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Talent Development in Grades 4 and 5

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Title: Talent Development in Grades 4 and 5


1
Talent Development in Grades 4 and 5
April 11, 2012
  • By Trinette Atri
  • TD/Catalyst Teacher

2
  • It is the supreme art of the teacher to awaken
    joy in creative expression and knowledge.
    Albert Einstein

3
Our Mission Our Goal
  • To support the development of a content-rich
    educational experience for students from all
    cultural and socioeconomic backgrounds throughout
    CMS.
  • To provide gifted students the opportunity to
    maximize their potential, demonstrate their
    motivation, and realize their contributions to
    self and the global community.

4
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

5
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.

6
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

7
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)

8
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

9
What is the breakdown for direct and indirect
services?
10
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

11
How do I teach gifted and high ability learners?
  • Focus on creative thinking, problem solving and
    logic
  • Ask higher level questions during novel studies,
    rather than lower, knowledge level questions
    (Blooms Taxonomy)
  • Engage students through project-based learning
  • Utilize research-based resources for gifted
    students (William Mary, etc.)
  • Work in abstract thinking and concepts
    symbolism, themes, etc.
  • Increase awareness of the global community
    through novel studies and discussion
  • Teach problem solving strategies in math

12
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

13
  • The man who does not read good books has no
    advantage over the man who cannot read them.
  • - Mark Twain

14
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

15
Examples of 4th Grade Literature Units Novels
  • SEM-R (School-wide Enrichment Model for Reading)
    students pick own appropriately challenging
    novels
  • Art Mystery Unit From the Mixed-Up Files of Mrs.
    Basil E. Frankweiler by E.L. Konigsburg, Chasing
    Vermeer by Blue Balliet and Masterpiece by Elise
    Broach
  • Survival Unit Hatchet by Gary Paulsen and Island
    of the Blue Dolphins by Scott ODell
  • Spy Unit I, Q Independence Hall by Roland
    Smith, The Genius Files Mission Unstoppable by
    Dan Gutman and Keepers of the School We the
    Children by Andrew Clements
  • Poetry Unit Robert Frost, Emily Dickinson, Edgar
    Allen Poe, Carl Sandburg, Walt Whitman and
    Langston Hughes, analyzing poetry

16
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

17
Examples of 5th Grade Literature Units Novels
  • SEM-R (School-wide Enrichment Model for Reading)
  • Holocaust Unit Number the Stars by Lois Lowry,
    Yellow Star by Jennifer Roy Milkweed by Jerry
    Spinelli
  • Utopias/Dystopias Unit The Giver, Gathering
    Blue, and The Messenger by Lois Lowry (trilogy)
    Tunnels by Roderick Gordon
  • The View from Saturday by E.L. Konigsburg
  • Civil War Unit Sarny A Life Remembered by Gary
    Paulsen, Chasing Lincolns Killer by James L.
    Swanson, Bloody Times by James L. Swanson
  • Afghanistan Unit The Breadwinner by Deborah
    Ellis, Three Cups of Tea by Greg Mortenson and
    Extra Credit by Andrew Clements
  • Mystery Unit The Name of This Book Is Secret by
    Pseudonymous Bosch, The Mysterious Benedict
    Society by Trenton Lee Stewart, The Westing
    Game by Ellen Raskin

18
  • The essence of mathematics is not to make simple
    things complicated, but to make complicated
    things simple.
  • S. Gudder

19
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)
  • KNex Math using building toys to understand
    geometric concepts
  • Hands On Equations (algebra)
  • Junk Mail graphing project (science, math
    writing)

20
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)

21
Student Performance Ratings
  • At the end of each year, each TD certified
    student in grades 2-5 receives a TD student
    performance rating, in addition to their regular
    report card. Each of the 4 sections are scored
    from 1-4, as follows
  • 1 Needs immediate improvement
  • 2 Needs some improvement
  • 3 Meets expectations
  • 4 Exceeds expectations

22
Opportunities for Gifted Students
  • Chess Club
  • Odyssey of the Mind (OM)
  • Science Olympiad
  • Lego Robotics Club
  • Duke T.I.P. (Talent Identification Program)

23
Middle School
  • No formal TD program in middle schools Honors
    Classes
  • Students must score between 97-98 percentile on
    EOGs in 5th grade to place into Honors classes
  • EOG scores alone are NOT to be used to place TD
    certified students in middle school, per
    department instructions
  • Alternative schools magnet schools (I.B.
    Randolph, Performing Arts Northwest, Languages
    E.E. Waddell)

24
Questions?
  • You may contact me at school
  • (980) 343-3755
  • Or via email (fastest) trinettej.atri_at_cms.k12.nc.
    us
  • Homework, projects and newsletters or updates
    will be posted on my website http//www.giftedtea
    ching.com
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