Talent Development in
Grades 4 and 5
By Trinette AtriTD/Catalyst Teacher
October 21, 2011
It is the supreme art of the teacher to awaken joy in
creative expression and knowledge. –
Albert Einstein
Our Mission: Our Goal:
To provide gifted students the
opportunity to maximize their
potential, demonstrate their motivation, and
realize their contributions to self
and the global community.
To support the development of a
content-rich educational
experience for students from all
cultural and socioeconomic backgrounds
throughout CMS.
The TD program provides opportunities and resources for
learners to…
attain levels of academic achievement consistent with their abilities
engage in abstract, creative, and affective reasoning
apply insightful questioning develop a capacity to see interconnections
among disciplines practice self-directed learning and independent
problem solving strive for self actualization maximize their leadership potential become active participants in the global
community
The Catalyst Model“Gifted learners are gifted all the
time” – Mary S. Landrum
Therefore, gifted education is not an add on for ninety minutes a week.
The focus of the Catalyst Model is to differentiate instruction for the gifted
and high performing students.
So how does the Catalyst Model work?
• The classroom teacher and TD/Catalyst teacher share responsibility for the education of gifted students
• The TD/Catalyst teacher provides lessons and activities for teachers to use in the heterogeneous classroom or teaches students directly
• The TD/Catalyst teacher provides enrichment and acceleration for students who have shown mastery (90% +) of objectives being taught in the regular classroom through direct or indirect instruction
What are Direct Services?
Direct services, or “face time,” are lessons that are created and taught by the TD/Catalyst Teacher
Direct services can be “pull out” (students pulled into TD/Catalyst classroom) or “push in” (students remain with classroom teacher when TD/Catalyst teacher comes in to co-teach with classroom teacher)
What are Indirect Services?
Indirect services are lessons and activities developed by the TD/Catalyst teacher and provided to the classroom teacher for him/her to use in his/her classroom
Examples are: centers, independent contracts, projects, alternative homework/classwork, lessons
What is the breakdown for direct and indirect
services?Services for TD Certified Students
Direct Indirect
Why the need for direct and indirect services?
• Often there are too many students for one person to reach alone. Differentiation is required in the regular classroom to provide all students with the education they need and deserve.
• Since the TD/Catalyst teacher cannot see all children, all day, every day, the classroom teacher requires activities and lessons from the TD/Catalyst teacher for those students while they are in the regular classroom.
• Without differentiation, everyone would move at the same pace, be evaluated in the same way, and complete the same activities – regardless of their prior knowledge or individual needs
How do I teach gifted and high ability learners?
O Focus on creative thinking, problem solving and logic
O Ask higher level questions during novel studies, rather than lower, “knowledge” level questions (Bloom’s Taxonomy)
O Engage students through project-based learning
O Utilize research-based resources for gifted students (William & Mary, etc.)
O Work in abstract thinking and concepts – symbolism, themes, etc.
O Increase awareness of the global community through novel studies and discussion
O Teach problem solving strategies in math
How do you determine who is in your math and reading groups?
Depends on pre-assessments – math and reading; behavior and ability to work independently; class work; space in the classroom; formative testing; teacher-created assessments – MANY data points
Groups are flexible and can change from unit to unit, novel to novel, and/or quarter to quarter
See both TD certified and catalyst students Direct – 40%, Indirect – 60% services Students can be seen for both or just reading or
just math, depending on their individual needs and the factors listed above
The man who does not read
good books has no advantage over the man
who cannot read them.
- Mark Twain
4th Grade DWT Students are pre-assessed for reading
levels and comprehension using CMS and teacher-created assessments
Students showing mastery on 90% of the objectives pre-tested are placed into DWT group until the class cap is reached
Students will work on novel studies, figurative language, themes/concepts and higher order thinking
Students will also focus on academic writing – that is responding to literary questions through essay writing
Examples of 4th Grade Literature Units & Novels
• SEM-R (School-wide Enrichment Model for Reading) – students pick own appropriately challenging novels
• From the Mixed-Up Files of Mrs. Basil E. Frankweiler by E.L. Konigsburg
• Chasing Vermeer by Blue Balliet• Masterpiece by Elise Broach• Hatchet by Gary Paulsen• Island of the Blue Dolphins by Scott O’Dell• I, Q: Independence Hall by Roland Smith• The Genius Files: Mission Unstoppable by Dan Gutman• Keepers of the School: We the Children by Andrew
Clements• I am always looking for new, exciting novels to add!!!
5th Grade DWT Students are pre-assessed for reading
levels and comprehension using CMS and teacher-created assessments
Students showing mastery on 90% of the objectives pre-tested placed into DWT group until the class cap is reached
Students will work on novel studies, figurative language, concepts/themes, and higher order thinking
Students have been working on essays and academic writing to prepare them for the expectations in middle school
Examples of 5th Grade Literature Units & Novels
SEM-R (School-wide Enrichment Model for Reading) Number the Stars by Lois Lowry Yellow Star by Jennifer Roy Milkweed by Jerry Spinelli The Diary of Anne Frank The Giver, Gathering Blue, and The Messenger by Lois
Lowry (trilogy) Tunnels by Roderick Gordon The View from Saturday by E.L. Konigsburg Sarny: A Life Remembered by Gary Paulsen The Breadwinner by Deborah Ellis Three Cups of Tea by Greg Mortenson
The essence of mathematics is
not to make simple things
complicated, but to make
complicated things simple.
– S. Gudder
4th Grade Mathematics Enrichment
• Math Superstars (problem solving – often given as weekly homework – given Thurs., due next Thurs.)
• Math Olympiad (problem solving) – 5 contests per year, starting in November in class
• Number Systems study (Roman, Egyptian, Babylonian, Primitive, additive and place value)
• March Madness (decimals, fractions, probability, graphing, measurement conversion)
• K’Nex Math – using building toys to understand geometric concepts
• Hands On Equations (algebra)• Junk Mail graphing project (science, math & writing)
5th Grade Mathematics Enrichment• Math Superstars (problem solving - usually given as
weekly homework – given Thurs., due next Thurs.)• Math Olympiad (problem solving) – 5 contests per
year, starting in November in class• Number Systems study (different base systems)• Geometry and Finances (bridge building – ties in
with science, cooperative learning)• Stock Market Game (decimals, percents and
investing)• Amaze-ing Shapes/Polyhedraville (geometry –
cooperative learning)• March Madness (percents, decimals, fractions,
graphing/data collection, essay, measurement conversion)
• Hands On Equations (algebra)
Opportunities for Gifted Students
O Chess Club O Odyssey of the Mind (OM)O Science OlympiadO Lego Robotics ClubO Duke T.I.P. (Talent Identification
Program)
Middle SchoolNo formal “TD” program in middle
schoolsStudents placed in Honors classes
based on EOG scores and other factors, according to the suggestion of the TD Department
Other options: magnet schools (I.B. – Randolph, Performing Arts – Northwest, Languages – E.E. Waddell)
Questions? You may contact me at
school: (980) 343-3755
Or via email (fastest): [email protected]
Homework, projects and newsletters or updates will be posted on my
website: http://www.teacherweb.com/NC/OldeProvidenceElementary/MrsAtri