Teaching Gifted Kids in the Regular Classroom - …notjustninjaturtles.wikispaces.com/file/view/Student+learning...Susan Winebrenner Teaching Gifted Kids in the Regular Classroom Revised,

Susan Winebrenner

Teaching Gifted Kids

in the Regular Classroom

Revised, Expanded, Updated Edition

A CD-ROM of Customizable Forms for

Copyright © 2001 by Susan Winebrenner

All rights reserved under International and Pan-American Copyright Conventions. Unless otherwise notedno part of this CD-ROM may be reproduced, stored in a retrieval system, or transmitted in any form or byany means, electronic, mechanical, photocopying, recording, or otherwise without express written permissionof the publisher, except for brief quotations or critical reviews.

ISBN 1-57542-101-1

Permission is granted for individual teachers to print and photocopy the pages included in the Table of Con-tents for individual or classroom work only. The reproducible forms may be modified and customized forindividual or classroom use provided the permissions line on each form is maintained. Printing, photocopying,or other reproduction of these materials for an entire school or school system is strictly forbidden.

Unless otherwise noted, the forms included here are original or have come from the author’s collection ofmaterials. Every effort has been made to find and credit the original sources of adapted or borrowed materials,and any errors of omission are strictly unintentional. Please call such errors to the publisher’s attention, andwe will correct them in future versions.

Grateful acknowledgment is given to the following teachers:

Jen Borelli, Donya Davis, Sarah Holmes, Dariel McGrath, Lona Kay O’Brien, Bev Short, and the teachersat Summit School, Cherry Creek, CO, for permission to use and adapt their forms.

Anette Carroll, Christopher D. Curtis, Kristie Kralemer, John Plunkett, and Alison Taylor for valuableExtensions Menus ideas.

Lisa Frandsen, Bill Leslie, Mathew Maas, Kathy MaGuire, Mark Mueller, Robert Prater, Kari Renken, JanWilliams, and Brenda Wright for reviewing the CD-ROM during its design.

The Compactor form is adapted from a document originally published in 1978 by Creative Learning Press,Inc. Used with permission from Creative Learning Press.

Adobe and Acrobat Reader used in this CD-ROM are trademarks of Adobe Systems Incorporated.© 2001 Adobe Systems Incorporated. All rights reserved.

Assistant Editor: Jennifer Brannen

Free Spirit Publishing217 Fifth Avenue North, Suite 200Minneapolis, MN [email protected]

The following are registered trademarks of Free Spirit Publishing Inc.:

FREE SPIRIT®

FREE SPIRIT PUBLISHING®

SELF-HELP FOR TEENS®

SELF-HELP FOR KIDS®

WORKS FOR KIDS®

THE FREE SPIRITED CLASSROOM®

★ CONTENTS ★

Introduction by Susan Winebrenner

LIST OF REPRODUCIBLE FORMS

Chapter 1Goal-Setting Log

Chapter 2The Compactor (Teacher Form)Alternate Spelling Activities

Chapter 3Learning ContractWorking Conditions for Alternate Activities

Chapter 4Topic Development Sheet (Teacher Form)

American Wars Study GuideAmerican Wars Extensions MenuExtensions Menu FormIndependent Study Agreement for

Study Guide OnlyIndependent Study Agreement for

Study Guide with Extensions MenuEvaluation ContractDaily Log of Extension WorkProduct Choices Chart

Chapter 5Contract for Permission to Read AheadContract for Reading Skills and VocabularyReading Activities MenuAnimal Story Study GuideAnimal Story Extensions MenuBiography Study GuideBiography Extensions MenuAuthor Extensions Menu

The Circle of BooksGeneric Circle of BooksReading Response SheetTeacher’s Conference Record Sheet

(Teacher Form)Books I Want to ReadVocabulary BuildersEtymologies ActivitiesEtymologies ChartSuper Sentence: Level OneSuper Sentence: Level TwoVocabulary Web ModelExpository Writing Extensions MenuThe Great Friday Afternoon Event

Chapter 6Taxonomy of ThinkingCurriculum Differentiation Chart

(Teacher Form)Nutrition Extensions MenuNutrition Extensions Menu for Other

Subject AreasBuild Blocks to ThinkGuidelines for Creating Student-Made

Learning CentersExamples of Student-Made Learning

Centers

Chapter 7Interest SurveyAcceptable Student ProjectsTopic Browsing PlannerResources Record SheetTopic Browsing Planner for Primary

GradesResources SuggestionsResident Expert Planner

= modifiable form in the PDF

Resident Expert Planner for Primary GradesCheck-Off Sheet for Resident Expert ProjectPersonal Interest Independent Study Project

AgreementSelf-Evaluation Checklist

Chapter 9Differentiated Learning Plan (Teacher Form)Meeting Record Sheet (Teacher Form)Gifted Student’s Cumulative Record Form

(Teacher Form)

Appendix ACategories Challenge: For Gifted Students Categories Challenge: For the Entire ClassAlphabet SoupSilly Nillies

ADDITIONAL CD-ROMONLY REPRODUCIBLES(BY SUBJECT AREA)

GenericGeneric Extensions Menu for Primary GradesGeneric Extensions Menu

The Arts Fine Arts Extensions Menu

Reading and Language ArtsFairy Tales and Folktales Extensions Menu Independent Reading Extensions Menu for

Primary GradesIndependent Reading Extensions MenuLanguage Arts and Spelling Extensions MenuVocabulary Extensions Menu for Primary

GradesMysteries Extensions Menu

MathMath Extensions MenuMath Extensions Menu for Primary GradesNumeration Extensions Menu for Primary

Grades

ScienceElectricity Extensions MenuGeology Extensions MenuHuman Body Extensions MenuSolar System Extensions Menu for Primary

GradesSpace Extensions MenuWeather Extensions Menu

Social StudiesCity and State Extensions MenuDiscovery and Colonization Extensions MenuImmigration Extensions Menu

Teaching Gifted Kids in the Regular Classroom CD-ROM to Book Cross-Reference

= modifiable form in the PDF

A gain and again I hear from readers that the reproducible forms in Teaching GiftedKids in the Regular Classroom are among the book’s most popular features. The num-

ber of forms in the revised, expanded, and updated edition of the book has doubled, mak-ing a CD-ROM version of the forms especially useful and convenient. This CD-ROMincludes all of the reproducible forms from the 2001 edition of the book, along with morethan 20 additional forms not found in the book. They are all designed to be practical andeasy to use—most are even ready for you to customize to best suit your classroom andindividual students’ needs.

Over the years, I’ve spoken to thousands of teachers as I’ve traveled to school districtsacross the country. Many of them have shared their own versions of the Extensions Menus(originally known as Tic-Tac-Toe forms), and I’ve included some of the best here foreveryone to share and learn from. Before you begin working with the forms, be sure to read“How to Use This CD-ROM.” (Hint: You might find it helpful to print out the instruc-tions so you can refer to them while you experiment and learn.)

Remember, we all share a wonderful, important goal: to make differentiation opportuni-ties available to students who need them. By definition, differentiation is not “one size fitsall.” These resources will help you make differentiation a natural lesson-plan component,allowing you to reach and teach the gifted students in your classroom while enriching theeducation of every student.

Explore, enjoy, and, as always, let me know what you think.

Susan Winebrenner

INTRODUCTION TO THE CD ROMFOR TEACHING GIFTED KIDS IN THE

REGULAR CLASSROOM

From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc.,Minneapolis, MN: 800/735-7323; www.freespirit.com. This page may be photocopied for individual or classroom work only. Since Free Spirit

Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content.

GOAL-SETTING LOG

Student’s Name: _______________________________________________________________

Date Goal for This Work Period Work Actually Accomplished

THE COMPACTORJoseph Renzulli and Linda Smith

Areas of Strength Documenting Mastery Alternate Activities

Student’s Name: ______________________________________________________________________________________________________________

From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, MN: 800/735-7323; www.freespirit.com. This page may be photocopied for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content.



Using New Words

1. Working with a partner who also passed thepretest, find 10 unfamiliar words from glos-saries of books in our room. (You choose 5and your partner chooses 5.) Learn theirmeanings and spellings. When the rest ofthe class is taking the final spelling test,you’ll test each other on your personalspelling list. Here’s how:

a. Partner A dictates words 1–5 to Partner B, one at a time. Partner B gives a meaning for each word before writing it down.

b.Partner A dictates words 6–10 to Partner B, who writes them down (no meanings needed).

c. Partner B dictates words 1–5 to Partner A, who writes them down (no meanings).

d.Partner B dictates words 6–10 to Partner A, who gives a meaning for each word before writing it down.

In other words, Partner A defines 5 of thewords, Partner B defines the other 5, andboth partners spell all 10. Words arecounted wrong if either spelling or meaningare not correct.

2. Keep track of words you misspell in yourown writing. When you have collected 5words, learn them.

Keep a list of any words you don’t master inactivities 1 and 2. Learn them the next timeyou get to choose your own spelling list.

Using Regular or Alternate Words

3. Use all the words to create as few sentencesas possible.

4. Create a crossword or an acrostic puzzle ongraph paper. Include an answer key.

5. Learn the words in a foreign language. Usethe words in sentences.

6. Group the words into categories you create.Regroup them into new categories.

7. Create greeting card messages or rebus pic-tures.

8. Create an original spelling game.

9. Create riddles with the words as answers.

10. Create limericks using the words.

11. Write an advertisement using as many ofthe words as you can.

12. Use all of the words in an original story.

13. Create alliterative sentences or tongue-twisters using the words.

14. Using a thesaurus, find synonyms for thewords and create Super Sentences.

15. Use the words to create similes ormetaphors.

16. Create newspaper headlines using thewords.

17. Using an unabridged dictionary, locate anddescribe the history of each word (its ety-mology). Create flow charts to show howthe meaning of each word has changed overtime.

18. Create a code using numbers for each letter of the alphabet. Compute the numericalvalue of each word. List the words from thehighest to lowest value.

19. Take pairs of unrelated spelling words andput them together to create new words.Invent definitions.

20. Create your own activity. Get your teacher’s permission to use it.

ALTERNATE SPELLING ACTIVITIESIf you pass a spelling pretest with a score of 90% or higher, you are excused from the week’s regularspelling activities and the final test. Choose from this list of alternate activities.



