handouts: “Differentiation” and “Handle With Care”)
✦ 4th Grade Standards
✦ Content
✦ Process
✦ Product
✦ Freedom and Responsibility (= basic classroom rule)
Content Areas / Universal Themes: Adaptation, Change, Convergence
✦ Language Arts: Reading, Writing, Spelling, Conventions
✦ Houghton Mifflin District Curriculum (http://www.eduplace.com/kids/hmr/)
✦ Core Literature:
๏ The Cricket in Times Square
๏ Island of the Blue Dolphin
๏ By the Great Horn Spoon!
๏ Patty Reed’s Doll
๏ Trumpet of the Swan
✦ Book Projects (handouts: “Book Report Genres” and “What a Character”)
✦ Junior Great Books - twice weekly with Mrs. Jacobsen
BTSN_Agenda.pages
!
Dunlap 2011-12
✦ Scholar Notebook (response to literature homework)
(handouts: GATE position paper; Dimensions of Depth and Complexity; Using
Content Imperatives in Language Arts; Comprehension Skills)
✦ Tips to Help Students Write Better (handout: “Writing Handbook”)
✦ Parent Writing Workshop on September 13 - a must!
(handout: - sign/return)
✦ Spelling with “Words Their Way” - developmental; differentiated;
using scientific spelling (handout: “Alternate Spelling Activities”)
✦ Math: enVision Math (https://www.pearsonsuccessnet.com/snpapp/login/login.jsp)
✦ Science: California Science (https://www.pearsonsuccessnet.com/snpapp/login/
login.jsp)
๏ Physical Science: Electricity and Magnetism
๏ Life Science: Ecology, Ecosystems, and Biomes
๏ Earth Science: Geology, Rocks and Minerals, and Our Changing Earth
๏ Instruction and Labs (7) with Mrs. Lichtenstein in J1
✦ Social Studies: California Vistas - Our Golden State
(http://macmillanmh.com/ss/ca/eng/g4/grade4.html)
✦ Technology Integration (handout: “Technology Acceptable Use Policy” - sign and
return)
๏ Laptop use during scheduled weekly Media Center (Library) time
๏ Weekly instruction using iPads
๏ Daily use of classroom computers, integrated in all content areas
๏ Digital photography
๏ Use of several applications (Pages, Keynote, iPhoto, iMovie, ComicLife,
PhotoBooth, Kidspiration and Inspiration, etc.)
๏ Opportunities to participate in The Williams Tech Club
Fourth Grade Enrichment Activities (handouts: activity list; Alviso training class)
http://www.fws.gov/desfbay/pdf/Tidelines/tideline%20fall%2011%20clr.pdf
Parent Volunteers - see paper sign-up sheets or go online at
http://williamscommunity.i-volunteeronline.com/event_178_001
Daily Schedule!
!
!
!
8:55 - 9:05
Flag
9:05 - 9:10
Attendance; Lunch Count
9:10 - 9:55
Language Arts
9:55 - 10:38
Language Arts / Social Studies / Science / The Arts
10:38 - 10:58
P.E. (10 minutes); Recess
10:58 - 12:05
Language Arts / Social Studies / Science / The Arts
12:05 - 12:26
Silent Reading; Read-Aloud / Math
12:26 - 1:06
Lunch (includes recess)
1:06 - 2:26
Math / Social Studies / Science / The Arts / Technology
2:26 - 2:59
Day Planner (homework) / Class Meeting / Prepare for Dismissal
2:59
Dismissal
** Early Dismissal at 1:50 on Tuesdays **
Monday
11:36 - 12:26
Art - Leonard in J1 (every other week)
Tuesday
11:30 - 12:15
Multi-Media / Library (book check-out/-in and laptops)
Wednesday
10:00 - 10:48
Science Lab - Lichtenstein in J1
(Sept. 21, 28; Oct. 5, 12, 19, 26; Nov. 2)
Thursday
Friday
1:18 - 2:08
Junior Great Books (JGB) - Jacobsen in C1
3:10 - 4:15
Healthy Bytes Tech Club
9:48 - 10:48
P.E. (field / blacktop / classroom)
1:30 - 2:30
Science Rotations with Moore in J5
3:10 - 4:15
Healthy Bytes Tech Club
9:58 - 10:48
Junior Great Books (JGB) - Jacobsen in C1
2:09 - 2:59
Computer Lab
Dunlap
2011-12
Williams’ 4th Grade
Classroom Expectations
✴
✴
✴
✴
✴
✴
Be on time.
Be ready to listen and work upon entering the
classroom.
Bring all necessary books, folders, and homework
to class every day.
Let others work undisturbed.
Show respectful behavior toward everyone in
the class.
Freedom and responsibility go hand-in-hand.
Noise Level
0
A quiet time
Be still.
1
Partner work
Use quiet whispers.
2
Group work
Use a soft telephone voice.
3
Presentation
Speak loudly and clearly so
that everyone can hear.
How to Be Successful in
Your Class Work!
Class work is usually a time for learning new material.
We often work together, in partners, or small groups.
However, some daily class assignments will be grades.
Here are some suggestions for doing your best.
✓ Listen carefully to the lesson and the discussions.
✓ Participate by answering questions and
volunteering.
✓ Ask questions if you are unsure or need to clarify.
✓ Focus on the directions.
✓ Make good use of your class work time. This is the
best time to get extra help.
✓ Always be neat.
✓ Be actively involved in your learning. Concentrate
on your immediate task. Talking with friends
during work time can distract you and your
classmates.
How to Be Successful on Homework!
Homework may be assigned Monday through Friday, and will be
due, unless otherwise stated, the next class time. Most
homework is for review or practice of skills and/or concepts
presented in class. Sometimes you will be required to finish
assignments not completed during class time. You will also
have long-term projects assigned. Here are some suggestions
for doing your best.
‣ Listen carefully when homework is explained.
‣ Always write the assignment in your planner.
‣ Take home all materials you will need to complete the
assignment.
‣ Have a designated quiet study area for you to do your
work at home.
‣ Check with a study buddy if you are unsure of what to do.
‣ Put your completed homework and all materials from class
into your backpack when you are finished.
‣ Complete your work neatly.
‣ Turn in your assignments on time.
No
treats, edible
or non-edible.
Invitations to a
party must be given
to the entire class,
or they cannot be
distributed at
school.
BIRTHDAY
CELEBRATIONS
AT SCHOOL
The birthday boy/girl wears special
Birthday Sunglasses and chooses how
the class will sing “Happy Birthday” to
him/her. This is often a silly, fun
celebratory musical event.
Birthday Homework Coupon
This coupon entitles the birthday boy or girl
to one free homework assignment.
Get a parent signature and attach this coupon to the
assignment for full credit.
(Not for projects – one daily work assignment ONLY!)
_______________________________ (parent signature)
August 10th birthday,
celebrated on August 11th
CHILD’S NAME
in Mrs. Dunlap’s Class has been awarded a “Special
Treat” today in celebration of his/her birthday.
Awarded by:
Mrs. Dunlap
DiffcrcnflatLon
Qverview
of Differentiation
Diff erentioting for high ochievers con be defined as:
"Vorying curriculurn ond instruction so thst students who
hove olreody
mostered the moteriol continueto progress and so that students who hove a
porticulor oreo of interest con pursue it in greoter depth or in o
personalized way."
D{/'erentiotittg lhe Core Curriculum and In,stttrclion
to Prot'ide 'Advemced Learni
f .:"x';';t'{:['i'i.otion
Whof Differentiofion is NOT
isolation.
What Differentiation I5
curriculum
.
.
.
.
whot students will know (content),
how students will think (criticol, creative, and
problem-solving thinking skills),
how students will sccess ond use resources (reseorch skills),
how students will summarize and shff;:i:r|orning (products).
ossumed
to be self-tought by students.
o reodiness
for fhe experience.
Differentiotion in a Nutshell
Differentiotion of instruction for gifted students is ochieved through
mony different teaching strategies and through the utilizqtion of :
Attribufes of
Universql
Scholorliness
Themes
Scholarly
Chonge
DEPTH:
Pursuits
Conflict
Explorotion
F orce
Longuoge of the Discipline
Recognize Details
tinre for studenl to
conduct
Note the Pofterns
Stofe the Trends
hicol Considerotions
a self-selected
study in on oreo
of interest
relevont to ihe
the purpose of
providing on
Unonswered Questions
core curricuium
oppropriote level
Depth and Complexity
Novelty/
Acceleration
Independent
Studv
Think Like o
Disciplinorion
Order
Potterns
f ntellec'tuol
Power
Troits
Structune
Systems
Relolionships
Identify the
Ef
,glloco'lion
Rules
of
Adjusting the
poce
of
instruction to
the student's
copobility for
of
challenge.
