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List of Reproducible Pages |
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viii | |
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ix | |
| Foreword |
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xi | |
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| Introduction |
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1 | (1) |
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1 | (1) |
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The Mystery of the Gifted Underachiever |
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2 | (1) |
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2 | (2) |
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Gifted Education Benefits Everyone |
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4 | (1) |
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What Gifted Students Need |
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5 | (1) |
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6 | (3) |
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Characteristics of Gifted Students |
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9 | (22) |
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Learning and Behavioral Characteristics |
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10 | (1) |
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Strategy: The Name Card Method |
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11 | (2) |
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13 | (4) |
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Perfectionist Characteristics |
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14 | (1) |
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Ways to Help the Perfectionistic Child |
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14 | (1) |
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How to Use the Goal-Setting Log |
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15 | (2) |
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17 | (1) |
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Ways to Nurture Creative Thinking |
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17 | (1) |
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17 | (1) |
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Students Who Are Twice-Exceptional |
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18 | (4) |
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18 | (1) |
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The Meaning of Twice-Exceptional |
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19 | (1) |
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20 | (1) |
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Children with Asperger's Syndrome |
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21 | (1) |
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Ways to Help Twice-Exceptional Students Succeed in School |
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21 | (1) |
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22 | (1) |
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Students from Diverse Populations |
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23 | (2) |
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Identifying Gifted Students from Diverse Populations |
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23 | (1) |
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Three Ways to Help Students from Diverse Populations |
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24 | (1) |
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25 | (1) |
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25 | (1) |
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26 | (5) |
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Gifted Students Identify Themselves |
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31 | (16) |
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31 | (1) |
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Compacting the Curriculum |
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32 | (3) |
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33 | (1) |
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Compacting and Flexible Grouping |
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33 | (1) |
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33 | (2) |
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Strategy: Most Difficult First |
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35 | (2) |
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35 | (1) |
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How to Use Most Difficult First |
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36 | (1) |
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Questions and Answers About Most Difficult First |
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37 | (2) |
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Strategy: Pretests for Volunteers |
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39 | (4) |
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39 | (2) |
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41 | (1) |
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41 | (2) |
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Questions and Answers About Compacting the Curriculum |
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43 | (2) |
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45 | (1) |
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45 | (2) |
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Compacting and Differentiation for Skill Work |
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47 | (20) |
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Strategy: The Learning Contract |
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47 | (8) |
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47 | (1) |
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Introducing the Learning Contract |
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47 | (2) |
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How to Use the Learning Contract |
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49 | (3) |
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52 | (1) |
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How to Grade Contract Students |
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53 | (1) |
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Especially for Primary Teachers |
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54 | (1) |
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The Question Chip Technique |
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54 | (1) |
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Customizing the Learning Contract |
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55 | (3) |
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55 | (1) |
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How to Use the Contract for Accelerated Learning |
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56 | (1) |
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56 | (1) |
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How to Use the Contract with Problem-Solving Focus |
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56 | (1) |
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57 | (1) |
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How to Use the Contract for Reading Skills/Grammar/Language Mechanics |
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58 | (1) |
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Using Contracts with Standards or Problem-Based Math Programs |
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58 | (2) |
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Strategy: Math Achievement Teams (MATS) |
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60 | (2) |
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Calculating Improvement Points |
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61 | (1) |
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62 | (2) |
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64 | (1) |
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65 | (2) |
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Compacting and Differentiation in Content Areas |
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67 | (22) |
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Strategy: The Study Guide Method |
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67 | (7) |
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68 | (1) |
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Two Ways to Use the Study Guide |
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68 | (1) |
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Preparing the Study Guide and Extensions Menu |
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69 | (5) |
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Tools to Use with the Study Guide Method |
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74 | (5) |
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The Independent Study Agreement |
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74 | (1) |
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74 | (1) |
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The Daily Log of Extension Work |
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74 | (5) |
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The Product Choices Chart |
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79 | (1) |
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79 | (6) |
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Identifying Students for the Study Guide Method |
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79 | (2) |
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Introducing the Study Guide Method |
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81 | (1) |
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81 | (4) |
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Strategy: Allowing All Students to Do Project Work |
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85 | (1) |
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85 | (1) |
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86 | (1) |
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87 | (2) |
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Extending Reading and Writing Instruction |
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89 | (40) |
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Characteristics of Gifted Readers |
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89 | (1) |
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89 | (1) |
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Reading for Gifted Readers |
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90 | (2) |
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Reading for Gifted Primary Children |
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91 | (1) |
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Strategy: The Contract for Permission to Read Ahead |
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92 | (1) |
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Strategy: The Contract for Reading Skills and Vocabulary |
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92 | (2) |
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How to Use the Contract for Reading Skills and Vocabulary |
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94 | (1) |
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Strategy: The Reading Activities Menu |
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94 | (3) |
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How to Use the Reading Activities Menu |
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94 | (3) |
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Strategy: Using the Study Guide Method for Reading Extension |
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97 | (1) |
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Strategy: Using Trade Books for Self-Selected Reading |
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97 | (6) |
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All Reading the Same Novel |
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97 | (6) |