For: _______________________________________________________________________________________________

Student’s Name: __________________________________________________________________________________

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Extension Options: _____________________________________________________________________________

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Your Idea:

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Working Conditions

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Teacher’s Signature: _______________________________________________________________________

Student’s Signature: _______________________________________________________________________

LEARNING CONTRACT

✓ Page/Concept ✓ Page/Concept ✓ Page/Concept

SPECIAL INSTRUCTIONS



If you are working on alternate activities while others in the class are busy with teacher-directed activities, you are expected to follow these guidelines.

1. Stay on task at all times with the alternate activities you have chosen.

2. Don’t talk to the teacher while he or she is teaching.

3. When you need help and the teacher is busy, ask someone else who is also working on thealternate activities.

4. If no one else can help you, keep trying the activity yourself until the teacher is available.Or move on to another activity until the teacher is free.

5. Use soft voices when talking to each other about the alternate activities.

6. Never brag about your opportunities to work on the alternate activities.

7. If you must go in and out of the room, do so as quietly as you can.

8. When you go to another location to work, stay on task there, and follow the directions ofthe adult in charge.

9. Don’t bother anyone else.

10. Don’t call attention to yourself.

I agree to these conditions. I understand that if I don’t follow them, I may lose the opportunityto continue working on the alternate activities and may have to rejoin the class for teacher-directed instruction.

Teacher’s Signature: ___________________________________________________________________

Student’s Signature: ___________________________________________________________________

WORKING CONDITIONS FOR ALTERNATE ACTIVITIES



Topic or unit to be learned: _____________________________________________________________________________

TOPIC DEVELOPMENT SHEET

Key Concepts Related Topics



AMERICAN WARS STUDY GUIDE

BE PREPARED TO:

1. Discuss the political, social, and economic causes of the war.

2. Explain the basis of the economy for both sides before the war began.

★ CHECKPOINT: ________________: Assessment for 1–2 ★

3. Give the meanings of all designated vocabulary words.

4. Show on a map the disputed territory before the war began, at its midpoint, and at its end.

5. Recite from memory an important speech from this particular war period on a war-related topic. Be able to explain its background and significance.


6. Describe typical battle conditions experienced by soldiers and commanders.Include information about commonly used battle tactics.

7. Narrate a first-person biographical sketch of a person connected to the war effort.

8. Write a newspaper account of a non-battlefield event related to the war.

9. Describe the peace plan—its location, components, and effects.

10. Summarize the implications of this war in today’s time period. Hypothesize how history would have turned out differently if the other side had won. Make predictions for the decade following the war as well as for the present time.

★ CHECKPOINT: ________________: Final Assessment for 1–10 ★

DATE

DATE

DATE



AMERICAN WARS EXTENSIONS MENU

Present a detailed biogra-phy of an important person during the time of this conflict. Includeevidence of this person’sinfluence during the warperiod.

Research the patrioticmusic used by both sidesin the war. Point out sim-ilarities and differences.Describe how musicinfluences patriotism incivilians and soldiers.Compare the patrioticmusic of this war to thatof other wars.

Locate information aboutthe medical practices usedon the battlefield and infield hospitals during thiswar. Include biographicalinformation about famousmedical people of thattime.

Discover how militarypeople communicatedwith each other and withtheir commander-in-chief during this war.Focus on events in whichpoorly understood orpoorly delivered commu-nications influenced theoutcome of a militaryeffort.

Student Choice

Investigate battles inwhich creative or uncom-monly used tactics wereemployed. OR designstrategies that you thinkwould have led to morevictories and fewer casu-alties. Be sure to use onlythe technology availableduring that time period.

Choose 25 key wordsfrom this unit. Create adirectory that lists eachword, its meaning, and itseffect on this war.

Investigate other types ofwars: between families,clans, children in school,mythical creatures, etc.Share information aboutthem and include a com-parison of elementsfound in a traditional warbetween countries.

Create alternate ways forcountries to solve theirproblems without resort-ing to warfare.



EXTENSIONS MENU

Student Choice



Read each condition as your teacher reads it aloud. Write your initials beside it to show thatyou understand it and agree to abide by it.

Learning Conditions

______ I will learn independently all the key concepts described on the Study Guide. I will nothave to complete the actual assigned activities as long as I am doing work related towhat the class is learning.

______ I will demonstrate competency with the assessments for the Study Guide content at thesame time as the rest of the class.

______ I will participate in designated whole-class activities as the teacher indicates them—without arguing.

______ I will keep a Daily Log of my progress.

______ I will share what I have learned about my alternate topic with the class in an interestingway. My report will take 5–7 minutes and will include a visual aid. I will prepare aquestion about my report to ask the class before giving my report.

Working Conditions

______ I will be present in the classroom at the beginning and end of each class period.

______ I will not bother anyone or call attention to the fact that I am doing different workthan others in the class.

______ I will work on my chosen topic for the entire class period on designated days.

______ I will carry this paper with me to any room in which I am working on my chosen topic, and I will return it to my classroom at the end of each session.

Student’s Signature: _____________________________________________________________

Teacher’s Signature: _____________________________________________________________

INDEPENDENT STUDY AGREEMENT FOR STUDY GUIDE ONLY



Read each condition as your teacher reads it aloud. Write your initials beside it to show thatyou understand it and agree to abide by it.

Learning Conditions

______ I will learn independently all the key concepts described on the Study Guide. I will not have to complete the actual assigned activities as long as I am working on an independent project.

______ I will demonstrate competency with the assessments for the Study Guide content atthe same time as the rest of the class.

______ I will participate in designated whole-class activities as the teacher indicates them—without arguing.


______ I will work on an independent project and complete an Evaluation Contract todescribe the grade I will choose to earn.

______ I will share a progress report about my independent project with the class or other audience by ____________ (date). My report will be 5–7 minutes long and willinclude a visual aid. I will prepare a question about my report to ask the class beforegiving my report.

Working Conditions


______ I will not bother anyone or call attention to the fact that I am doing different workthan others in the class.

______ I will work on my project for the entire class period on designated days.

______ I will carry this paper with me to any room in which I am working on my project,and I will return it to my classroom at the end of each session.

Student’s Signature:_____________________________________________________________

Teacher’s Signature:_____________________________________________________________

INDEPENDENT STUDY AGREEMENT FOR STUDY GUIDE

WITH EXTENSIONS MENU



I am choosing a grade for my project based on these criteria.

For a grade of B:

1. I will use secondary sources. This means that I will locate what information I can from several existing sources.

2. I will prepare a traditional product. I will present it using a traditional reporting format.

3. I will be learning on the lower levels of Bloom’s Taxonomy: Knowledge and Comprehension.This means that I will find information and be able to describe what I’ve learned.

For a grade of A:

1. I will use primary sources. This means that I will gather first-hand information myselfthrough surveys, interviews, original documents, and similar methods.

2. I will produce an original type of product. I will present it to an appropriate audience using a unique format.

3. I will be learning on the higher levels of Bloom’s Taxonomy: Application, Analysis,Evaluation, and/or Synthesis.

This is the project I will do: ___________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

This is the grade I intend to earn: ________


Teacher’s Signature:_____________________________________________________________

EVALUATION CONTRACT



Student’s Name: _______________________________________________________________

Project Topic: _________________________________________________________________

DAILY LOG OF EXTENSION WORK

Today’s What I Plan to Do During What I ActuallyDate Today’s Work Period Accomplished Today



Auditory

Audio recordingAutobiographyBookClassifyingCommentaryCrossword puzzleDebate or panel talkDialogueDocumentaryEditorialEssayExperimentFact fileFamily treeFinding patternsGlossaryInterviewJournal or diaryLearning Center taskLetter to editorLimerick or riddleMysteryNewspaperOral reportPattern and instructionsPetitionPosition paperPress conferenceReadingScavenger huntSimulation gameSong lyricsSpeechStory or poemSurveyTeaching a lessonTrip itineraryWritten report

Visual

AdvertisementArt galleryBrochureCoat of armsCollageColoring bookComic book or stripCostumeDecorationDesignDiagramDioramaDrawing or paintingFilmstripFlannel boardFlow chartGraphic organizerGreeting cardHidden picturesHyperStudio or other multimedia presentation softwareIllustrated manualIllustrationsLearning Center visualsMagazineMapMuralPamphlet with pictures oriconsPhoto albumPhoto essayPicture dictionaryPolitical cartoonPortfolioPosterRebus storyScrapbookSlide showTransparency talkTravelogueTV programVideoWeb site

Tactile-Kinesthetic

Acting things outActivity plan for tripAnimated movieCollectionComposing musicDanceDemonstrationDioramaDramatizationExhibitExperimentField experienceFlip bookFlip chartGameGame showHow-to bookInventionJigsaw puzzleLearning center—hands-ontasksManipulativesMobileModelMuseum exhibitPapier-mâchéPhotographPlay or skitPop-up bookProject cubePuppet showRap or rhymeReader’s TheaterRhythmic patternRole-playScale drawingSculptureSimulation gameSurveyTV broadcast

PRODUCT CHOICES CHART

Check each statement to show that you agree with it. Then sign the contract.

I will not tell anyone anything about the story until everyone in the group has finished reading it.

I will not participate in prediction activities.




Check each statement to show that you agree with it. Then sign the contract.

I will not tell anyone anything about the story until everyone in the group has finished reading it.

I will not participate in prediction activities.




CONTRACT FOR PERMISSION TO READ AHEAD

CONTRACT FOR PERMISSION TO READ AHEAD

Student’s Name: ___________________________________________________________________________________

✓ Page/Concept ✓ Page/Concept

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Vocabulary Words for Unit

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Working Conditions

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Student’s Signature:________________________________________________________________________________

Teacher’s Signature:________________________________________________________________________________

CONTRACT FOR READING SKILLS AND VOCABULARY





Student’s Name: ___________________________________________________________________________________

Directions:

During the next __________ days, create your own menu of activities from the list below to doin place of the regular assignments.