COMPLEXITY:
Chonge Over Time
Dif f erent Perspectives
Poinis of View
Across Disciplines
CONTENT TMPER,ATTVES:
Determine onigins
Tdentify pcnodox
Compor e
porollel evenis
Examine contributions
Note converoenca
Differentiotion of curriculum for gifted students is ochieved through the
modificstion of :
Process/
Thinking
Content
Resources/
Reseqrch Skills
Products
Deprh
Mony ond voried
Rigorous ond meoningf ul
skills
Bosic 5kills
resourceS
Criticol Thinking Skills
Complexity
Creative Thinking 5kilis
Content fmperolives
More odvonced fesources
Bloom's Toxonomy
pnoducts
ihot verify
students' understonding
of their learning
experience
S-frotegies f or golheeing,
or ganizing, ond neporiing
information
Sl,mbols for clirnensions of Depth. Complexity, and C'outent Irnperative.s were developed
by sandla Kaplan underthe auspices of ot,Rl. Javirs cunicuh.rnr l?roject l.w.o.. 1996
Differentiqtion in a Nutshell
(continued)
Differentiotion of Instruction
I
J
is a teocher's response
t'
to leorners
needs
+
guided 6y generol principles
of differentiation,
respectful
tasks
such as
ongoing ossessment
ond odjustment
flexible grouping
Teochers con differentiate the
I
0
0
mopud
EoNrENn
FRocEsq
occording
0
FEAprNesq
to students'
I
FNTEREsn
through o ronge of instructionol ond monagement strotegies
such as:
Compocting
Independent Study
Interest Centers
Interest 6roups
Tiered Assignments
Leorning Centees
6rophic Organizers
Questioning Strotegies
Flexible Orouping
Learning Controcts
Vanied level text/
Supplementol
Mentorships
Literoture Circles
Tiered Lessons,
Jigsaw Activities
Multiple Intelligences
AND MORE!
Moterials
Centers, Products,
or
Homework
Journql Prompts
Plonning
*
for Differentiated fnstruction
Student Characteristics
o
o
R.eodiness
.
The sfudent's current preparedness to work with a
prescribed set of knowledge. understanding, ond skills
fnterest
'
.
.
o
*
A mojor motivoting foctor for leorning
Allows for independent investigotions
Helps students develop new interb,sts ond possions
Learning Profile
. The sfudent's pref erred mode of leorriing
. Student's gender, culture, learning style, intelligence
preference
' Develop learningprofile surveys for students
Curricular Elements
o
o
Content
. Whot a siudent should come to know, understand, ond be
able to do
. Modify how students goin occess to the content
' Modify the pace qt which the content ts delivered
. Modify the depth ond complexity of the study of the content
Process
' Activities thof coll on students to moke sense of the content
' Emphosis on higher level thinking skills
o Resources/P.esearch Skills
, Select resources bosed on the reodiness and intarest
level of the student
Mony ond voried resources should be ovoiloble
Helps students develop new interests and possions
Products
' Provide evidence of whot o student has come to know,
understond, ond be abile to do over an extended learning period
. Guidestudents frombeing consumers of knowledgeto
being producers of knowledge
. Should be rigorous and meoningful
.
.
o
Planning
.l
for Differentiated Instruction (conrinued)
Instructionol Strategies
There ore many instructional slrategies thot will support
diff eren'rioted instruction. Below ore some exomples of instructionol
strotegies, listed occording to whether they require little or more
preparotion on the port of the teacher.
Higher Preparotion
Low Preparotion
t
Choices of books
Homework options
Voried journol prompts
Voried pocing with onchor options
Student-t eacher goal sett i ng
Flexible grouping bssed on objective
Voried computer progroms
Voried supplementol moteriols
Varying scoffolding on the some organizer
Open-ended octivities
Jigsaw octivities
Muttiple levels of questioning
Explorotions by interest
Tiered octivities ond labs
Tiered products
Tndependent studies
A lternotive ossessments
Multiple texts
Learning controcts
Curriculum compocting
Spelling by reodiness
Vorying organizers
Tiered centers
Literotune circles
5irnulotions
Gradualed rubrics
Frornes
Extension Menus
of these strotegies ond sample lessons have been included in the
Instnuctionol Strategies ond Somple Lessons section of this Hqndbook
Some
Adapted from Diff'erentiation in Practice:
A Resource
Cir-ride for Differentiatinir Curriculunr
Carol Ann Tonrlinson and Carolinc Cunninghant Eidson
and
Horv to Differentiate Instmction in Mixed-Abilirv Classroonrs
(second edition)
C'arol ,Ann Tontlinson
The Hallmorks of o Differentiated Clossroorn
.
There is o stnong link between qssessrnent snd instruction
c't Pre-ossessment is key
o
o
o
.
Progress monitoring is on-going
Learner interests ond profiles are used
Multiple ossessments cre used
The teocher is cleor about learning gools
o
The teocher specifies whst students should knJw, understond, and be a6leto
do
o
.
Teocher focuses on essentiol leorning gool with oll strtdents, but ot vorying
degrees of complexity, with voried support systems, etc.
The teacher groups students flexibly
o
o
o
Whole group/smoll group
Homogeneous/Helerogeneous
Similor inlerest groups/rondom groups
. The teocher uses time, spoce, snd mqtericrls flexibly
o Arronges the clqssroom ond clossroom fime in woys thot enoble the sfudents
o
o
to work in o voriety of
woys
Motches mcteriols to sfudent readiness
Meets with students in voried formots
. The teacher involves her students in understond,,yhe noture of the
clossroom ond in rnoking it work for everyone I
o Shored responsibility betweenteacher ond students
. The teqcher emphosizes individuol growth os central to the
success of the ctossroom
o Chorf personol growth in reiation lo designaled benchmorks
. The teocher
works
to ensure that oll students hove "respectful"
work
,r
,:
o
Each sludent
ond skill thot
Eoch student
Eoch student
.
'
is osked to focus on lhe essentiol knowledge, understonding,
is coee to eqch lesson ond unit
is required to think ot o high level fo complele the work
gets inviling work
Not drill ond rotefor low studenfs
Not "tongentiol" work for odvonced students
The Hollmorks of o Differentioted Classroom
.
Teocher makes sure differentiation is o way up, not o woy out
o
.
Eoch tssk should be
Reflective obout her students ond her own proctice
Accepts thot no teachar canbeperfect, but does nof occept thot she is
"doing the best she
o
Is
con"
I
os excited obout her own growfh as she is about growth in hen students.
The teocher seeks specialists' octive portnership in her classroom
o
.
diff icult but ottainoble
The 'feacher sets her own sights high, just os she asks her
students to set their sights high
o
o
.
(continued)
Speciolists in second languoge, speciol educafion. giftedness, counseling, etc.
The teocher's differentiotion is lorgely prooctive rother thon
reoctive
o
The leacher sysfemoticolly plons for sfudent differences
Frorn DitTerentiation in Practice: A Resource Guide fol Differentiating Curriculum
Carol Ann Tonrlinson and Caroline Cunninghanr Eidson
The Thirteen Principles
of Differentiotion
There are thirteen princioles of diff erentiotion thot 6ATE teachers should
endeavor to include within a unit of study. These thirteen principles will not
be found in a single lesson but severol should olwoys be found in every
lesson, no motfer whot the content.
Content Principles
in depth.
study.
Process Principles
Product /Project Principles
ideas.
them in originol woys ond forms.
Scholarliness:
The Scholorly Pursuits, Think Like a Disciplinoriqn, fntellectuol Trqits
Purpose:
One of the goals of education for ALL students is to encouroge students to
becamelif e-long learners. One of the woys to occomplish this gool is to have
students examine charocteristics of scholorliness through 1) the Scholorly
Pursuits, 2) Think Like q Disciplinorion, snd 3) fntellectuol Traits.
t
The Scholorly Pursuits
The Scholarly Pursuits listed below help students see themselves not just
students, but os scholors.
os
Scholors Actively Ponticipote ond Are Reody to Leorn
Scholars Take Time to Ponder
Scholors Have Curiosity ani Ask Questions
Scholors Conduct Reseorch ond Use Mony P.ef erences
Scholors Sove fdeos by Orgonizing New Focts
Scholars See Many Points of View
Scholars Persevere ond Exercise Their fntellect
Scholars Set Goals, both Short-Tenm ond Long-Term
Scholors Tqke Pride in the Quality of Their Work
a
a
a
a
a
a
Introduce Scholarly Pursuifsearly in the schoolyear.
Toke the time to discuss with students whot each of these stotements meon.
Use personol ond concrefe exomples of scholors.
Hove the students brainstorm other guolities of scholors.
Use the stofemenfs os the bosis for o guick-write or o journol topic.
Teocher con hove students apply scholorly troits fo other people in biogrophies ond
other literature.
fntellectuol Traits
Purpose:
The fnfe//ecfua/ Traifs help students intern alize the responsibilities of
being a scholar. They con help toke the discussion of scholorliness to o
deeper level.
P fntellectuol Leodership
o Leod by being arole model for others t
o Toke fhe inifiotive
o Beprepared
o Help others with learning
}
fntellectual Courage
o
o
c
o
)
Take risks
Respectfully challenge ofhers
Actively porticipote
Think "outside the box"
fntellectuol Humility
o
o
Y
Proctice scholorly behavior without showing off
Do not steol others'opportunities to learn or fhink
Tnt ellectuol Aggressiveness
o Use evidence to support your ideos
o
o
Defend your thoughts
Use multiple resources
Clossroom Application :
. The use of fnk//ecfual Traifs off ers teochers on additionol
.
.
.
way
to reinf orcethe
concept of scholorliness - ond addresses some of the social/emotional needs of
gifled children.
fntroduce the four concepts of fnfel/ecfua/ Traifswhenever appropriate.