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All Reading Different Novels by the Same Author |
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103 | (1) |
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All Reading Different Novels of the Same Genre |
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103 | (1) |
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Strategy: Individualized Reading |
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103 | (6) |
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Keeping Tabs on Individualized Readers |
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104 | (4) |
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108 | (1) |
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108 | (1) |
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108 | (1) |
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109 | (1) |
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109 | (4) |
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109 | (2) |
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111 | (1) |
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111 | (2) |
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113 | (1) |
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113 | (7) |
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Writing for Gifted Writers |
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120 | (3) |
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Writing Activities Gifted Writers Enjoy |
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120 | (3) |
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Getting Kids' Writing Published |
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123 | (1) |
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Strategy: The Great Friday Afternoon Event |
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123 | (1) |
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123 | (2) |
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125 | (1) |
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125 | (4) |
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Planning Curriculum for All Students at the Same Time |
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129 | (16) |
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130 | (1) |
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Strategy: The Curriculum Differentiation Chart |
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130 | (2) |
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131 | (1) |
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How to Use the Curriculum Differentiation Chart |
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131 | (1) |
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Strategy: Learning Centers |
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132 | (7) |
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Strategy: The Socratic Seminar |
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139 | (4) |
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143 | (1) |
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144 | (1) |
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144 | (1) |
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``I'm Done. Now What Should I Do?'' |
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145 | (26) |
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Strategy: The Interest Survey |
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146 | (1) |
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Strategy: The Personal Interest Independent Study Project |
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146 | (4) |
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Personal Interest Independent Study Projects for the Primary Grades |
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146 | (3) |
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149 | (1) |
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Strategy: The Topic Browsing Planner |
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150 | (7) |
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150 | (1) |
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How to Use the Topic Browsing Planner |
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151 | (6) |
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Strategy: The Resident Expert Planner |
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157 | (9) |
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How to Use the Resident Expert Planner |
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157 | (1) |
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158 | (1) |
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The Personal Interest Independent Study Project Agreement |
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159 | (1) |
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Evaluating Students' Project Work |
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159 | (1) |
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Letting Students Evaluate Their Own Work |
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159 | (7) |
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Independent Study Option for the Primary Grades: The 4C Booklet |
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166 | (1) |
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166 | (2) |
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168 | (1) |
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168 | (3) |
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Grouping Gifted Students for Learning |
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171 | (14) |
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171 | (2) |
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171 | (1) |
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Cooperative Learning and Gifted Kids |
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172 | (1) |
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Strategy: Placing Gifted Students in Their Own Cooperative Learning Groups |
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173 | (1) |
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Summary: Cooperative Learning or Heterogeneous Groups? |
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174 | (1) |
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175 | (1) |
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Scenario: Third Grade at ``Adams School'' |
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175 | (1) |
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Questions and Answers About Cluster Grouping |
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176 | (5) |
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Summary: How Good Is Cluster Grouping? |
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181 | (1) |
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181 | (4) |
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Et Cetera: Related Issues |
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185 | (16) |
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185 | (1) |
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Program Management and Record-Keeping |
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186 | (1) |
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186 | (1) |
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The Differentiated Learning Plan |
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186 | (1) |
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Keeping Track of Students' Work from Year to Year |
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187 | (1) |
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187 | (6) |
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Early Entrance to Kindergarten |
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191 | (1) |
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Grade-Skipping Past Kindergarten |
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191 | (1) |
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Completing Two Grades in One Year |
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192 | (1) |
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Acceleration in One Subject |
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192 | (1) |
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The Qualities of Teachers |
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193 | (1) |
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Securing Extension Materials |
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193 | (1) |
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194 | (2) |
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Eight Steps to Successful Pull-Out Programs |
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194 | (2) |
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The Changing Role of the Gifted Education Specialist |
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196 | (1) |
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How to Win Support from Parents |
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197 | (1) |
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197 | (2) |
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199 | (1) |
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199 | (2) |
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Parenting Gifted Children |
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201 | (16) |
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201 | (6) |
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201 | (1) |
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201 | (1) |
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202 | (1) |
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202 | (1) |
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203 | (1) |
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204 | (1) |
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204 | (1) |
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204 | (1) |
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205 | (1) |
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205 | (1) |
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206 | (1) |
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206 | (1) |
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206 | (1) |
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206 | (1) |
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Getting Help If You Need It |
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206 | (1) |
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206 | (1) |
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Advocating for Your Child at School |
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207 | (1) |
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Providing a Nurturing Environment |
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208 | (2) |
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208 | (1) |
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The Elementary School Years |
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209 | (1) |
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210 | (1) |
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210 | (1) |
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211 | (6) |
| Conclusion |
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217 | (2) |
| Appendix A: Language Arts Activities |
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219 | (8) |
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219 | (1) |
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219 | (2) |
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221 | (2) |
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223 | (1) |
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223 | (4) |
| Appendix B: Additional Resources |
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227 | (6) |
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227 | (1) |
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228 | (1) |
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229 | (1) |
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229 | (1) |
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230 | (3) |
| Index |
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233 | (10) |
| About the Author |
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243 | |
Other versions by this Author