Date(s) Activity

___________ Create and perform a puppet show of the story or book.

___________ Interview another person who read the book.

___________ Write a letter to the author.

___________ Write another chapter.

___________ Write a different ending.

___________ Using a thesaurus, find synonyms for your 6 favorite words.

___________ Create a dialogue between 2 characters.

___________ Read other books by the same author. Compare/contrast.

___________ Read another book of the same type. Compare/contrast.

___________ Write a story or book of the same type which contains similar elements.

Include 3 free days. Add on days to the activities listed or create your own activities:

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

READING ACTIVITIES MENU



BE PREPARED TO:

1. Identify and discuss all of the elements in our story map as they appeared in this story.

2. Discuss the meanings of the vocabulary words for this story.

3. Describe the animal(s) that are important characters in this story. Include information about physical appearance, behavior, likes and dislikes, wishes, and the problem the animal(s) need to solve.


4. Create a dialogue between a human and an animal in this story in which the animal describes what he or she really wants. Continue by inventing a plan they form to make the animal’s wish come true.

5. Explain the evidence from the story that shows a bond between humans and one or more of the animals.

6. Use a Venn diagram to chart the similarities and differences between an animal in the story and a “real” animal of the same species.


7. Make a chart that describes the human qualities each animal in the story possesses.(Anthropomorphism is a technique in writing that makes animals appear to have human characteristics.)

8. Illustrate in some manner some differences between wild and domestic animals of a certain species.

9. Prepare a want ad in which a human in the story advertises his or her need for an animal to help with a problem, OR in which the animal advertises for help from a human.

10. Create a brochure describing how a child should care for an animal in this story, if the animalwere the child’s pet.


ANIMAL STORY STUDY GUIDE

DATE

DATE

DATE



ANIMAL STORY EXTENSIONS MENU

Write a first-person storyin which the main char-acter is an animal whotries to live with humans.

Do a research studyabout an organizationthat is working to saveendangered animals fromextinction. Plan a cam-paign to save an animalyou admire.

Read 10 or more poemsabout animals. Writepoetry about animals thatinterest you.

Read about people whohave tamed and livedwith wild animals.Describe the characteris-tics such people have incommon.

Student Choice

Plan and present a debateabout the merits of pre-serving a certain area forthe use of its existing ani-mals and plants. Theother side of the debatewould give reasons todevelop the area intohomes or shopping.

Pretend you’re an archae-ologist who has just dis-covered the remains of anextinct animal. Shareinformation about howthe animal lived, why itbecame extinct, and howit might have been savedfrom extinction.

Imagine that your familyacquires an unusual ani-mal as a pet. Presentinformation about someof the joys and challengesof having the animal.

Create a composite ani-mal with elements of sev-eral animals. Convincesomeone else that it’s thebest animal in the world.



BIOGRAPHY STUDY GUIDE

BE PREPARED TO:

1. Describe details from the subject’s early years, including place and circumstances of birth,childhood, schooling, siblings, parents, and relatives who influenced him or her.

2. Describe details from the subject’s adolescence, including hobbies, education, and memorableexperiences.


3. Describe the personal aspects of the subject’s adult life, including relationships, commit-ments, and significant events.

4. Explain when and how the subject found his or her way to a chosen career. Include infor-mation about the people or events that influenced him or her.

5. Describe what qualities, circumstances, or events made this person important enough to have a biography written about him or her.


6. Prepare a timeline of the subject’s career, including both helpful events and setbacks.

7. Describe how the subject’s life ended, as well as any awards or honors he or she received.

8. Give the meanings of any assigned vocabulary words.

9. Describe how the biography helped you better understand the events of the times in which the subject lived and worked.

10. Find some events in the biography that you think might not have happened as they were portrayed. Find another source of information about the subject and decide how accurate the portrayal is in the biography.


DATE

DATE

DATE



BIOGRAPHY EXTENSIONS MENU

Create a bibliography ofbiographies in a specificcategory. Examples:women, astronauts, chil-dren, musicians, inventors,sports heroes, entertainers.Read those that lookinteresting to you. Find away to get others inter-ested in reading them.

Read 3 biographies in aspecific category (see thebox at the left). Illustratethe elements they have incommon.

Illustrate the relationshipbetween the subject’s lifeand the time period inwhich he or she lived.Include informationabout specific events andhow they influenced theperson’s life.

Describe gender or ethnicissues in biographieswritten for your age groupduring the past 10 years,and during the first 5years of any previousdecade.

Student Choice

Discover some thingsabout which the subjectwould have been proud.Use these to create his orher obituary and epitaph.

Create an illustratedtimeline showing majorand minor events in thesubject’s life. Create asecond timeline showingthings the person mighthave wanted to do oraccomplish.

Act out a biography of aperson who was connectedto a particular historicalevent your classmates arestudying. Challenge youraudience to guess the per-son’s identity.

Use photography to illus-trate the “snapshotmethod” of biography, inwhich you show commonthemes or elements foundin 3 biographies.



AUTHOR EXTENSIONS MENU

Read interviews with theauthor. Write a shortbiography of the authorbased on that information.

Discover other things theauthor has written thatdon’t follow the same styleof the book you are read-ing.

Write something of yourown in the same style asthe author.

Write a letter to theauthor. (Get contact infor-mation from the pub-lisher.) Give your reactionsto the book and ask theauthor some questionsabout himself or herself.

Student Choice

Find out if the author hasworked with other writersand/or illustrators. Com-pare the author’s “workingalone” style with his or her“working with others”style. Is there a difference?If so, describe it.

Read other books of thesame type by differentauthors. Compare andcontrast the styles of thevarious authors.

Learn the steps a personhas to take to become apublished author.

Research Children’s Best-sellers lists published overthe past 12 months. Findout how many books likethe one you read were orare bestsellers.



Each time you finish a book, put a tally mark in the appropriate section. Checkto see if you are reading from a variety of categories or limiting yourself to justone or two.

THE CIRCLE OF BOOKS

Biography

Mystery

Adventure

Fiction

Ani

mal

sFa

ntas

y

ScienceFiction

Humor



Each time you finish a book, put a tally mark in the appropriate section. Checkto see if you are reading from a variety of categories or limiting yourself to justone or two.

GENERIC CIRCLE OF BOOKS



READING RESPONSE SHEET

Student’s Name: ______________________________________________________________________

Title of Book: ________________________________________________________________________

Author’s Name: _______________________________________________________________________

Today’s Date: ___________________________ Pages Read Today: __________________________

My reactions to today’s reading: ___________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

What’s really great about this book so far: ___________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

What I would like to change in this book: ___________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

An interesting word from this book: _______________________________________________

FROM TO



TEACHER’S CONFERENCE RECORD SHEET

Student’s Name: ______________________________________________________________________________________

Date Book Conference Discussion Assigned Tasks



This list belongs to: ________________________________________________________________________________

BOOKS I WANT TO READ

Author’s Nameor Call Number Title of Book Notes



1. ACRONYMS: Words made from the firstletters of a list of words you want to remember.

Example: HOMES for the Great Lakes:Huron, Ontario, Michigan, Erie, Superior.

2. COINED WORDS: Words created to filla need that no existing word serves. Manytrademarks are coined words.

Examples: Kleenex, Xerox.

3. DAFFYNITIONS: Crazy definitions thatmake some sense.

Examples: Grapes grow on divine. A policeuniform is a lawsuit.

4. ETYMOLOGIES: The histories ofwords, including their origins and changesthrough time and other languages.

5. EUPHEMISMS: More gentle ways ofsaying things that sound too harsh.

Example: “He passed away” instead of “Hedied.”

6. FIGURES OF SPEECH: Expressionsthat mean something different as a whole thanif you take each word literally.

Example: There are many skeletons in ourfamily closet.

7. MALAPROPISMS: Words misused onpurpose or by accident. They sound like thewords you mean to say but have different,often contradictory meanings.

Example: “Complete and under a bridge”instead of “Complete and unabridged.”

8. PALINDROMES: Words and phrasesspelled the same forward and backward.

Examples: Otto, Madam, “Madam, I’mAdam.”

9. PORTMANTEAUS: Words made byblending parts of other words.

Example: “Brunch” from “breakfast” and“lunch.”

10. PUN STORIES: Stories that include asmany puns as possible. Puns are plays onwords.

Example: The pancakes were selling like hot-cakes because they didn’t cost a lot of dough.

11. SLIDE WORDS: Words slid togetherfrom abbreviations.

Example: “Jeep” from “GP” (a general purposevehicle during World War II).

12. SUPER SENTENCES: Sentences madefrom very difficult vocabulary words.

13. TOM SWIFTIES: Statements that com-bine a word with its related adverb.

Example: “I just cut my finger!” cried Tomsharply.

14. TRANSMOGRIFICATIONS: Simplethoughts expressed in sophisticated or chal-lenging words.

Example: “Scintillate, scintillate, asteroidminific” for “Twinkle, twinkle, little star.”

15. ROOTS: Study the Latin roots of 10words. Find words in other sources that havethose roots.

VOCABULARY BUILDERS



1. First names, either gender.

2. Last names that describe occupations. Examples: Hooper, Smith, Taylor.

3. Places or things named after people. Examples: sideburns, Mansard roof,sandwich.

4. Native American words or names.

5. Foreign words in common English usage.

6. Words or phrases from sports. Examples: strike out, take a new tack.

7. Words or phrases from television and movies. Examples: commercial,Foley artist.

8. Words or phrases from art. Examples: Impressionism, fresco.

9. Words or phrases from architecture. Examples: flying buttress, Baroque.

10. Words or phrases from medicine. Examples: penicillin, anesthesia.

11. Words or phrases from music. Examples: concert, bebop.

12. Words or phrases from computers and the Internet. Examples: email,cyberspace.

13. Words or phrases from any other specialty or field of interest.

14. Words or phrases from a new category you create.

ETYMOLOGIES ACTIVITIES

ETYMOLOGIES CHART

Category:_______________________________________________________________________________________________________________________________

Word orPhrase

Original Language

Meaning in OriginalLanguage Today’s Meaning Sentence


DIRECTIONS: Work with a partner to pronounce and define each “mystery word” (words incapital letters), read the sentence as it appears, and translate it into simpler words.

We live near a GROTESQUE, HIDEOUS, DETERIORATED old house filled with TORTUOUS,IMPENETRABLE hallways which give me EERIE, GHASTLY feelings of CLAUSTROPHOBIAand TREPIDATION, especially when I hear the FORMIDABLE CACOPHONY of BABBLINGvoices when no one else is there.