Hsve students discuss these qualities ond broinstorm odditioncl ideos.
Find axomples of fhese troits in chsrocters encounlered in biogrophies or
I
iteroture
Think Like A Disciplinorion
Purpose:
Think Like a Discip/inarian is an ospect of scholorliness that encounages
studenis to explore the odvonced, sophisticoted, ond complex concepts in
the vorious disciplines by assuming the role of the disciplinarions who wonk in
those fields.
a
a
Think Like a Drsciplinarian can used os oppropriote throughout the yeor.
fntroduce the concepl early in the yeor with o group octivity
o Select your topic ond link to curriculum ond stondords
o Identify the discipline ond reloted disciplinorions
(e.9., Eorth Science + geologisf, hydrologist,mefeorologist, orchaeologist,
o
onthropologist)
Define fhe specific longuage,.tools, skills, and expertise
How does it
o
o
o
o
of the disciplinorian
work?
Students work in smoll groups. in pairs, or independently to focus on one
discipl ineld isc ipl inorion
Students invastigote ospects of their porticulor discipline/disciplinorion
Students opprooch informotion ond tosks within the unit from the
perspective of the disciplinarion
Students relofe ond shore information with others os the disciplinorion
Exonrpla
o Unit of Study: Geology/P,ocks ond Minerols
. Geologist: Looks ot origins, composition ond locotion, conducts
chemicol tests
. Archaeologist: Looks of how rocks were used os tools, conducts
simulotions, tests theories
' Anthropologisf: Looks of how rocks were used as religious
ornoments, compores with other evidence
Later in the year, this strategy can be used with smoll groups or os o
tool for independent study. Teachers might consider including this
requirement os port of o formql research poper or project.
Keys to Questioning
These "Keys to Questioning" help students to DISCOVER, UNLOCK,
UNCOVER, REVEAL, ond DISCLOSE ideos ond informotion. They moy be
porticularly helpful to students in the area of classif icqtion onolysis.
Significonce
.l
The guality of being
importont
Traits
* Distinguishing
fmportonce
Volue
.i
Relotive worth. meril
or importonce
Characteristics
.l
chorocteristics or
Distinguishing
f eatures or guolities
,
+
Volue in content or
relotionship
Kinds
*
The guolity of being
Importont
quolities
Motivotion
.l
Influence
.l
5omething thof
prompts on oction
to couse
effecl , sway,
The power
an
Conditions
*
R,elevont
circumstonces
persuode
Possibilities
Consequences
+
Effects, results, or
Reoctions
.l.
outcomes
Actions in response
to something thot
hoppens
Groupsdistinguished
by some porticulor
chorocferistic
Function
+ The oction for which
o person or thing is
speciolly
used
fitted or
moy or
An explonction of
controlling principles
Stotements offered
os on explonotion
Purpose
*
Evidence
*
thot
Rotionqle
Reosons
.i.
Things
can be
.l
Types
.!
.i
An outword sign or
indicotion
Objeclive to be
ochieved
Universal Themes ond Generalizations
Purpose:
Universol Themes ond Generolizotions help students see ond rnoke connections between,
within, ond across disciplines...to moke meaning out of what might initiolly seem disconnected
informotion. These arethe 'big ideas" thst connact ond moke sense of oll leorning.
Universol Themes ore also used to increqse the complexiiy of content within on oreo of
study. When used within c specific discipline, the use of o theme will ollow students to
exomine the interrelotionships between ond omong focts, detoils, rules ond concepts. When
used across disciplines, o theme will ollow students to study theinler-relotedness of oreos
of study.
The theme is not o curriculor topic but o universol ideo such os those listed below. (The
Westwqrd Movement or Ancient Egypt ore NOT considered themes, but topics.) This
themes opprooch reguiras students to define a set of generolizafions: stotements thot ore
universolly true sbout the theme. Pafferns are found everywhere in natureis on exomple of
o typicol generalization. These generalizations help increose the depth ond complexity of
the clossroom instruction ond the work students do. All subjects conve?ge on the theme.
Universol Themes:
1.
2.
Chonge*
Conflict*
3. Explorotion
4. Force or Influence*
5. Order*
6. Potterns*
7. Power
8. Structure
9. Systems*
10. Relotionships*
Universal Themes and Generalizations are from S. Kaplan and J. Curry, 1985
Generalizotions
:
Classroom Application :
For q theme to be eff ective, it is essentiol to for students to exqmine
oeneralizations thot can be verified and/or disoutad in the course of studv.
Whe.n the. theme is f irst introduced to students eorlv in the school vear.
teochers should:
. Discuss with students the clossroom theme for the yeor.
. Provide exomples of generalizotions for the theme (see chort below).
.
.
.
Hove students broinstorm ofher generolizstions relafed to the theme
Createo clossroom poster of teacher-pnovided ond clo4s-generqted generclizctions.
Throughout the year, the leacher con refer to these - or use them os the bosis for
lessons - os the students moke connections within ond between oreas of study.
Universol Themes and Generalization
1. Change
.
.
.
.
.
I
Generates oddiiionol chonge
Can be either positive or negolive
Is
Is
inevitqble
growth
necessary for
Can be evolutionory or
revolutionory
2- Conflict
. Is composed of opposing forces
. Moy be noturol or mon-mode
.
Moy be intentionol or unintentional
Moy ollow for synthesis ond
.
change
. Is progressive
3. Explorotion
. Reguires recognizing purpose ond
responding to it
. Confronts the "unknown"
. Moy result in new f indings or the
conf irmotion
4.
Force or
.
.
.
.
of old
f
indings
Influence
.
.
.
.
.
Moy be nolurol or constructed
Moy ollow for
May have repealed patterns
Order and choos are reciprocalt
Order leods to choos ond choos leods
prediction
order
I
I
|
I
I
I
I
I
I
|
I
Potterns
.
.
.
.
7.
I
|
I
I
Attr"octs, holds, or repels
Influences on chonges
Force ond inertio are co-dependenr
Moy be countered with eguol or greater
force
5. Order
5.
|
I
thof ore repealed
Have on internol order
Are enablers
Power
.
.
.
.
8.
Hove segments
Allow f or predicf ion
Is the obility to influence
Moy be used or obused
Is
olwoys present in some form
Moy fcke rnony forms
Structure
.
.
Hos ports thot interrelote
Hos ports that support ond ore
.
supported
Moy combine to form lorger structures
Is no stronger thon its weokest
component
9.
Systems
I
Hove ports thot work together to
I
I
complete o task
I
I
I
ltO.
.
.
.
Are composed of sub-sysfems
Follow rulas
Moy be influenced by
other systems
Interoct
Relotionships
.
I
.
Everfthing is reloted in some woy
Are powerful
I
I
to I
.
.
Change over
|
Are purposeful
lime
Follow rules
Generalizations (continued)
:
On this poge ond the next ore some odditionol generalizations that were
generaled by teachers working with the Universsl Themes. Teochars might
wish to hove students generote their own generolizotions through clossroom
broinstonming ond discussion bef ore introducing these odditionol ideos.
Chonqe
Change con hove o
ripple
effecl
OF.
Order
Potterns
Order orgonizes ideos
or person-mode
ond informotion
Potterns hove
segments thot ore
Order serves o purpose
chonqe leods to chqnqe
Change con be helpful
or hormful
Systems
Potterns con be noturol
,
or person-mode
reoeated
Potterns moy hove
symmetry
Chonge is inevitoble
Potterns con predrct
Orden ond choos ore
systems
Chonge is constructive
ond destructive
Potterns'one subject to
Order con be fixed or
f luid, stotic or
Chonge con be
Potterns con be cycles,
progr*sive or
correlotions, couse ond
effect . or trends
Change con be noturol
chonge
Order
can be noturol on
imposed (ortificiol)
Systems ore
procedures
Systems hove order
Systehs hove ports
thot work together to
oerform o function
systems interocr
There ore systems
within systems
chonqeoble
There is order within
order
Systems follow rules
friction
The order of things
provides informotion
The stnucture of o
system is dependent on
Change con be planned
Order comes out of
Systems work in
or spontoneous
choos
potterns
rearessive
Change couses
its function
Change con occun in
cycles
All change leods to
some form of
tnonsformotion but oll
fronsformotions ore
not oermonent
Some chonge is o result
of possive octions or
interoctions
Some systems are
dominont ond others
ore subordinote
Systems ore
interdependent
A cycle is o system in
which things hoppen
within o given time
oeriod
Some chonge is
systemotic
Generalizotions (continued)
:
On this poge ond the previous are some additionol generalizations
thqt were
generated by teachers working with the Universol Themes. Teachers might
wish to hove students generatetheir own generqlizotions through clossroom
brainstorming and discussion bef ore introducing these odditionol ideqs.
