Eastvalley TargetSarah Covington and Kristine Ander

Eastvalley  TargetSarah  Covington  and  Kristine  Ander

Eastvalley TargetSarah Covington and Kristine Anderson st and th grades Is interested Has good ideas Learns with ease repetitions for mastery Good memorizer Answers the questions asked by

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Slide1Eastvalley TargetSarah Covington and Kristine Anderson  (1 st  and 5 th  grades)_

Slide2Is interested  Has good ideas  Learns with ease  6-8 repetitions for mastery  Good memorizer  Answers the questions asked by teacher  Enjoys straightforward presentation  Is pleased with his/her learning   THE BRIGHT CHILD  Is highly curious  Has wild, silly ideas  Already knows  1-2 repetitions for mastery  Good guesser  Discusses in detail, elaborates  Thrives on complexity of issues  Is highly self-critical THE GIFTED CHILD

Slide3EvaluationSynthesis Analysis Application Comprehension Knowledge

Slide4EvaluationSynthesis Analysis Application Comprehension Knowledge

Slide5Knowledge:    How many bears lived in the house visited by Goldilocks?  Comprehension:   How did the bears feel when they discovered Goldilocks in the bed?  Application:    If Goldilocks had examined books belonging to each bear, which would she have preferred?

Slide6Analysis:    Why did Goldilocks always prefer the item which belonged to Baby Bear?  Synthesis:     Suppose the bears had not returned at that time. How might the story have ended differently?  Evaluation:     Should Goldilocks have entered the bears’ house?

Slide7ConcreteSimple Basic Fewer facets More structured Less independence Abstract Complex Transformational Multi-facets More open Greater independence

Slide8Critical thinking through problem solving, brainteasers  Creative thinking  Unit activities such as research, discussion, simulation, practical investigation/experimentation, product generation  Hands-On Equations (in grades 3-5)  Technology integration

Slide11Visual and kinesthetic system of teaching algebraic concepts as early as third grade  Prepares students for understanding algebraic problems  Uses game pieces consisting of pawns and numbered cubes

Slide13Acceptable progress defined as a majority of 2’s and/or 3’s in core areas of the report card in grades 1- 3 and “Meets Expectations” on core areas of the CRCT  Acceptable progress defined as a minimum average of 80 in grades 4-5 across the core subjects of reading, English, Mathematics, Science and Social Studies  Student not maintaining satisfactory performance during grading period will be placed on probation for remaining school year  Student removed from program at end of probation period if criteria not met during that marking period  Removal and re-entry criteria-either by parent or teacher

Slide14Task commitment/personal best  Projects  Cooperation  Individual accountability  Homework  (Reading Blog & Returning Target Tally Performance Sheet signed)

Slide15New students  New classes  Change of teachers  Change of day

Slide16Blog  E-mail  Phone calls  Conferences

Slide17Process  focused  Interdisciplinary  Grade 1:   Stepping into Target  Grade 2-3:   The Heart  Grades 4-5:  Anurans on the Run (Frogs)

Slide18Gifted students should not be expected to make up missed regular classroom work or homework on scheduled Target day  Target homework permitted on Target day

Slide19Raisin’ Brains:  Surviving My Smart Family, by Karen L.J. Isaacson  Hoagies Gifted Education Page  SENG  www.puzzles.com  www.braingle.com   (Must register, but don’t fear…  )  www.mindware.com

Slide20Any questions? Eligibility  Characteristics  Expectations  Assessment  Communication  Curriculum Please complete and return the information card. Thank you for coming.   We are excited to teach your child!


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