SUPER SENTENCE: LEVEL ONE

Word

Translation:

Pronunciation Meaning

Reprinted from Super Sentences. Creative Learning Press, PO Box 320, Mansfield Center, CT 06250. Used with permission in Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, MN: 800/735-7323;

www.freespirit.com. This page may be photocopied for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content.

SUPER SENTENCE: LEVEL TWO

Word Pronunciation Meaning

DIRECTIONS: Work with a partner to pronounce and define each “mystery word” (words incapital letters), read the sentence as it appears, and translate it into simpler words.

The TRUCULENT, OPPIDAN LICKSPITTLE SEQUESTERED himself from the BROUHAHAcaused by the PUSILLANIMOUS MOUNTEBANK, and MACHINATED a MACHIAVELLIANPREVARICATION to METE to himself some of the mountebank’s LUCRE.

Translation:

Reprinted from Super Sentences. Creative Learning Press, PO Box 320, Mansfield Center, CT 06250. Used with permission in Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, MN: 800/735-7323;

www.freespirit.com. This page may be photocopied for individual or classroom work only. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content.

VOCABULARY WEB MODEL

Sentence:

Example: Analysis

Definition:

Synonyms:

Antonyms:

Word Families: Stems:

Part of Speech:

Origin:

Word:

Source: Center for Gifted Education, College of William & Mary,Williamsburg,Virginia. Used with permission in Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, MN: 800/735-7323;www.freespirit.com. This page may be photocopied for individual or classroom work only. Since Free Spirit Publishing allows

educators to adapt this form to their needs, it may have been modified from its original format and content.



EXPOSITORY WRITING EXTENSIONS MENU

Write an expository essayto submit to the editorialpage of a local newspaper.

Develop a lengthy piece ofwriting of your ownchoosing. Contract withthe teacher regardingfeedback.

Prepare to speak at a gov-ernment meeting to con-vince legislators to supportyour position.

Present a debate on atopic of your choosingwith one or several otherstudents to an appropriateaudience. Student

Choice

Prepare to speak at aschool board meeting toconvince members to sup-port your position on aschool-related issue.

Evaluate the effectivenessof several expository para-graphs in a current non-fiction bestseller.

Write an expository para-graph in another language.

Rewrite a paragraph orpage from a textbook tomake the expository language more effective.



THE GREAT FRIDAY AFTERNOON EVENT

How It Works:

1. The class is divided into 4 teams. Teams stay together for 4 weeks.

2. On Fridays, each team presents a different program to the class.

3. Teams rotate categories and captains every week.

4. After 4 weeks, all 4 teams will have presented all 4 types of programs.

Poetry: Each team member reads or recites a poem. You can choose a poem bysomeone else or read a poem you have written.

Declamation: Each team member reads aloud or recites an excerpt or piece of prosewriting. You can choose an essay, speech, book chapter, etc. by someone else or readsomething you have written.

Play: The team works together to read or act out a play or part of a play.

Newscast: The team works together to broadcast a 5–10 minute radio or TV showabout a current or historical event.

Week 1

Week 2

Week 3

Week 4

Poetry Declamation Play Newscast

A B C D

B C D A

C D A B

D A B C

Adaptation from “Bloom’s Taxonomy” from TAXONOMY OF EDUCATIONAL OBJECTIVES book 1 by Benjamin S. Bloom. Copyright 1956 by Longman Inc. Copyright renewed 1984 by Benjamin S. Bloom and David R. Krathwohl. Reprinted by permission of Addison-Wesley

Educational Publishers. Inc. in Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc.,Minneapolis, MN: 800/735-7323; www.freespirit.com. This page may be photocopied for individual or classroom work only. Since Free Spirit


TAXONOMY OF THINKING

Category Definition Trigger Words Products

Synthesis

Evaluation

Analysis

Application

Comprehension

Knowledge

Re-form individualparts to make a newwhole.

Compose • Design •Invent • Create •Hypothesize • Con-struct • Forecast •Rearrange parts •Imagine

Lesson plan • Song •Poem • Story • Adver-tisement • Invention •Other creative products

Judge value of some-thing vis-à-vis criteria.

Support judgment.

Judge • Evaluate •Give opinion • Giveviewpoint • Prioritize •Recommend • Critique

Decision •Rating/Grades • Editorial • Debate •Critique • Defense •Verdict • Judgment

Understand how partsrelate to a whole.

Understand structureand motive. Note fallacies.

Investigate • Classify •Categorize • Compare• Contrast • Solve

Survey • Questionnaire• Plan • Solution toproblem or mystery •Report • Prospectus

Transfer knowledgelearned in one situa-tion to another.

Demonstrate • Useguides, maps, charts,etc. • Build • Cook

Recipe • Model • Artwork • Demon-stration • Craft

Demonstrate basicunderstanding of con-cepts and curriculum.

Translate into otherwords.

Restate in own words •Give examples •Explain • Summarize •Translate • Show symbols • Edit

Drawing • Diagram •Response to question •Revision • Translation

Ability to remembersomething previouslylearned.

Tell • Recite • List •Memorize • Remem-ber • Define • Locate

Workbook pages •Quiz or test • Skillwork • Vocabulary •Facts in isolation

Unit: _________________________________________________________________________________________________________________________________

Key Concept Auditory/Analytic Visual/Global Tactile-

Kinesthetic/Global Extension

CURRICULUM DIFFERENTIATION CHART

# 1

# 2

# 3

# 4

# 5

# 6

# 7

# 8

# 9

# 10




NUTRITION EXTENSIONS MENU

Locate studies that havebeen done with babieswho are allowed to choosetheir own foods from ahigh-chair tray. Discoverthe results and hypothe-size the reasons for them.Should parents insist thattheir children eat balancedmeals at all times?

Research the history ofnutrition in the last mil-lennium or over severalmillennia. Notice how theattitudes toward whatpeople eat have changedover time. Hypothesizethe reasons for thesechanges.

Investigate eating disor-ders. Discover the similar-ities and differences inovereaters and under-eaters. Find informationabout treatment programsand their rates of success.Which “cures” seem to lastfor 5 years or longer?

Dietary supplements (forgeneral health, weightcontrol, and musclestrength) have becomevery popular in recentyears. Investigate supple-ments and hypothesizereasons for their popular-ity. Discover some negative effects of various supplements.

Student Choice

Invite a panel of profes-sionals from local agenciesthat offer physical fitnessprograms to speak to yourclass. Help students pre-pare questions to ask atthe end of the panel’spresentation. Moderatethe panel.

Investigate the attitudesand behaviors of Ameri-cans and Europeanstoward regular exerciseand physical fitness from1950 to the present day.Hypothesize reasons forthe similarities and differ-ences you find.

Design a menu of fitnessactivities that you thinkwould appeal to people whoare reluctant to exercise.

Project the eating habitsof Americans in the year2025. Include futuristicsources of food, such asproducts from aquaculture(food grown in oceans)and complete meals thatare available in nontradi-tional formats.



NUTRITION EXTENSIONS MENUFOR OTHER SUBJECT AREAS

Science• Find pictures in maga-

zines that represent thefood groups. Place themin categories on a chart.

• Explain the concept ofcalories to the class.

• Predict how people’s eating habits may changeby 2025.

Reading • Read information on

nutrition from severalsources.

• Create several challengingquestions about nutritionfor the class.

• Read a novel or storyabout a person with aneating disorder. Give atalk about it to the class.

Writing• Write a letter to your

parent(s) describing goodnutrition.

• Write a story about afood-related topic.

• Write about your needto eat in school duringtimes other than lunch.Present your request toyour teacher.

Talking• Interview your parents

about your family’s shop-ping/eating habits. Chartyour findings.

• Survey classmates abouttheir eating habits. Chartyour findings.

• Prepare and present adebate about schoollunches.

Student Choice

Social Studies • Clip articles about global

or local food problems.Present a brief summary.

• Show how advertisingaffects food choices.

• Demonstrate howregional dishes rely uponregional agriculturalproducts.

Mathematics• Determine your average

daily caloric intake. Keeptrack of the calories youconsume every day for aweek and divide by 7.

• Compute the percentageof your family’s weeklyincome spent on food.

Medicine• Find information in

medical journals or onthe Internet describingthe annual costs of peo-ple losing work time dueto illness. Create a toolto share this informationwith the class. Hypothe-size which problems maybe related to poor nutri-tion.

Politics• Locate information

about major candidates’positions regardinghealth care in this country. Hypothesizehow their concerns mayreflect nutritional issues.



BUILD BLOCKS TO THINK

CreateCompose

InventHypothesize

What would happen if…

DesignBe original

Combine from several sources

Give an opinion

JudgeRate—best, worst, etc.

ChooseRecommend

What to do differently…

Categorize

Compare/contrast

Alike/different

Cause/effect

Relevant/irrelevant

Find fallacies

Fact/opinion

Use what you learned in

school in another place

or situation.

TellFindSummarize in your

own words

LocateName

SYNTHESIS—Create

EVALUATION— Judge

ANALYSIS—Relationships

APPLICATION—Use

KNOWLEDGE, COMPREHENSION

From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc.,Minneapolis, MN: 800/735-7323; www.freespirit.com. This page may be photocopied for individual or classroom work only. Used with

permission of Dariel McGrath. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content.

GUIDELINES FOR CREATING STUDENT-MADE

LEARNING CENTERS

1. Form a committee of at least two students.

2. Gather references. Research your topic.

3. Make a list of vocabulary words related to your topic.

4. Using the vocabulary words, create puzzles and games. Make copies. Createanswer keys when necessary.

5. Create learning activities at all levels of Bloom’s Taxonomy. Use your BuildBlocks to Think chart.

6. Create a Bloom symbol for each activity card.

7. Copy the activities onto cards. Use marker. Include the appropriate Bloom symbol on each card. Laminate the cards if possible.

8. Find or make pictures, diagrams, photos, charts, and clippings to decorate thelearning center. Prepare titles.

9. Arrange everything for display on poster board or in a one-gallon plastic bucket(such as an ice-cream container). Put cards and puzzles in plastic folders.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

• The committee presents the learning center to a class.