Structures
Structures are mode of
elements
Power
differenl
types of influences
Power exerts
Relotionships
Relotionships con be
helpful or hormful
I
Structures serve ot
perform o purpose
The use of power con
Structures follow
function
Power can be hornessed
ond contoined or if con
be nondom and chootic
positive or negative
The moteriols used fo
Power necessitotes
relinguishing or giving
up something
correlotions and/or
creaFe o stnucture
define Ihe structure
hove positive ond/or
neoa'f iv e cons zo uen ces
Relotionships con be
noiural on imposed
Relofionships con be
Relationships con be
couse ond
effect
itself
Structures reflect lhe
times
Power provides the
opportunity for change
Relotionships can couse
interdependence
of the stotus quo
Siructures
con be
noturol or person-mode
Power can be noturql or
Relotionships con couse
monufoctures
the exchonge of ideos
Structures hove ports
ond volues
Relotionships one
thot interrelote
purposeful
Ports of stnuctures
support ond one
supported by other
oorts
A structune is no
strongen thon its
weokest component
Ways
of Differentioting for Gifted
Students
Acceleration
*
Students who demonstrote high levels of understonding or leorn o porticulor content more
quickly might benefit most by proceeding ot afoster Pace thon the rest of the closs. If
their obilities worront, the teocher may choose to ollow these students to porticipote in
out-of-grade-level octivities, selecting ond using resources beyond thegradelevel.
"Accelerotion is o strotegy thot odjusts the poce of insfruction to the gifted
student's copobility for the PUrPose of providing on oppropriote level of chollenge.
Accelerotion cqn toke mony forms, including: (1) eorly entronce to formol schooling, which
con occur ot kindergorten, high school, or univarsi\ levzls: (2) movinj through age-graded
clossas in less time by grode skipping, moving through cross-oge grouped or non-groded
classes in two rather thon threeyears, or odvonced plocement; ond (3) moving through
curriculum moteriols ond concepts ot on accelerated rate by curriculum compocfing,
telescoping content. or receiving credit by exominotion. Students moy be accelerqted in one
discipline or ocross disciplines. However occeleration is implemenfed, it should result in o
match between appropriote leorning oppontunities ond student obilities.
For students, occelerotion offers the opportunity to select on educationol progrom
thot is chollenging and thot meets both their ocodemic ond emotional needs. For schools,
occelerotion offers o woy to meet the needs of highly oble studenfs when other forms of
differentiation of grode level do not provide enough challenge.
Reseorch documents the ocademic benefits ond positive emotionol outcomes of
accelerotion for gifted students when the needs of the student ore corefully matched with
the form of acceleration used."
From California Association for the Girted
A Position Paper
Clossroom Application
:
Accelero'rion can 6e imolemented in o vorietv of wovs. The most common will be:
Advoncing o studenf who is exceptionolly copcble in oll oreos into fhe next grade.
Arronging for a student who excels in o single ocademic area (e.9., moth) to ottend
lessons for thot subject in o more odvonced closs or grade.
Using pre-ossessment and flexi5le grouping to compoct the curriculum for students
who have demonstroted mastery of concepts.
.
.
.
The first two options listed above should ba implemented with core ond with the consent of
ihe. <rhonl and nare.n'f Consirle-ralions such as tronsoortotion to other schools must beran<irlc.rc.d n< <trrdp.nts mnke.the trnnsition from e-le.me.ntarv to middle school or from
middle school to high school. Individuol tutoring moy be abetf er olternative for some
students. The third option, Curniculum Compocting, is described in greater detoil in the
Instructionol Strategies included in this Hondbook.
*
Depth
- Complexity -
Content Imperotives
Depth, complexity, ond content imperotives were developed to enrich students' learning.The
elements described below are skills ond strotegies used by good thinkers to observe ond
orgonize or mqke sense of informotion. The use of deplh, complexity, ond content
imperotives should be on integrol port of the cumiculum. They can be used with all
students. The "icons" or symbols f or each concepf ore simply tools to help introduce ond
reinforcethese concepts throughout the school yeor.
Depth is the explorotion within o discipline. Differentiotion is ochieved by increasing the
depth to which o student explores o curriculqr topic. Depth refers to opprooching or
studying something from the concrefeto the abstroct, from tde fomilior to the unfomilior,
and from the known to the unknown.
Complexity is the understcnding within and ocross the discipiin", fn" teochermoy chonge
the complexity of the subject motter by extending the content to the study of issues,
problems, ond themes. Complexity involves moking relotionships between ond omong ideos,
connecting other concepts, ond using on interdisciplinory opprooch to the content.
Content Imperctives extend ond enrich leorning. They help to deepen student
understonding through exqminotion of origins, porodoxes, porollels, contributions, ond
convergences.
Clossroom Application
:
the "icons" (symbols) f or depth, cornplexity, ond the content imperotives on the
next lhree poges to introduce students to these concepts.
Clossroom posters of the icons hqve been provided to eoch teacher. There ore mony
ideos for introducing these concepts to students on the reverse side of the posters.
Use the elements of depth, complexity, ond content imperotives to modify the
presentotion of content, whenever oppropriote.
Specific lesson ideos hove been included in the Instructionql Strotegies ond Somple
Lessons section of this Hondbook.
Use
Symbols for dimensions of Depth, Complexiry, and Content Imperatives were developed
by Sandra Kaplan under the auspices of OERI, Javits Curriculum Project T.W.O., 1996
Elements of Depth
the Language of the Discipline
D Students use the longuoge used by the experts in the discipline.
Use
€
&
Note Details
(,U.)
;
g
Note
Patterns
Students identifv recurnino elements or reoeated focfors.
%t
.Sfr
;il
Stote Trends
rdenfs de.te.rmine. the. orde.r of e,ve-nts
Students predict whot comes next in a pottern.
geographic, or other
?p)
.aa
tf,
t
- thot
couse events
to occur.
Def ine Unonswered Questions
Identify fnternol
Rules
Ci**E-"b
f,rlgsEtl
nI6
informotion or body of knowledge
- structure, hierorchy, order.
foctors
of
f ecting the informotion.
+
Note Ethical Considerotions
ilF!il
Stote the "Bi9 Tdeas": generalizations, principles, theories
discriminotion.
focts or ideos.
Elements of Complexity
'tt
fcFfsroa'*
Elrte
ovr
Define Change over Time
ihnc
Recognize Multiple Points
t_
rK,
k7
Edt pk
laEpestiw.
of View
or thing.
ideo, thing, or informotion.
disciplinorions in different fields.
obscure or clorify perceptions ond use of the thing.
Gulll
?if
ffi43cipg6
Moke Connections Across Disciolines
vtew
of
dif f erent ocodemic discipl ines.
Content Imperatives
Determine Origins
n
Nofe Porodoxes
other.
-l
P.ecagnize Parollels
Recogniz
e Contributions
Note Convergence
I
Novelty /Tndependent Study
Unlike acceleration, depth, and complexity, novelty is primorily studentinitioted. Novelty meons thot the feacher can stimulote students in the
following wdys: encouroging them to seek originol interpretotions,
reinf erpretotions, or restoternents of existing informqtio n: suggesting fhot
they look f or new implicotions omong ond within disciplines; ond helping
students opprooch oreos of study in personolized, individuolistic, and
nontroditionol woys.
Clossroom Application:
Novelty moy be achieved in o variety of ways.
. Teachers moy work with sfudents to develop independent leorning
controcts.
. Teachers moy present students with a voriety of rigorous, meoningf ul
products ond ollow students to choose the monner in which they will
demonstrote lheir underston ding of content.
. Teachers moy creale independent leorning centers.
. Somples of independent studies ore included in the fnstructionol
Strategies ond Somple Lessons section of this Hondbook.
Nq
Dear Parent(s),
Your child'S success is of the utmost importance to me as we
begin the new schoolyear. Please lend me a hand by taking a
fevi minutes to jot down some thoughts about the following items
as they relate to Your child:
Handte
ith Gare
. fearsiinsecurities
/frt
'.
academic strengths/
OTtr.
Llu!$lon c.nt
r, tto" .
txt
ta{r1,8
OF '
tnttmulltt ' tuf,/€.pt lttl ' l&l
by
o. O'Donnrll--Or,
C,
llloknod( ELtrr.nuryt llowm'n'YllL'
pA
Book Report Genres
Realistic Fiction
Realistic Fiction consists
of stories that take place
in modern times. The
characters are involved in
events that can happen.
Historical Fiction
Historical Fiction is made
up of stories that take
place in a particular time
or period in the past. At
least one historical event
took place at that time.
Fantasy
Fantasy is fiction that
contains elements that
are not realistic, such as
talking animals and
magical powers.
Mystery
Mystery is generally
fiction that creates
question and intrigue,
such as police detectives
and suspense.
Poetry
Poetry is verse written to
evoke thought and
feeling from the reader.
It often uses rhythm and
rhyme to convey its
message.
Biography
A biography is a
detailed description or
account of someone’s
life. It should be more
than a list of basic
facts.
WhatACharacter.pages
Dunlap
Name ________________________ #______
Date _____________
What a Character
Book Response Project
Your first book response project will be a realistic fiction book of your
choice. It must have a strong human main character. You may choose a book
from home, the public library, our school library, or the classroom library.
Your teacher must approve the book before it can be used for this project.
Your response product is due on or before ________________________ .
As you read your book, you will want to discover what kind of person the
main character is. Remember, we draw conclusions about people based upon
what those people say, think, or do. Your conclusions need to be based on
facts and/or evidence from the story. The facts/evidence help us gain a
deeper insight into the character because we not only grasp what the author
says, but also what is implied or inferred about the character.