• Students sign a contract to do a certain number of activities and puzzles withina given time frame. Rewards are given on completion. Examples: computer time,bonus points, free time, etc.

• The class has an exhibition to display students’ projects. Invite parents andother classes to visit.

EXAMPLES OF STUDENT-MADE LEARNING CENTERS

1. Games and Puzzles2. Trivia Questions3. Plastic Pockets

with Activity Cards

4. Diagram5. Photograph6. Clipping

BOTANY

1 2

3 5

4

6

BOTANY

packet

packetpacket

Packets for activitycards and games

From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc.,Minneapolis, MN: 800/735-7323; www.freespirit.com. This page may be photocopied for individual or classroom work only. Used with

permission of Dariel McGrath. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content.

1. What kinds of books do you like to read?

2. How do you get the news? What parts of the newspaper do you look at regularly?

3. What are your favorite magazines or Web sites?

4. What types of TV programs do you prefer? Why?

5. What is your favorite activity or subject at school? Your least favorite? Why?

6. What is your first choice about what to do when you have free time at home?

7. What kinds of things have you collected? What do you do with the things you collect?

8. If you could talk to any person currently living, who would it be? Why? Think of 3 questions you would ask the person.

9. If you could talk to any person from history, who would it be? Why? Think of 3 questions you would ask the person.

10. What are your hobbies? How much time do you spend on your hobbies?

11. If you could have anything you want, regardless of money or natural ability, what would you choose? Why?

12. What career(s) do you think might be suitable for you when you are an adult?

13. If you could spend a week job-shadowing any adult in any career, which would you choose and why?

14. Tell about your favorite games.

15. What kinds of movies do you prefer to see? Why?

16. Imagine that someday you will write a book. What do you think it will be about?

17. Describe 10 things that would be present in a perfect world. Describe an invention you would create to make the world a better place.

18. What places in the world would you most like to visit? Why? Tell about your favorite vacation—one you’ve taken or wish you could take.

19. Imagine that you’re going to take a trip to another planet or solar system. You’ll be gone for 15 years. List 10 things you will take with you to do in your spare time.

20. What questions do you think should be on this survey that aren’t already on it?

INTEREST SURVEY





For primary students:

1. Draw or trace pictures that represent learning onto transparencies. Show them to an audience and narrate them.

2. Show your learning on a graphic map or chart.You might use a story map, character chart, or advance organizer.

3. Survey others. Transfer the information to a chart or graph.

4. Create a game that others can play to learn the information you researched.

5. Create a mobile, diorama, display, or other visual representation of your learning.

6. Create dictionaries for specific topics. Or translate words into another language.

7. Draw attribute webs. Write brief topic ideas on the spokes of the web.

For students in all other grades:

1. Choose an idea from the primary section above.2. Make a filmstrip on blank filmstrip material.

Narrate your filmstrip.3. Create and present a puppet show.4. Create a radio or television broadcast, video

production, or Web page.5. Hold a panel discussion, round-robin discussion,

or debate.

6. Write a diary or journal of an important historical event or person. Write a speech a person might have made at the time.

7. Create a time line of events. They might be personal, historical, social, or anything else you choose.

8. Working with several other students, create a panel discussion about a historical topic. Or play the roles of historical figures reacting to a current problem of today.

9. Create an invention to fill a personal or social need.

10. Present biographical information about a person from the past or present, dressed as that person.

11. Write a song, rap, poem, story, advertisement,or jingle.

12. Create a travel brochure for another country or planet.

13. Create an imaginary country from papier-mâché.Locate essential features.

14. Make a model. Describe its parts and the func-tions of each.

15. Create a chart or poster to represent synthesis of information.

16. Write a script for a play or a mock trial.17. Write a journal of time spent and activities

completed with a mentor.18. Collect materials from a lobbying or public service

agency. Summarize the information. (Tip: Use the Internet or the Encyclopedia of Associations found in the reference section of most public libraries.)

19. Write to people in other places about specific topics. Synthesize their responses.

20. Create a learning center for teachers to use in their classrooms.

21. Rewrite a story, setting it in another time period,after researching probable differences.

22. Gather political cartoons from several sources.Analyze the cartoonists’ ideas.

23. Critique a film, book, television show, or video program. Write a letter to the editor and send it to your local newspaper.

24. Write a how-to manual for people who need instruction on how to do or use something.

25. Contact publishers to find out how to get something you’ve written published.

26. Come up with your own ideas.

ACCEPTABLE STUDENT PROJECTS

PLUTO

9th planetFa

rthes

t

from su

n

3 billion milesfrom sun

ColdLa

st pl

anet

disco

vered

God of Dead



Student’s Name: _________________________________________________ Date: ____________________

General Topic to Explore: __________________________________________________________________

On a separate sheet of paper, list the things you already know about this topic. Staple that listto this form.

Subtopics I May Want to Learn More About:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Professionals I Might Interview:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Experiments or Surveys I Might Conduct:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Specific Subtopic I Will Focus My Project On:

_____________________________________________________________________________

_____________________________________________________________________________

Teacher’s Signature: ______________________________________________________________________________

Student’s Signature: ______________________________________________________________________________

TOPIC BROWSING PLANNER

RESOURCES RECORD SHEET

Sources of Information

Specifics(call number, author’s name,

publication date, Internetaddress, etc.)

Books(reference books, biographies,

histories, first-person accounts, etc.)

Periodicals(magazines, newspapers,

newsletters, etc.)

Internet Resources(Web sites, newsgroups,

online encyclopedias,Internet magazines, etc.)

Other Sources(TV, radio, etc.)

Title Where I Found It




Student’s Name: _________________________________________ Date: _________________

General Topic to Explore: _____________________________________________________

On the back of this paper, list the things you already know about this topic.

Subtopics I May Want to Learn More About:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Specific Subtopic I Choose to Learn More About:

_____________________________________________________________________________

_____________________________________________________________________________

How I Will Share What I’ve Learned with the Class:

_____________________________________________________________________________

_____________________________________________________________________________

Teacher’s Signature: ___________________________________________________________________

Student’s Signature: ___________________________________________________________________

TOPIC BROWSING PLANNERFOR PRIMARY GRADES



BooksAlmanacsAtlasesBiographiesDictionariesEncyclopediasFirst-person accountsHistoriesNonfiction booksReference booksYellow Pages

_________________________

_________________________

Internet ResourcesChat roomsInternet magazinesNewsgroupsOnline encyclopediasWeb sites’Zines

_________________________

_________________________

Libraries and ArchivesCompany libraries/archivesCounty recordsIndexes to free materialsIndexes to periodicalsLibrary archivesMapsMicrofiche/microfilmNewspaper files/archivesPublic librariesReference librariesSchool librariesSpecialized bibliographiesSpecialized encyclopediasSpecialized librariesState records

_________________________

_________________________

OrganizationsChambers of CommerceClubsEncyclopedia of AssociationsGroupsTeamsTroopsProfessional associations

_________________________

_________________________

OtherDocumentaries Field tripsFilmsVideos

_________________________

_________________________

PeopleExperts in the fieldFaculty membersFamily membersFriendsFriends’ parentsGovernment officialsHistorical reenactment groupsNeighborsParentsProfessionals in the fieldSenior citizensTeachersYouth group leaders

_________________________

_________________________

PeriodicalsBrochuresCatalogsDiariesJournalsMagazinesNewslettersNewspapersTrade magazines

_________________________

_________________________

PlacesAntique shopsArt galleriesBusinessesCemeteriesColleges and universitiesHistorical sitesHistorical societiesHouses of worshipLiving history sitesMuseumsSchoolsSmithsonian InstitutionTravel agenciesWeather stations

_________________________

_________________________

SoftwareCD-ROM encyclopediasDatabasesSimulation programs

_________________________

_________________________

RESOURCES SUGGESTIONS

RESIDENT EXPERT PLANNER

Student’s name: ______________________________________ Date project work begins: ______________________________

My topic: ___________________________________________ I am contracting for a grade of: __________________________

My 6 subtopics and 3 questions for each:

1. _________________________________________________________________ 4. __________________________________________________________________

a. _________________________________________________________________ a. __________________________________________________________________

b. _________________________________________________________________ b. __________________________________________________________________

c. _________________________________________________________________ c. _________________________________________________________________

2. _________________________________________________________________ 5. _________________________________________________________________

a. _________________________________________________________________ a. __________________________________________________________________

b. _________________________________________________________________ b. __________________________________________________________________

c. _________________________________________________________________ c. _________________________________________________________________

3. _________________________________________________________________ 6. _________________________________________________________________

a. _________________________________________________________________ a. __________________________________________________________________

b. _________________________________________________________________ b. __________________________________________________________________

c. _________________________________________________________________ c. _________________________________________________________________

more


RESIDENT EXPERT PLANNER continued

Materials or supplies I need for my project:

What I need: Where to get it:

_______________________________________________________________ ______________________________________________________________

_______________________________________________________________ ______________________________________________________________

_______________________________________________________________ ______________________________________________________________

_______________________________________________________________ ______________________________________________________________

The format I will use for my report:____________________________________________________________________________________

The part of the project I will complete at home (optional): __________________________________________________________

______________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________

Potential problems: Possible solutions:

___________________________________________________________________________ __________________________________________________________________________

___________________________________________________________________________ __________________________________________________________________________

___________________________________________________________________________ __________________________________________________________________________

Student’s signature: ___________________________________ Teacher’s signature: __________________________________


Student’s name: ______________________________________ Date project starts: ____________________________________

My topic: ________________________________________________________________________________________________

My 4 subtopics and 2 questions for each:

1. _________________________________________________________________ 3. __________________________________________________________________

a. _________________________________________________________________ a. __________________________________________________________________

b. _________________________________________________________________ b. __________________________________________________________________

2. _________________________________________________________________ 4. _________________________________________________________________

a. _________________________________________________________________ a. __________________________________________________________________

b. _________________________________________________________________ b. __________________________________________________________________

Materials or supplies I need for my project:

What I need: Where to get it:

____________________________________________________________________ __________________________________________________________________

____________________________________________________________________ __________________________________________________________________

____________________________________________________________________ __________________________________________________________________

How I will give my report: ________________________________________________________________________________

Student’s signature: ___________________________________ Teacher’s signature: __________________________________

RESIDENT EXPERT PLANNER FOR PRIMARY GRADES


Student’s name: ______________________________________ Topic: ______________________________________________

CHECK-OFF SHEET FOR RESIDENT EXPERT PROJECT

DATE COMPLETED

DATE COMPLETED

DATE COMPLETED

DATE COMPLETED

DATE COMPLETED

DATE COMPLETED

DATE COMPLETED

DATE COMPLETED

DATE COMPLETED


Read each condition as your teacher reads it aloud. Write your initials beside it to showthat you understand it and agree to abide by it.

Learning Conditions

______ I will spend the expected amount of time working on my Personal Interest Independent Study Project.

______ I will complete all required forms and keep them at school.

______ If I want my project to be graded, I will complete an Evaluation Contract and work at the agreed-upon level.

______ I will leave my project to participate in designated whole-class activities or lessons as the teacher indicates them—without arguing.


______ I will share progress reports about my project at regular intervals with the class or other audience. Progress reports will be 5–7 minutes long. Each willinclude a visual aid and a question for the class to answer.

Working Conditions


______ I will not bother anyone or call attention to the fact that I am doing differentwork than others in the class.

______ I will work on my project for the entire class period on designated days.

______ I will carry this paper with me to any room in which I am working on my project, and I will return it to my classroom at the end of each session.

______ I understand that I may keep working on my project as long as I meet these Learning and Working Conditions.

Teacher’s Signature: _______________________________________________________________

Student’s Signature: _______________________________________________________________

PERSONAL INTEREST INDEPENDENTSTUDY PROJECT AGREEMENT





Student TeacherDuring My Research:

I selected a topic that held my interest. _________ _________

I understood the Working Conditions. _________ _________

I followed the Working Conditions. _________ _________

I worked well independently. _________ _________

I asked for help when I needed it. _________ _________

________________________________________ _________ _________

________________________________________ _________ _________

________________________________________ _________ _________

For My Report to the Class:

I created an interesting question for the class to answer. _________ _________

I had someone listen to my report before giving it to the class. _________ _________

I was able to explain what I learned to others. _________ _________

My report had an attention-grabbing beginning. _________ _________

My report was well-organized. _________ _________

I spoke loudly and clearly with good expression. _________ _________

I made frequent eye contact with others. _________ _________

I held the class’s attention during my report. _________ _________

I answered questions clearly. _________ _________

________________________________________ _________ _________

________________________________________ _________ _________

________________________________________ _________ _________

SELF-EVALUATION CHECKLIST

Student’s Name: _______________________________________________ Grade: _______________________________________________________

Teacher’s Name: _______________________________________________ Date Plan Begins: ______________________________________________

Student’s learning strengths Student’s areas of interest

____________________________________________________________ ____________________________________________________________

____________________________________________________________ ____________________________________________________________

____________________________________________________________ ____________________________________________________________

Learning Goals and Needs

Extended Learning Experiences Resources Results/Comments

Student’s signature: ____________________________________________ Teacher’s signature: ____________________________________________

Parent’s signature: _____________________________________________

DIFFERENTIATED LEARNING PLAN


MEETING RECORD SHEET

Student’s Name: _______________________________________________ Grade: _______________________________________________________

Teacher’s Name: _______________________________________________ Date Plan Begins: ______________________________________________

Date Topic(s) Suggested Change(s)


Student’s Name: ______________________________________________________________________________________________________________

Date of Birth: ________________________________________ Year/Age/Grade Student Was Identified as Gifted: __________________________

Grade Level Year and Teacher Independent Project WorkCompacting Opportunities

GIFTED STUDENT’S CUMULATIVE RECORD FORM


CATEGORIES CHALLENGE: FOR GIFTED STUDENTS


M

D

P

E

F

U. S. Presidents World Rivers Poets’ Last Names Precious Stones Inventors

CATEGORIES CHALLENGE: FOR THE ENTIRE CLASS


Birds Book Titles Mammals U. S. States Teachers

M

R

S

T

P

Directions: Solve the following alphabet puzzles. You may take several days to work on them.If there are any you can’t figure out, ask the teacher for clues.

Example: 20 = Q. (A. V. or M.)CLUE: a gameSOLUTION: 20 Questions (Animal, Vegetable, or Mineral)

1. 500 = H. of B. C. (by D. S.)

2. 3 = L. K.

3. 7 = Y. of B. L. for B. a M.

4. 2000 = P. in a T.

5. 76 = T. L. the B. P.

6. 10 = D. in a T. N. (including the A. C.)

7. 100 = S. in the U. S. S.

8. 3 = P. into which A. G. was D.

9. 5 = T. on a C. (including the S. in the T.)

10. 1 = R. A. in E. B.

11. 3 = S. Y. O. at the O. B. G.

12. 9 = S. in T. T. T.

13. 15 = M. on a D. M. C.

14. 7 = D. with S. W.

15. 9 = J. of the U. S. S. C.

16. 6 = P. on a P. T.

17. 4 = S. on a V.

18. 20 = C. in a P.

19. 66 = B. of the B. (in the K. J. V.)

20. 88 = P. K.

ALPHABET SOUP



Directions: Make up two-word definitions for these phrases. The words must rhyme and havethe same number of syllables. Examples: An escaped gander is a loose goose. Chocolate bars withnuts and caramel are dandy candy.

1. An improved wool pullover is a________________________________________________

2. An undisciplined youngster is a _______________________________________________

3. An out-of-tune chorus sings a ________________________________________________

4. A minuscule tool for unlocking things is a _______________________________________

5. An overweight feline is a_____________________________________________________

6. A girl who talks back to her parents is a_________________________________________

7. Pizza served on an airplane is _________________________________________________

8. A cart to carry a fire-breathing monster is a______________________________________

9. A meal for someone who is on a serious diet is ___________________________________

10. Coinage used to purchase items that can’t be bought with regular currency is ___________

11. A tall, strong rose on a very thick stem has ______________________________________

12. A citizen who thinks very clearly on politics is a __________________________________

13. A worker who finishes walls speedily uses _______________________________________

14. An instrument that is used only for one specialized task is a_________________________

15. Someone who’s determined to build an atomic device is on a ________________________

16. Two very ugly monsters make a _______________________________________________

17. A brave soldier on a white horse who saves a town from a dragon is a _________________

18. A jar lid that comes off with very little effort is a__________________________________

19. A display of people’s handiwork in the registration area of a hotel is a _________________

20. An opera contains a series of__________________________________________________

SILLY NILLIES



Student Choice



GENERIC EXTENSIONS MENUFOR PRIMARY GRADES

Illustrate or Draw

Compose Compare:Alike or Different

What Would Happen If . . .

Student Choice

Demonstrate

Invent Something

Better

Build or Construct

Act It Out



GENERIC EXTENSIONS MENU

Investigate Teach/Convince

Compare

Prioritize

Student Choice

Demonstrate

Dramatize Synthesize Hypothesize

FINE ARTSEXTENSIONS MENU

Create next week’s versionof your favorite comic strip.

Design a new playground or classroom for your school. Prepare a scalemodel and estimate of the cost of building.

Use graph paper to enlargeor reduce a favorite picturefrom a book you love, ORcreate original illustrationsfor that book.

Compose a song or rap,OR write and perform aplay or puppet show to teach an audience about a topic you love. Student

Choice

Attend a fine arts performance and shareinformation about it withyour classmates, OR writea letter to the artists describing your reactions.

Find out how the arts arefunded in your city and inthe United States. Createnew methods for artists toraise money to support their work.

Compose an original pieceof music, create an originalart object, or perform anoriginal dance.

Interview a person whomakes a living in the fine arts to discover infor-mation about careers in that field.

From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc.,Minneapolis, MN: 800/735-7323; www.freespirit.com. This page may be photocopied for individual or classroom work only.

Used with permission of Sarah Holmes and Lona Kay O’Brien. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content.

FAIRY TALES AND FOLKTALESEXTENSIONS MENU

There are stories in almostevery culture similar to thestory of Cinderella. Why do you think this is? Findand read 6 similar storiesand share your findings.

Make a graphic organizerthat shows the elements that are common to all fairy tales. Complete 3organizers for fairy tales you read from other cultures.

Rewrite a fairy tale fromthe point of view of a character other than thenarrator. Create a mock trial to demonstrate the differing points of view.

Read several folktales from the U.S. and other parts of the world. Use aVenn Diagram or otherorganizational tool to illustrate the similarities and differences between fairy tales and folktales.

Student Choice

Fairy tales and folktales have long been used to teach important lessons to children. Read several stories. Then, pretendingyou’re a parent, describe or act out the stories’lessons as you would foryour kids.

Write or produce a play orskit of an original folktale or fairy tale. Perform this for an audience.

Choose one country or cultural group each fromEurope, Asia, and Africa.Read folktales from eachone and share them in some way with an audience.

Find out about the oral tradition in places wherestories are told to new generations instead of being written down.Dramatize this process.



INDEPENDENT READING EXTENSIONS MENU

FOR PRIMARY GRADES

Compare the behaviors of 2 of the main char-acters in the book. If you like, use a VennDiagram or any otherorganizer to do so.

Write a different ending to the book, write anentirely new chapter,or write a sequel.

Select 10 challenging words from the book that you didn’t knowbefore. Learn their meanings and share 3 of the words with other kids.

Prepare a rap or song to advertise your book to other students.

Student Choice

Create a story map for the book and character maps for your 2 favor-ite characters.

Create an animatedpresentation to demon-strate a conversation carried on by 2 charac-ters in the book.

Create a visual productthat shows the placewhere most of the action in the book happened.

Write a letter to theauthor describing yourreactions to the book.Send it to the author (at the publisher’saddress) and ask for a reply.

From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc.,Minneapolis, MN: 800/735-7323; www.freespirit.com. This page may be photocopied for individual or classroom work only.Used with permission of Jen Borelli, Donya Davis, and Bev Short. Since Free Spirit Publishing allows educators to adapt

this form to their needs, it may have been modified from its original format and content.

INDEPENDENT READINGEXTENSIONS MENU

Describe the main charac-ter in the book in any wayyou choose. Focus on whatmakes the character unique.Include strengths and weaknesses. OR prioritizethe characters from most to least important.