As you read, fill in the attached chart. Be sure to include details for each
heading: Characteristics, Facts/Evidence, and Explanations/Inferences.
The standard product is a large frame on white paper provided by your
teacher. The frame will be a double frame. Carefully follow the rubric that
is attached to meet the criteria. All work needs to be in color, either with
color pencils, crayons, or markers. Write neatly in pencil before carefully
tracing in color. Typed sections may be glued to the paper. If you elect to
create a slightly different product, please discuss with your teacher first.
Directions for the Double Frame Product
Inner Frame
* In the center of the frame, draw a realistic drawing of the main character.
* Each of the four sections of the inner frame will have these:
1) Personality traits you have inferred from facts/evidence in the text.
2) Goals or visions of the character.
3) Relationships the character shares with other characters in the book.
4) Description of the appearance, attitude, or thinking of the character.
Dunlap
Outer Frame
* Each of the four sections of the outer frame will have these:
1) How the appearance, attitude, or thinking changed over time.
2) Traits that adapted/changed over the course of the story.
3) The big idea of the character.
4) Points of view of the various relationships with other characters.
* Be sure to include the icons for each, as shown below.
Change Over Time
Big Idea
Multiple
Perspectives
Be prepared to share your finished product with the class. Enjoy reading,
learning about, and thinking about your character!
Dunlap
Name ___________________________ #____
Name of Main Character: _______________________________________
List these characteristics for the
main character:
* Personality Traits
* Goals/Visions
* Relationships
* Descriptions of Appearance,
Attitude, or Thinking
For each characteristic, list
supporting facts/evidence in the
story, including page number(s).
Give a detailed explanation for
your inferences relating to each
characteristic.
Dunlap
Name_______________________________ #______
Rubric: What a Character Book Response Project
Marks for Grade Level Standards
+ at grade level
approaching grade level
__
below grade level
Inner Frame:
*
Drawing of character
*
Personality traits
*
Goals/Visions
*
Relationships
*
Descriptions of Appearance, Attitude, or Thinking
*
Supporting Facts/Evidence
____
____
____
____
____
____
Outer Frame:
*
How appearance, attitude, or thinking changed over time
*
Description of how traits adapted/changed over time
*
Big idea of character
*
Points of view of relationships
____
____
____
____
====================================================
Overall Project Score:
____
4
=
extraordinary work and detail; exceeds grade level standards
3
=
at grade level standards
2
=
approaching grade level standards
1
=
below grade level standards
California Association for the Gifted
A Position Paper
The Caiifomia Association for the Gifted (CAG) periodically publishes position papers
that deal with issues, policies, and practices that have an impact on the education of
gifted and talented students. All position papers approved by the CAG Board of Directors
are consistent with the organization's philosophy and mission, and the current research in
the field.
The position papers support the organization's belief in the value and uniqueness of
all individuals, its respect for diversity present in our sociefy, and its commifment to
honoring the similarities and differences among all students. CAG encourages the
provision of educational opportunities that are appropriate to challenge and nurture the
growth of each child's potential. The organization is especially mindful of the need for
advocacy for individuals who have developed or show the promise of developing
intellectual abilities and talents at high levels.
Teacher Qualifications
To provide an appropriate education for gifted children and youth, it is most important
that their teachers have a thorough knowledge and understanding of gifted students and
the field of gifted education. They should also have an in-depth knowledge of their
individual curricula. The most effective teachers of gifted learners have other distinctive
characteristi cs including:
. passion for learning that is consistently modeled in the classroom
. genuine concern for and enjoyment in teaching gifted learners
. respect for individual differences and tolerance of divergent behavior
. willingness to be a risk taker
.
.
.
'
flexibility
and openness
a sense of humor
a secure sense of self
willingness to place the child's needs above bureaucratic demands
Not surprisingly, the teacher characteristics listed above parallel those found in the
research as most preferred by students. They want a teacher who:
'. cares about them and undershnds them
has a good sense of humor
. is intelligent
. can make learning meaningful and challenging
is patient and firm
.' is cheerful
' is flexible
To add to the personal characteristics, important knowledge and understanding must
be attained through ongoing professional development. Comprehensive and well-planned
course work in gifted education is an important part of any professional development
program as it provides an in-depth understanding of and experience with the issues that
are important in the education of gifted learners. Teachers must gain through their
professional d evelopment:
the knowledge and understanding of:
the nature and nurture of high levels of intelligence in allof its aspects
creativity and its nurture
cognitive, social, and emotional characteristics, needs, and problems found
with gifted students as a result of their afypical development
cultural differences and the responsiveness necessary to meet the needs of
students from diverse backgrounds
assessment and evaluation strategies that support high level learning,
provide choice and alternative evidence for showing mastery, and include
the learner as evaluator
the ability to create and implement a learning environment in which gifted
.
o
o
o
o
o
.
leamers:
o
feel safe to use their strengths, explore their personal and interpersonal
development, and risk new areas of thought and action
o are encouraged to think critically about questions they find interesting and
provocative
o can try, fail, receive feedback, and try again without always facing formal
evaluation
. the ability to provide flexible, individualized, differentiated curricula that are
appropriate to meeting the unique needs of gifted learners and that:
o challenge their high levels of cognitive development and creativity
o cross disciplines and teaches students how to think as disciplinarians
o show thorough understanding of the concepts of depth, complexity,
acceleration, and novelty, and the role these factors play in differentiating
curricula and the classroom environment
o teach intellectual rigor and leadership
o use higher-order questions and open ended assignments
o nurture social responsibility as well as moral and ethical awareness
These characteristics ofeffective teachers ofgifted children, both those that are
individual and those that are essential to be leamed" are consistently found in the
research, surveys, and authoritative texts in the field. The California Association for the
Gifted believes that these characteristics and qualifications are essential for any teacher
who is given the responsibility for meeting the needs and nurturing the potential of gifted
students. When such qualifications are not already developed it is incumbent upon the
district to provide teachers with ongoing professional development opportunities for the
attainment of such qualifications to ensure the success of the gifted prograrn.
References:
Clark, B. (2002). Growing up gifted (6th ed.). Coiumbus, OH: MerrilUPrentice-Hall.
Davis, G.A., & Rimm, S. B. (2004). Education of the gified and talented (5th ed.). New
York:Pearson.
Gallagher, J. J., & Gallagher, S. A. (1994). Teaching rhe gifted child (4th ed.). Boston:
Allyn & Bacon.
Approved 4-9-05
Calu'omsre AssoclarroN FoR TFrE Gn'rrp
APmmouPappn
The California Association for the Gifted (CAG) periodically publishes position papers that deal wirh issues,
poiicies, and practices that have an impact on the education of gifted and talented students. All position papers
approved by the CAG Board of Directors are consistent with the organization's philosophy and mission, and
the current research in the field.
The position papers support the orgariization's belief in the value and uniqueness of all-individuals, its respect for
diversiry present in our society, and its commitrnent to honoring the sirnilarities and differences among all students.
CAG encourages the provision of educational opporrunities that are appropriate to challenge and nurture the growth
of each child's potential. The organization is especially rnindful of the need for advocacy for individuals who have
developed or show the promise of developing intellectual abilities and talents at high levels.
Inteltecfual Peer hrteraction
Peer grouping is the practice of matching students by shared characteristics such as age, ability, need, and./or
interest in order to make teaching and learning more effective. The majority of grouping practices in the educational system involves grouping by age in grade levels. When considering intellectual peers, ho'*,ever, age
is not a criterion for grouping. To advance academically, students neecl to be challenged and stimulated to
stretch their minds. To accomplish this, it is important for students to interact with others who engage them
in a demanding, active learning process.
Gifted students need such opportunities with students at their intellectual level so that they can advance
academically at a rate and pace commensurate with their abilities. Too often gifted students are placed in
independent study, without teacher guidance and support, or required to wait patiently for others to catch up
to them. Interaction with their intellectual peers gives them the challenge and support they deserve.
In addition, the social and emotional needs of gifted students demand that they interact with their intellectual
peers. Because the thought processes of gifted students are significantly advanced, they often feel alienated
and lonely at school. Their vocabulary, humor, issues, and concerns usually differ markedly from their age
peers. This reinforces their feelings of being odd and different, which can lead them at an early age to doubt
themselves, deny their talents, and even become depressed. The result rnay be underachievement, Ioss of
potential, and an increase in conformist behavior, both socially and academically. Intellectual risk-taking,
especially among gifted girls, dramatically declines during adolescence without the support of intellectual
peers. For students who are highly or profoundly gifted, these effects are even more pronounced.
Academically and emotionally, every child needs:
validation - personal acknowledgment
'
.
affirmation - reinforcement from others
affiliation - allying with others of similar interests, characteristics, and talents
'
communion - commonality and exchange with an audience with whom they can communic ate at an
'
equal level of complexity and subtle nuance.
It is therefore the position of the California Association for the Giftecl that gifted students should be with their
intellectual peers for significant parts of the school day to provide them opportunities to interact with others
who have similar intellectual and emotional experiences and responses. CAG believes that such opportunities
are needed to nurture them socially as well as ensure their highest academic and intellectual development.
References:
Clark, B. (2002). Growing up gifted (6th ed.). Columbus, OH: Merrill/Prentice Hali.