Reflect on things this bookmade you think about,especially things you maynot have thought muchabout before.

Keep track of several words or phrases you readthat you would like toinclude in your personalvocabulary.

Compare this book to others you have read in thesame genre. Think aboutreasons why you like thisgenre. Write a story in thegenre.

Student Choice

Contact the publisher to find out how to get in touch with the author.Write the author a letterdescribing your reactions to the book or questions you have.

Prepare a review of thisbook to share with otherstudents in your classroomor in the library. Includereasons why others shouldor should not read it.

Prepare and present a dramatic version of thisbook, or of at least onechapter in it. Present it live or on videotape.

Find a way to improve thebook. Rewrite a section,add a chapter, write a se-quel, or use other devices of your own choosing.



LANGUAGE ARTS AND SPELLING EXTENSIONS MENU

Use some of this week’sspelling or vocabulary words to write several quatrains—four-line poemsin which all lines rhyme.OR write any other kind of poetry using your vocab-ulary or spelling words.

Combine any two spellingor vocabulary words to form new compound words that may or may notmake sense. Write creativedefinitions for the words you have devised.

Choose 5 to 10 spelling orvocabulary words. List all the combined letters.Make as many words as possible using each letteronly once.

Discover the meaning of 20 or more acronyms.Create some new acronymsas well. Student

Choice

Create a story using as many spelling or vocab-ulary words as you can.Tell the story in sign language.

Study Word Within the Word by Michael Thompson. Teach a lesson on Latin roots.

Write eulogies for 10 ormore people you admire,either living or dead.Include epitaphs for each.

Visit a Web site that “plays with words.” Com-plete several activities on the site.



VOCABULARY EXTENSIONS MENU FOR PRIMARY GRADES

Create a “Word of the Day” calendar that teaches a difficult vocabulary word for each day of the schoolyear.

Teach a lesson on 3 elements of a diction-ary. Make your lessoninteresting and unusual.

Create an alphabetizedposter of commonlyused words and a synonym for each.Post it for the class to use during writingactivities.

Design a crossword puzzle on the computerthat uses vocabularyfrom any unit we’ve studied. Student

Choice

Create “word wheels”for the class to giveother students practicewith nouns and verbs.Include adverbs andadjectives if we’velearned about them.

Use a student thesaurusto learn synonyms andantonyms for termswe’ve studied.

Find at least 10 wordsregularly used in English that come from a sport of yourchoice.

Create and tell a story in sign language.Check it out with stu-dents in your schoolwho know sign lan-guage to see if it makes sense.



MYSTERIES EXTENSIONS MENU

Create your own “Clue”board game using the storyelements from a mystery you have read.

Design a chart to help other students find and classify clues from myster-ies we read in class.

Create a comic strip with a mystery plot. Leave thelast square blank for otherkids to use to solve the mystery.

Using the plot of a mysteryyou have read, create a mock trial. You be the prosecutor, choose a class-mate to be the defendantfrom the story, and let the class be the jury.

Student Choice

Read several mysteries by the same author. Make a chart, map, picture, orsomething else that visu-ally describes how theauthor uses the elements of mystery. Write a mys-tery in the same style.

Pretend you have a detec-tive agency. Create a com-mercial or a Web page that describes all of yourservices and convincesclients to use your agency.

Learn about a mystery happening in the real world. Use the elements of mystery stories to helpyou hypothesize a solutionto a real-life mystery.

Read several stories by afamous mystery writer.Choose a way to describethis person’s work to interested classmates.


Used with permission of the teachers at Summit School, Cherry Creek, CO. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content.

MATH EXTENSIONS MENU

Investigate the lives of several mathematicians todiscover what it is like to be a mathematician. Com-pare the experiences ofmathematicians from dif-ferent backgrounds or cultures.

Conduct a scientific experiment and explain the math required to complete the experiment.

Research and describe the connections betweenmathematics and a field in the fine arts, such as photography, sculpture,music, composing, drama,or stage direction.

Create a story filled with as many math-related punsas possible. The glossaries of math textbooks might be helpful resources. Student

Choice

Conduct a survey of stu-dents in the class on anytopic of interest. Translatethe results into statistical representations.

Investigate and describe the use of mathematics inathletics. Try to create a system to improve scoringpractices.

Discover the history of theuse of math programs inschools since 1945. Ob-serve and describe thetrends.

Study the use of the metric system in most countries. Hypothesize why it is not used in the U.S., and create amethod to get the U.S.to use it.



MATH EXTENSIONS MENU FOR PRIMARY GRADES

Compose raps, poems,or songs to help kidsremember number facts in all operations.

Create a questionnaire to survey other kidsabout 3 different topics. Graph yourresults on a computer.

Compute the class average for each timed test given for math facts. Chart the classprogress for 1 month.Do not use any names.

Create several math games to help other kids practice math conceptswe’ve studied this year. Student

Choice

Design math activities for a learning center in our classroom thatwill appeal to visual,auditory, and tactile-kinesthetic learners.

Prepare 10 story problems for a specificproblem-solving strategy. Give them to other students to solve.

Using any materials you choose, constructthree-dimensional geometric shapes to display in the class-room. Include some that are complex.

Investigate how the math we learn is used by adults in their work,in their play, and in their homes.



NUMERATION EXTENSIONS MENU FOR PRIMARY GRADES

Count how many people are in the classtoday. Compare this toyesterday and to the last 3 Mondays.

Compare the popu-lation of your town,community, or countytoday with what it was10 and 20 years ago.

Survey your classmatesabout their likes and dislikes. Graph the results. Create severalword problems usingthis data.

When you know the number facts foraddition, learn them for subtraction, thenmultiplication, and then division. Think ofcreative ways to teachthese facts to other students.

Student Choice

Study statistics from the newspaper for your favorite sport.Draw pictures that show how one athlete’srecord has changed.

Learn about the way numbers were written by ancient groups of people like Romans,Babylonians, and others.

Learn about “magic squares” for numbers.Create several to show your teacher.

Explore patterns ofnumbers in everydaymath, in stock marketprices, or in any otherarea of daily life.



ELECTRICITYEXTENSIONS MENU

As the class works on con-structing a basic circuit,construct a circuit that usesa basic switch in the path of the electricity.

As the class works on constructing a basic circuit,construct a circuit that usesa conductor/insulator in the circuit.

As the class works to con-struct a simple battery,change the design to gen-erate the greatest amount of power.

Research the life of a scientist who worked with electricity:• Alessandro Volta• Joseph Priestley• Humphry Davy• Michael Faraday• Hans C. Ørsted• others

Student Choice

Demonstrate how electric-ity is transferred or movedfrom its source to its con-sumers. Explain why pricesfor electric energy vary somuch over time.

Compare and contrast electric cells, photovoltaiccells, and generators as electromotive forces.Demonstrate these forces to an audience.

Find out about your localpower source. Compare it to other available sources of power. Investigate pollution and other political issues related to the ways we produce power.

Gather facts and statisticsabout lightning: causes,dangers, yearly fatalities,precautions, and potentialuses for its power.



GEOLOGY EXTENSIONS MENU

Design a classification chart for sedimentary,metamorphic, and igneousrocks. Include the criticalattributes for 5 rocks in each category.

Create drawings that illus-trate the natural settings for all 3 types of rocks,including several examplesfor each category.

Design and carry out anexperiment that shows a volcanic eruption and theeffect on the land the eruption covers.

Collect rocks from all 3 categories in the firstsquare above. Display them in a way that high-lights their different characteristics.

Student Choice

Create a journal of the professional activities of ageologist over a period of several months.

Discover the effects of ero-sion over millions of yearson major mountain chainsin the world. Include infor-mation about the variousforces that cause erosion.

Prepare an editorial for anewspaper describing theimportance of continuingthe study of rocks. Includedata about ways rock study affects humans andenvironments.

Explore the geology of the moon or any planethumans have explored.



HUMAN BODYEXTENSIONS MENU

Create transparencies or amultimedia presentation todemonstrate several layers of various body parts.

Contruct puzzles of various body systems forother students to assemble.

Create questions and interview someone in ahealth field to find out how medical professionalstreat various problems with the human body.

Compare and contrast the skeletal and organ structures of a human being with those of another mammal. Student

Choice

Invent and produce a game to help other stu-dents learn the names of the bones and muscles in the human body.

Research how medical treatments for a particulardisease have changed in the past 20 years. Predictchanges that will occur over the next 20 years.

Investigate the effects ofregular exercise on humanhealth. Consider at least 3different categories. Dis-cover whether a person can exercise too much.

Explore the idea of a“bionic” person. Predict how likely it is that a bionic person will be created in your lifetime.Predict the pros and cons of being such a person.



SOLAR SYSTEM EXTENSIONS MENU FOR PRIMARY GRADES

Make a scale model of the solar system tohang in the classroom.Include the moons of the planets.

Create a crossword puzzle for the class using the vocabularywords we’ve learned inthis unit.

Predict the next planet to be discovered.Describe its attributesincluding size, distancefrom the sun, moons,and unusual features.

Survey your classmatesabout which planet they would like to visit. Present your results in a graph.Analyze why kids chose as they did.

Student Choice

Create creatures who might live on each planet, showing attri-butes that would makethem adapt to eachplanet’s conditions.

Create an ABC book describing real andimaginary things in thesolar system. Ask otherkids to guess which ofthese things have beenproven to exist andwhich ones you havemade up.

Pretend you are an astronaut on a trip to a planet or the moon.Keep a journal of theentire journey. Includeday-to-day living information and dangers.

Some scientists think that other solar systems exist in the universe. Investigate this and present youropinions on this issue.



SPACE EXTENSIONS MENU

Investigate the importanceof water as it relates to theability of planets to main-tain life.

Investigate the life of a scientist whose work is connected to the study ofspace and the universe.

Compile a reference tool to help other kids under-stand 20 or more conceptsabout stars.

Tell the story related to atleast 5 constellations.Create original stories for 2 others. Student

Choice

Design a space station thatwould function in the year2025 based on technologythat might be available atthat time.

Discover the requirementsto become an astronaut.Create a job description that would be realistic yetenticing.

Create a method that would allow space travelersto avoid the negative effectson their bodies from spacetravel.