Colangelo, N., & Davis, G. (1997). Handbook of gifted education (2nd ed.). Boston: Allyn & Bacon.
Davis, G., & Rimm, S. (2004). Education of the gifted and talented (5th ed.). Boston: Allyn & Bacon.
Gallagher, L J., & Gallagher, S. A. (1994). Teaching the gifted child (4rh ed.). Boston: Allyn & Bacon.
Approved 5-25-03
Page 6
Caiifornia Association for the Gifted, Intercom. August, 2005
California Association for the Gifted
A Position Paper
The California Association for the Gifted (CAC) periodically publishes position papers
that deal with issues, policies, and practices that have an impact on the education of
gifted and talented students. All position papers approved by the CAG Board of Directors
are consistent with the organization's philosophy and mission, and the current research in
the field.
The position papers support the organization's belief in the value and uniqueness of
all individuals, its respect for diversity present in our society, and its commitment to
honoring the similarities and differences among all students. CAG encourages the
provision ofeducational opportunities that are appropriate to challenge and nurture the
growth of each child's potential. The organization is especially mindful of the need for
advocacy for individuals who have developed or show the promise of developing
intellectual abilities and talents at high levels.
Social and Emotional Needs of Gifted Children
Gifted children generally go through the same developmental stages as other childrenalthough often much earlier. Because of their accelerated and more complex intellectual
development, they may experience unique, often extreme, social and emotional needs.
Tirese may include:
. asynchrony-uneven development such as having their cognitive abilities surpass
their motor or emotional development
. perfectionism-sometimes taking the form of unrealistically high expectations of
themselves, resulting in limited risk-taking for fear of failure, or feeling that their
self-worth is dependent on their high, often unattainable achievement, and a
tendency to be highly self critical
. difficult peer relations-sometimes resulting in social isolation or being seen as
odd or weird, "know-it-all" or bossy by their same-age classmates
. unusual emotional and physical sensitivity--often accompanied by heightened
empathy, deep concern for global issues, such as war and hunger, which may in
turn lead to frustration and/or depression due to the students' perceived inabilify
to effect change.
. Imposter Syndrome-awareness of their differences and believing that, "l'm not
as smart as everyone seems to think. If I'm not careful, people will find out that
I'm not really gifted"
. multi-potentiality-often gifted children have several advanced abilities and have
difficulty deciding on which idea or ability they wish to pursue. They may
immerse themselves in diverse activities to an almost frantic degree. This places
stress not only on themselves but also on their families.
. high frustration with unchallenging curriculum-preventing academic or
intellectual growth and a loss of essential academic skills that will be needed later
to succeed at advanced study.
The first step in meeting the social-emotional needs of gifted children is building
awareness and understanding of these needs, on the part of both the gifted students and
those who guide them. The education of families and of teachers in the social and
emotional needs of gifted learners is critical in helping these children understand
themselves and cope with the emotional stress inherent in their lives. Parents and teachers
need information on the characteristics and appropriate education of gifted learners.
parents need the opportunity to share their concerns if they are to nurture successfully
and be wise advocates for their children. Such information should also be available to
those outside the family and school setting and include physicians, counselors, and daycare providers.
To meet their social and emotional needs, the California Association for the Gifted
believes it is essential that gifted children have:
teachers and counselors who are knowledgeable about the emotional and social
needs that can result from being gifted
teachers who give students choice in the ways they can learn and in the products
and the evaluation of learning when appropriate
an educational setting that is flexible and focused on the process ofcreating and
implementing challenging learning experiences
a learning environment that provides intellectual peer interaction so that gifted
students can relate to those of commensurate abilities and interest
models of risk-taking in supportive environments at home and at school that
provide ways for coping with failure and developing appropriate social skills
iafe havens, both at home and at school, wlrere they are understood, and it is safe
to discover and reveal who they really are
Only as these needs are met will gifted learners be able to develop to the highest levels of
their academic and intellectual potential'
.
.
.
.
.
.
References:
Adderholdt, M., & Goldberg, J. (1999). Perfectionism: What's bad about being too
good. Minneapolis, MN: Free SPirit'
Delisle, J., & Galbraith, J. Q002). When gifted kids don't have all the answers: How to
meet their social and emotional needs. Minneapolis, MN: Free Spirit.
Silverman, L. K. (1993). Counseling the gifted and talented. Denver, CO: Love.
webb, J., Gore, J., & DeVries. (2006). Guiding the Gifted child, Revised and
rJpdated. Scottsdale, AZ: Great Potential Press'
Approved 4-9-05
THE DEMANDS OF GIFTEDNESS
PREMISE:
1.
HIGH LEVEL INTELLIGENCE MAKES CERT{N DEMANDS UPON
THE GIF-TED LEARNER
2.
BEIIAVIOR OF GIFTED LEARNERS RESULTS FROM THESE DEMANDS.
1. To crave knowledge; to satisfu the need to feel progress in what he or she is
leaming.
2. To feel the need to focus on or devour a subject.
3. To make observations; to see relationships.
4. To place high standards on himself/herself.
5. To be creative or inventive; to seek an unusual or unique approach to an
assignrnent.
6. To question generaiizations.
7. To be serious-minded; to be intolerant (usually) of foolishness or silliness.
8. To concentrate; to become totally absorbed in a task; to have a longer attention
span,
9. To explore wide interests at a maturity beyond her chronological
age.
10. To be sensitive to honor and tnrth.
1 1. To express ideas and reactions. (This is sometimes seen as argumentative.)
12, To resist routine, drill; to require unique ways of pursuing drill.
13. To work alone.
14. To be intolerant of stupidity.
15. To seek order, structure, and consistency.
16, To do critical. evaluative thinking. May lead to critical attitude toward self or others.
17. To be rarely satisfied with the simple or obvious.
18. To be impatient with sloppy or disorganized thinking.
19. To be sensitive and empathetic.
20. To have his,lher intelligence responded to.
2L. To see out hislher mental peers.
22. To be friendly and outgoing.
23. To use his/her power of abstraction; to see and point out cause and effect relationships.
24. To have time for thinking.
25. To be outstanding in several areas but average in some.
Adapted by Jeanne Delp from
Dr. May Seagoe's Characteristics of the G{ted
Garden Grove USD
CALIFORNIA GATE STANBARBS
The differentiated curriculurn facilitates giftecl students in their ability to rneet and exceed
state core curricu-lum and standards.
GATE EC
g.T
The differentiated curriculum provides for the balancecl developrnent of critical, creative
problem solving and research skills, advanced content, and authentic and appropriate
Products'
GATE EC Mg.ib
The differentiated curriculum focuses primarily on depth and complexity of content,
advanced or accelerated pacing ofcontent, and novelty (unique and original expressions of
student understanding.)
GATE EC Mg.rc
The diffbrentiated curriculum facilitates development of ethical standards, positive selfconcepts, sensitivity and responsibility to others, and contributions to society.
GATF, EC Mg.Td
The core curriculum is compacted for gifted students so that learning experiences are
developmentally appropriate (not redundant) to their needs, interests, and abilities.
GATE EC Cs.ra
There is alignment of the differentiated curriculum with instructional strategies that
prornote inquiry, self,-directed learning, discussion, debate, metacognition, and other
appropriate mode.s of learning.
GATE EC CS.Tb
The differentiated curriculum includes learning theories that reinforce the needs, interest
and abilities of gifted students including abstract thinking and big ideas of the content
area'
GATE EC cg.rc
The differentiated curriculum is supported by appropriate resources and technology.
GATE ECMs.e,c
The differentiated curriculurn allows for continuity and comprehensi'reness of learning
experiences in units and courses of studyGATE EC CS,ga
The differentiated curriculum utilizes a variety of teaching and learning patterns:
including opportunities for independent study.
GATE EC CS.g,b
An extensive range of resources is available to augment differentiated curriculum and to
supplement independent study opportunities for individuai students. GATE EC CS.zc
Whot is the major conf lict in the
story?
Exploin why you f eel the cction or
behqvior wos right or wrong.
What is the theme concept (big
idec)?
E
nr:r:
n'tr b ErUEI
gtrd Complexity Bookmark
Whot pottern do you f ind ond is it
importont to the story? Why or why
not?
fs there o number that you find os
c pottern in the story? What is it
ond how is it used?
Whot rules are there in the
selection or word work?
Chart the rules.
youfeel ore the most
importanf aspects of the theme
under the big ideo ond then suPPort
how the stories f it the big ideo
wifh evidence from the stories.
Ploce whot
arta'to^
.c
rF
f{r..rn't
w
^\
Whot coused something to chonge
in the story?
How might this story take ploce if
it wos to hoppen now, in the Post, or
in the future?
Whot are the couses and eff ects in
the story?
Are there orry foctors thot
influence the trends in the story
ond whot arethey?
Pretend you dre o chorocter in the
story. How might youfeel obout
whot hoppened?
Think like o disciplinorian from the
list of occupations posted. How
would your opinion of the story
Whot part of the story is uncleor
to youZ
List ony vocobulory words that you
need to investigote to understond.
"?)
oOo
look?
Gf,
Develop guestions about the sfory.
Discuss them with o portner.
How does this story relate to Sociol
Studies, Science, Art or Music?
Complete on octivity off of the
octivity list thot ties the story to
Who?