Investigate the history of UFOs including theclaims that the military has hidden evidence about them from the public.



WEATHER EXTENSIONS MENU

Explore the effects of violent weather on peopleand their surroundings.Include statistics about theshort- and long-term costsof such violent episodes.

Investigate the Farmer’sAlmanac and other sourcesfor yearly weather predic-tions over a decade. Drawconclusions about the accuracy of the sources.

Investigate and report onany aspect of weather thatinterests you. Present yourinformation in a way thatother students will learnfrom.

Research the job of meteo-rologist and compare it tothe same job during the1970s. Include the percent-age of accurate predictions,as well as the changes indata-collection devices.

Student Choice

Use resources from a Website to create models ofinstruments used to predictand read weather signs.

Trace the improvements in devices used to predictcatastrophic weather situa-tions from the 1950s to the present.

Investigate the statisticsabout fatalities from severalweather-related types oftragedies. Draw conclu-sions about the relative danger of each type.

Predict how scientists willcontrol weather 25 yearsfrom now.

From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc.,Minneapolis, MN: 800/735-7323; www.freespirit.com. This page may be photocopied for individual or classroom work only.Used with permission of Jen Borelli, Donya Davis, and Bev Short. Since Free Spirit Publishing allows educators to adapt

this form to their needs, it may have been modified from its original format and content.

CITY AND STATEEXTENSIONS MENU

Interview a person who has lived for more than 50years in your community orstate. Create a product that shows how things havechanged in this person’s lifetime.

Study newspaper or micro-film articles on a specifictopic over the last 50 years.Describe trends in educa-tion, government, crime,and other areas.

Illustrate how the interestsof developers and environ-mentalists have been bal-anced in your community or state over the last 50 years.

Interview people involved in the fine arts in your community to discover thevariety of artistic activitiesavailable. Create travelbrochures or newspaper ads to describe those opportunities.

Student Choice

Investigate all the ways in which people can havefun in your community orstate. Create a way todescribe and advertise those opportunities.

Predict ways in which yourcommunity or state willchange within the next 25years. Include housing,schools, recreation, trans-portation, the environment,and other topics of yourchoice.

Using the Creative Problem-Solving Process,plan the solution to a serious problem faced by citizens of your communityor state.

Interview a local law- maker to learn about prob-lems and progress in yourcommunity or state.



DISCOVERY AND COLONIZATIONEXTENSIONS MENU

Some people fear there isnothing left for humans to“explore.” Investigate a place still in need of exploration.

There are good and badaspects of exploration andcolonization. Investigatethese and describe them in some manner.

Research the debate in theU.S. over continuing to celebrate Columbus Day.Record your findings and be sure to include youropinion on the matter.

Create a diary of a famousexplorer in any environ-ment. Include observa-tions, daily life, dangers,and surprises. Student

Choice

Create a newspaper from a time in history when colonization was takingplace. Include features onfood, fun, political debates,education, medical issues,dangers, etc.

Design a mural that illus-trates several aspects of life in a specific colony,either past or future.

Prepare and present a debate with at least oneother student about an issue that concerned thepeople who “discovered”a place and those who already lived there.

Investigate the history of space exploration sincethe flights of Alan Shepard and Yury Gagarin. Make a caseregarding the economic feasibility of continuingspace programs.



IMMIGRATIONEXTENSIONS MENU

Interview someone whosefamily or ancestors immigrated to the UnitedStates. OR interview someone whose ancestorsalways lived in North America. Ask about howimmigration affected thefamily or group.

Investigate the history of the quota system used tocontrol immigration to theU.S. Decide if it should bechanged. If so, how? If not, why?

Choose a country to whichyou might immigrate. Pre-dict problems you mighthave in getting used to thecountry.

View the PBS video serieson Ellis Island. Write a first person story about that experience. Student

Choice

Explore reasons why some immigrant groupsmoved and clustered intocertain areas of the UnitedStates.

Create a play about a family in another countrydeciding whether to immigrate to America.

Read several novels aboutyoung people who haveimmigrated. Prepare a composite story of theirexperiences.

Investigate the foods Americans eat that origi-nated in other countries.



★ Teaching Gifted Kids in the Regular Classroom ★CD-ROM to Book Cross-Reference

The page numbers listed by each form reference the page where the form is found in thebook, then the initial page(s) of explanation or instruction on the form’s use where applicable.

Form Explanation

Chapter 1: Characteristics of Gifted Students

Goal-Setting Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 . . . . . . . . . . . . . . . . . 15

Chapter 2: Gifted Students Identify Themselves

The Compactor (Teacher Form) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 . . . . . . . . . . . . . . . . . 33Alternate Spelling Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 . . . . . . . . . . . . . . N/A

Chapter 3: Compacting and Differentiation for Skill Work

Learning Contract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 . . . . . . . . . . . 49, 52Working Conditions for Alternate Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 . . . . . . . . . . . . . . . . 49

Chapter 4: Compacting and Differentiation

in Content Areas

Topic Development Sheet (Teacher Form) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 . . . . . . . . . . . . . . . . 69American Wars Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 . . . . . . . . . . . 67–69American Wars Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 . . . . . . . . . . . 68–69Extensions Menu Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 . . . . . . . . . . . 68–69Independent Study Agreement for Study Guide Only . . . . . . . . . . . . . . . . . . . . 75 . . . . . . . . . . . . . . . . 74Independent Study Agreement for Study Guide with Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 . . . . . . . . . . . . . . . . 74Evaluation Contract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 . . . . . . . . . . . . . . . . 74Daily Log of Extension Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 . . . . . . . . . . . . . . . . 74Product Choices Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 . . . . . . . . . . . . . . . . 79

Chapter 5: Extending Reading and Writing Instruction

Contract for Permission to Read Ahead . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 . . . . . . . . . . . . . . . . 92Contract for Reading Skills and Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 . . . . . . . . . . . 92, 94Reading Activities Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 . . . . . . . . . . . . . . . . 94Animal Story Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 . . . . . . . . . . . . . . . . 97Animal Story Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 . . . . . . . . . . . . . . . . . 97

Biography Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 . . . . . . . . . . . . . . . . 97Biography Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 . . . . . . . . . . . . . . . . 97Author Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 . . . . . . . . . . . . . . . . 97The Circle of Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 . . . . . . . . . . . . . . . 104Generic Circle of Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104Reading Response Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 . . . . . . . . . . . . . . . 104Teacher’s Conference Record Sheet (Teacher Form) . . . . . . . . . . . . . . . . . . . . . 107 . . . . . . . . 104, 108Books I Want to Read . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 . . . . . . . . 108–109Vocabulary Builders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 . . . . . . . . 109, 111Etymologies Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 . . . . . . . . . . . . . . . 111Etymologies Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 . . . . . . . . . . . . . . . 111Super Sentence: Level One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 . . . . . . . . 111, 113Super Sentence: Level Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 . . . . . . . . 111, 113Vocabulary Web Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 . . . . . . . . . . . . . . . 113Expository Writing Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 . . . . . . . . . . . . . . . 120The Great Friday Afternoon Event . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 . . . . . . . . . . . . . . . 123

Chapter 6: Planning Curriculum for All Students

at the Same Time

Taxonomy of Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 . . . . . . . . . . . . . . . 130Curriculum Differentiation Chart (Teacher Form) . . . . . . . . . . . . . . . . . . . . . . . . 136 . . . . . . . . 130–132Nutrition Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 . . . . . . . . . . . . . . . 132Nutrition Extensions Menu for Other Subject Areas . . . . . . . . . . . . . . . . . . . . 138 . . . . . . . . . . . . . . . 132Build Blocks to Think . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 . . . . . . . . . . . . . . . 139Guidelines for Creating Student-Made Learning Centers . . . . . . . . . . . . . . 141 . . . . . . . . 132, 139Examples of Student-Made Learning Centers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 . . . . . . . . 132, 139

Chapter 7:“I’m Done. Now What Should I Do?”

Interest Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 . . . . . . . . . . . . . . . 146Acceptable Student Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 . . . . . . . . . . . . . . . 146Topic Browsing Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 . . . . . . . . 150–151Resources Record Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 . . . . . . . . . . . . . . . 151Topic Browsing Planner for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 . . . . . . . . 150–151Resources Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 . . . . . . . . . . . . . . . 151

Form Explanation

Resident Expert Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160–161 . . . . . . . . 157–158Resident Expert Planner for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 . . . . . . . . 157–158Check-Off Sheet for Resident Expert Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 . . . . . . . . . . . . . . . 158Personal Interest Independent Study Project Agreement . . . . . . . . . . . . . . . . 164 . . . . . . . . . . . . . . . 159Self-Evaluation Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 . . . . . . . . . . . . . . . 159

Chapter 9: Et Cetera: Related Issues

Differentiated Learning Plan (Teacher Form) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 . . . . . . . . 186–187Meeting Record Sheet (Teacher Form) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 . . . . . . . . 186–187Gifted Student’s Cumulative Record Form (Teacher Form) . . . . . . . . . . . . 190 . . . . . . . . . . . . . . . 187

Appendix A: Language Arts Activities

Categories Challenge: For Gifted Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 . . . . . . . . 219, 221Categories Challenge: For the Entire Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 . . . . . . . . 219, 221Alphabet Soup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222 . . . . . . . . 221, 223Silly Nillies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 . . . . . . . . 223, 224

ADDITIONAL CD-ROM ONLY

REPRODUCIBLES (BY SUBJECT AREA)

Generic

Generic Extensions Menu for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69Generic Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69

The Arts

Fine Arts Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69

Reading and Language Arts

Fairy Tales and Folktales Extensions Menu for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69Independent Reading Extensions Menu for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69Independent Reading Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69

Form Explanation

Explanation

Language Arts and Spelling Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69Vocabulary Extensions Menu for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69Mysteries Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69

Math

Math Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69Math Extensions Menu for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69Numeration Extensions Menu for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69

Science

Electricity Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69Geology Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69Human Body Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69Solar System Extensions Menu for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69Space Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69Weather Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69

Social Studies

City and State Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69Discovery and Colonization Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69Immigration Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69

Explanation

Documents

Teaching Gifted Kids in the Regular Classroom - …notjustninjaturtles.wikispaces.com/file/view/Student+learning...Susan Winebrenner Teaching Gifted Kids in the Regular Classroom Revised,