Where?
onother discipline.
whv?
How?
Biognophy
Sort the vocabulory words in qt
leost 3 diff erent woys lobeling fhe
different wovs thev were sorted.
What is the longuoge that was used
in the theme?
(Examples: Strotegies, skills, gen?e,
story structure)
Prepore something that con be used
to teach onother student this
Poper bog report
languoge.
Poem
(Exomples: picture dictionory,
Moke o model
Create o groph
model, chort, hond motions)
Activities:
' picture dictionory
. Gold Stor word cord
. Content link from
ontholory
.
.
.
'
.
What?
When?
UNGUAGE OF TtsE DISCIPLINES
Depth & ComPtexrty lcon Chart
Depth
*
Erample
tutlnttion
Iffin
Tools Jargon lconr
vocrbultly trrrir are
rpeciflc totro content or
What
Language of
the Discipline
Aoronymr
Speclel phra*ee
Tarmr Slang
dirclFllne?
What ara tha dffinlng ftilturrB
or
chaileteritfic'r? Flnd axamPbe
end cvidenca to ruPPort oPlnlona
end ldee*.
Datails
Wrrt etrmcntc reoccur? Wrat ia
tte aequance or order of ewnB?
Fectort
Attrlbubr
Villabbs
IXciinoulrblns Tratts
Pndlalabilny
Rcpctltlon
Make predlctlorYr besed on Part
Patterns
evantt.
-ffi
Unanswered
Questions
Abbnvieton*
Partr
"1?-?
clllt
*ltrfonnallon b unclaar,
miaelng, or unavailsble?
What evidcncc do You noed?
What het not Yct betn Proven?
--ilffiitEru*uru underlior thlr
subJect? \filhat guldellne* or
Rulee
mgutatlone elbct lt? What
trierarotry or oderlng prlnciple ls
et work?
--ffi6TGr@
Trends
frolttlcal, Geognphlc) tfiat cause
ovontr to ocour. ldaDHfY Petterne
of chrnge onur Hme
Ethics
Wnat moral PrlnelPl.r rre
involved ln tlrlc subjectil What
contrdvcrrlsi extsf? liVhat
argumenti could rmerge fiom a
ttudY of thb toPic?
lllcslng Fartr
lncomplstr ldaar
DitcruPrnck
Unrqtolved irrure
Ambloultv
Stnrctrre
Order
Raagone
Orgeniatlon
Explanrtlon
Cle*lfic*lon
ttIbgautg...o
lnfiuenca
Forcec lXruc-tltrn
Courti of Actlon
Compam, Cor*rast
and Foncart
vglug* iloraF
Pro rnd Gon
Biar l!tocrlmlnaffon
Frafudicc
Judging
Dlfirrlng Oplnionl
Foir*of Vlew
RlghtardWrong
Wdom
or gPncral rtstament
aoollcr to theec ldaar? How do
'itrose idsas rEhts to broed
ooncapilr luch as chenge'
lmtafmory
Big ldeas
rystcml, chaor w' ordlr, cto?
Whet i* tho main ldca?
ffihr
Across the
Disciplines
erua of
etudytoother
rubjccte wilhln, batween' and
acrols dirciPline*,
ffiers
Changes ever
Time
Different
Ferspectives
Raqed urrnn the work of Sandra Ksnlan
itemanl* relet d in torms
ofthe pasfi, PreDar*, and futura?
How and wtrY dc thlngr chenge?
\rVhet docrn't change?
rwwould of,hers *e t
sltuatlon dlfrrontlY?
Dnrw conclualonr
lilcd on
stddcnca
Malnr ganenrlirstlon*
Summtrlz€
Throry
PrlnaiPle
Main ldee
Connact
Arcocletc
lntrgtatE
Lind ldeag
Cno$.Currlcuhr etudv
Gonnecffng polnlr in tlrne
Examlnlng e tlma P€rlod
Gomparu and Contrrst
ltilferefr roF& and knowle{gs
Oppoting vlowpolntr
Using Content Imperatives
In Language Arts
Convergence
•
•
Paradox
•
•
•
What were the different outcomes
for the characters in the story?
What in the story was fact and
what was opinion?
Describe the conflicting views that
led to the problem in the story.
Origin
•
•
Parallel
•
•
•
•
What connection can you make with
this story to another story you
have read?
this story to something happening
or that has happened in the world?
this story to your own life
experiences?
What similarities can you make
between two of the characters in
the story?
What factors came together to
lead to the solution of the
problem?
What conclusions can you come to
about the main characters? How
did their environment and
experiences shape their actions?
Support your beliefs with examples
from the story.
•
How did the problem in the story
get started? What caused it to
happen?
How did the solution in the story
get started? What caused it to
happen?
If the story is a fairy tale, folk
tale, tall tale, or myth, prove with
evidence its origin or beginnings.
Contribution
•
•
•
•
•
What were the significant effects
of the problem?
What were the significant effects
of the solution?
Judge the impact of the
protagonist (hero) and antagonist
(villain) on the story’s plot.
What was the contribution that the
setting played on the story?
What contributions has the author
or nonfiction subject made?
Comprehension Skills
Author’s View
Point
Categorize
Classify
Cause and Effect
Compare
Contrast
Drawing Conclusions
Fact and Opinion
Following Directions
Making Generalizations
Making Inferences
Making Judgments
Noting Details
Predicting Outcomes
Problem Solving/Decision Making
Propaganda
Sequence
of Events
Story Structure
Text Organization
Topic, Main Idea, Details
Writing Handbook
!
Dunlap - Page 1 of 17
TIPS
TO HELP STUDENTS
WRITE BETTER
Writing Handbook
!
SIMPLE WAYS PARENTS CAN HELP THEIR CHILD WITH WRITING:
* Read with your child every day . . . read to them, read with them,
listen to them read aloud, take turns reading together.
* Talk with and listen to your child every day . . . ask them about their
thoughts, ideas, interests. Share your thoughts, ideas, and interests
with them. Share stories about your childhood.
* Spend quality time with your child every day . . . even if itʼs in the car
together . . . preparing dinner . . . doing household chores. The
more time you spend with your child, the more ideas your child will
have from which to choose when writing.
* Have your child read aloud his/her writing to you. Actively listen,
express interest, and become familiar with your childʼs writing
“voice” and style. Be generous with praise; stingy with criticism.
* Share your writing with your child . . . even if itʼs a grocery list or “to
do” list. Write a story together . . .
HOW TO HELP WITH WRITING ASSIGNMENTS AND PROJECTS:
* Carefully read and discuss the directions with your child.
* Be sure you and your child understand what is expected.
* Be familiar with and use the resources provided by the teacher . . .
web links, materials online, handouts, student samples, etc.
* If you need clarification, please contact the teacher right away . . .
donʼt wait until the day before the task/project is due.
* Set up a schedule with your child so that long-term projects are
done in bite-size, manageable steps.
* Remind your child to work in pencil first and follow the steps for
good writing (see following pages).
Writing Handbook
!
6 + 1 Traits of Writing
1
IDEAS are what’s behind the meaning and
development of writing. They make up the content
of a piece.
2
ORGANIZATION is the inside arrangement of a piece
of writing, the general idea of central meaning, the
pattern of sense.
3
VOICE is the way the writer brings the topic to life. It’s
the sense that a real person is speaking to you.
4
WORD CHOICE is the vocabulary the writer uses to
communicate meaning. Words should be rich,
colorful, vivid, and exact.
5
SENTENCE FLUENCY is the way words and phrases
flow throughout the text; the alternation of short
and long sentences.
6
CONVENTIONS are what mark the mechanical
correctness of the piece. They include
punctuation and grammar.
7
PRESENTATION is the overall appearance of the work.
It is the final piece of the puzzle that brings
together all of the elements and creates an
interconnected whole.
6+1 Writing Traits.doc
Writing Handbook
!
5 Steps to Writing!
Dunlap 2011
1.!
!
!
!
!
!
!
* Analyze the Prompt (TAK):!
* Topic
!
!
!
!
!
* Audience (if none given, itʼs the teacher)
!
!
!
!
!
* Key Words
* Stop and Think (30-90 seconds)
* Brainstorm
* Pick and Choose (highlight in yellow the correct number of your ideas to use)
* Make a Plan (use a Thinking Map - T.M.)
2.!
!
* 4 Topic Sentences (4 types)
* Turn and Talk (when work done in class; not for tests)
!
!
!
Simple Declarative
Statement
Question
Number Statement
TOPIC
SituationStance
(2-part)
3.!
!
* Rough Draft / Sloppy Copy
* Refer to Plan (Thinking Map - T.M.)
4.!
!
!
* Revise and Edit (USP):! * Unusual Words
!
!
!
!
* Specific Words
!
!
!
!
* Picture-Painting Words
!
* Choose a Different Topic Sentence for the Conclusion
5.!
!
!
!
* Final Copy (CUPS):!
!
!
!
!
!
!
!
!
!
!
!
!
* Capitalization
* Usage (subject-verb agreement, etc.)
* Punctuation
* Spelling
Writing Handbook
!
PARENT / PEER EDITING GUIDELINES
Copyright 2004 - read-write-think
May be reproduced for educational purposes.
Writing Handbook
!
Writing Handbook
!
Writing Handbook
!
Writing Handbook
!
Writing Handbook
!
Writing Handbook
!
Writing Handbook
!
Writing Handbook
!
Writing Handbook
!
SAMPLE NARRATIVE WRITING PLANNER:
B (beginning)
-
M (middle)
-
E (end)
-
Writing Handbook
!
NARRATIVE WRITING
Writing Handbook
!
NARRATIVE WRITING
Writing Handbook
!
How else can I help at home?
- Provide your child with “experiences” from which to draw
ideas to write:
★ read a variety of stories from different genres
★ watch age-appropriate TV shows, videos, or movies
★ choose educational shows that are appropriate
★ take weekend trips or family outings
- Use 4th-grade academic terminology.
- Practice activities orally to build confidence.
- Read aloud to your child simple stories and have him/her
retell the story orally, telling the beginning, middle, and
end parts of the story.
- Focus on the different ways stories begin and end.
- Practice what is being done in class.
- Encourage creative, original ideas.
- Provide your child with colored highlighters, colorful thin
markers, colored pens, etc. to reinforce color-coding and
make writing more fun and enjoyable.
- If your child has difficulty writing with a pencil, try pencil
grips and maybe a white board with white-board markers for
practice writing.
- Allow your child to use a computer for some of the writing
practice at home.
- Be sure your child gets plenty of fresh air, exercise,
nutritional food, and 8-10 hours of sleep so that he/she
is better prepared to do well.
HAVE FUN WITH YOUR CHILD!
Writing Workshop for
Parents of Fourth Graders
The fourth grade teachers would like to invite all parents of fourth
graders to a Writing Workshop to learn about the 4th-grade writing
curriculum. The date will be Tuesday, September 13 at 6:30 pm.
We will meet in the Williams’ cafeteria promptly at 6:30 pm. After a
brief introduction by the fourth grade teachers, parents will attend
four different group sessions for each of the four writing genres.
The workshop will explain the writing program in detail. You will
learn about the 6+1 Traits of Writing and four genres of writing:
(1) Personal Narrative; (2) Fictional Narrative; (3) Summary; and
(4) Response to Literature. We will explain thinking maps and
graphic organizers that we use for different genres of writing.
In addition, you will be introduced to the “writing vocabulary” we
use in teaching fourth grade writing.
We hope this experience will help parents of fourth graders assist
their children at home with writing. It is important for the entire
family to understand what is expected of all fourth graders as they
prepare for the state writing assessment.
Please complete the form below and return it to your teacher as soon
as possible. Thank you!
------------------------------------------Student Name: __________________________
#____
___ Yes, I/we plan to attend the Writing Workshop for Parents of
Fourth Graders on Tuesday, September 13, 2011, at 6:30 pm.
___ No, I/we cannot attend.
Alternate Spelling Activities
Using Challenge Words
1. Use all of the words to create as few
words as possible.
2. Create a crossword puzzle on graph
paper. Include an answer key.
3. Create greeting card messages or
rebus pictures.
4. Create riddles with the words as the
answers.
Product Choice Chart
Crossword puzzle
Fact file
Family tree
Glossary
Riddle
Poem
Survey
Advertisement
5. Sort the words into 3 categories.
Label the categories.
6. Write an advertisement using as many
of the words as you can. Make it for
something from the story if possible.
7. Using a thesaurus, find synonyms and
antonyms for the words. Chart your
findings.
8. Create analogies using the words.
(Example: heart is to body as motor is
to lawn mower.)
Coat of arms
Collage
Comic strip
Graphic organizer
Greeting card
Power point
Map
Picture dictionary
Scrapbook
Collection
9. Using a dictionary, find the history of
the word. List what language it
originated from and any other
interesting facts.
Demonstration
10. Come up with your own activity.
Discuss it with your teacher for
approval before starting on it.
Pop-up book
Mobile
Model
*Adapted From: Teaching Gifted Kids in the Regular
Classroom by Susan Winebrenner 2001
TECHNOLOGY ACCEPTABLE USE POLICY
For Dunlap Detectives
The Dunlap Detectives' information technology resources, including email, wikis,
blogs, Google apps, etc., including Internet access, are provided for educational
purposes. Adherence to the following policy is necessary for continued access to
the school's technological resources:
Students must
1.
2.
3.
4.
Respect and protect the privacy of others.
!
Use only assigned accounts.
!
Not view, use, copy, or alter passwords.
!
Not view, use or copy data or networks to which they are not
authorized.
!
Not distribute private information about others or themselves.
Respect and protect the integrity, availability, and security of all electronic
resources.
!
Observe all network security practices, as posted.
!
Report security risks or violations to a teacher or network
administrator.
!
Not destroy or damage data, networks, or other resources that do
not belong to them, without clear permission of the owner.
!
Conserve, protect, and share these resources with other students
and Internet users.
Respect and protect the intellectual property of others.
!
Not infringe copyrights (no making illegal copies of music, games, or
movies!).
!
Not plagiarize.
Respect and practice the principles of community.
!
Communicate only in ways that are kind and respectful.
!
Report threatening or discomforting materials to a teacher.
!
Follow all usage guidelines posted on any internet resource.
!
Not intentionally access, transmit, copy, or create material that
violates the school's code of conduct.
!
Not intentionally access, transmit, copy, or create material that is
illegal.
!
Not use the resources to further other acts that violate the school's
code of conduct.
!
Not send spam, chain letters, or other mass unsolicited mailings.
!
Not buy, sell, advertise, or otherwise conduct business, unless
approved as a school project.
Students may, if in accord with the policy above
1.
2.
3.
Design and post web pages and other material from school resources.
Use communications tools such as blog comments with a teacher's
permission.
Use the resources for any educational purpose.
Consequences for Violation. Violations of these rules may result in disciplinary
action, including the loss of a student's privileges to use the school's information
technology resources.
Supervision and Monitoring. Teacher and network administrators and their
authorized employees monitor the use of information technology resources to
help ensure that uses are secure and in conformity with this policy. Administrators
reserve the right to examine, use, and disclose any data found on the school's
information networks in order to further the health, safety, discipline, or security of
any student or other person, or to protect property. They may also use this
information in disciplinary actions, and will furnish evidence of crime to law
enforcement.
I ACKNOWLEDGE AND UNDERSTAND MY OBLIGATIONS:
_______________________________
Student
__________________________
Date
_______________________________
Parent/Guardian
__________________________
Date
PARENTS, PLEASE DISCUSS THESE RULES WITH YOUR STUDENT TO
ENSURE HE/SHE UNDERSTANDS THEM.
THESE RULES ALSO PROVIDE A GOOD FRAMEWORK FOR YOUR
STUDENT'S USE OF COMPUTERS AT HOME, LIBRARIES, OR ANYWHERE.
FOR MORE INFORMATION, SEE www.cybercrime.gov.
2011-12
Fourth Grade Enrichment Activities
October
Oakland Museum Field Trip
(exact dates to be determined)
November
Alviso Wildlife Refuge Field Trip
January
San Juan Bautista Field Trip
March
Sacramento Field Trip
** CA History Days/Gold Rush Days
Classroom Parent Coordinator(s) should be selected by now. **
April
Parent Coordinators’ Meeting for
CA History Days/Gold Rush Days
(time/date to be determined)
Fiesta Dance Performance
April 27 - time to be determined
May
Music on the Blacktop (9:15-10:15 am)
CA History Days/Gold Rush Days
(10:15 am - 2:30 pm; rotation times to be determined)
Environmental Education Center in Alviso
Field Trip Training and Orientation Workshop Dates at the Environmental
Education Center in Alviso
Announcing our NEW Field Trip Training and Orientation Program! Please note the following changes. Thank you
to all the teachers and parents who have provided us feedback so we could restructure our training program to better
serve you!
New Teacher Field Trip Training
Teachers that have not yet attended a field trip orientation must attend one of the following New Teacher Field Trip
Trainings listed below.
Thursday, September 29 4:00 p.m. – 6:00 p.m.
Sunday, November 6
10:00 a.m. – 12:00 p.m.
Returning Teacher and Parent Workshop
Returning Teachers and Parents will be offered a separate Returning Teacher and Parent Workshop. It is a
requirement that returning teachers must attend one of these workshops once every three years. We highly
recommend that Parent Activity Leaders attend one of the following workshops. In addition, we strongly encourage
returning teachers to attend the workshop with their parent volunteers.
Thursday, October 6 Sunday, November 6 Thursday, November 17
4:00 p.m. – 6:00 p.m.
1:30 p.m. – 3:30 p.m.
4:00 p.m. -6:00 p.m.
For more information call the EE Staff at Alviso:
Office: 408-262-5513 ext. 100
Email: genie_moore@fws.gov
Parents, this is one of the most exciting hands-on field trips of the year!
Please try to join us for this fun event. We need as many parents from each
classroom as possible to attend the parent workshop on one of the three
dates shown above -- at least three to make the field trip more successful.
Thank you for your participation and support!
The 4th Grade Teachers at Williams
Dunlap 2011-12 Volunteer Sign-Up Needs
!
1 of 4
________________ _______________
__________________
__________________
__________________
__________________
______________________
!
2 of 4
!
3 of 4
!
4 of 4

Beck-to-School - San Jose Unified School District

Transcription

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