A CD-ROM of Customizable Forms for Teaching Gifted Kids in the Regular Classroom Revised, Expanded, Updated Edition Susan Winebrenner ten permission ofthis the book publisher, except for brief stored quotations or criticalsystem, reviews. noted, no part of may be reproduced, in a retrieval or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without express writFreepermission Spirit, Free Publishing, are reviews. trademarks and/or registered ten of theSpirit publisher, except forand briefassociated quotations logos or critical trademarks of Free Spirit Publishing Inc. A complete listing of our logos and trademarks is available at www.freespirit.com. Free Spirit, Free Spirit Publishing, and associated logos are trademarks and/or registered Copyright Susan Winebrenner trademarks©of2001 Free by Spirit Publishing Inc. A complete listing of our logos and trademarks is available The Library of Congress has cataloged the earlier revised edition as: at www.freespirit.com. Copyright © 2001 by Susan Winebrenner Winebrenner, Susan. All rights reserved under International and Pan-American Copyright Conventions. Unless otherwise noted Teaching gifted kids inmay thebe regular classroom : strategies and techniques teacherincan to or by no part of CD-ROM reproduced, stored in a retrieval system, or every transmitted anyuse form Library ofthis Congress Cataloging-in-Publication Data All rights reserved under International and talented Pan-American Conventions. otherwise noted meet the academic needs of the gifted and / SusanCopyright Winebrenner ; editedexpress byUnless Pamela any means, electronic, mechanical, photocopying, recording, or otherwise without written permission Winebrenner, Susan. no part of this gifted CD-ROM reproduced, stored in a retrieval system, orevery transmitted anyuse form Espeland.—Rev., expanded, andbe updated ed.or critical of the publisher, except forinmay brief quotations reviews. Teaching kids the regular classroom : strategies and techniques teacherincan to or by any electronic, mechanical, photocopying, recording, otherwise without written permission p.the cm.academic meetmeans, needs of the gifted and talented / Susan or Winebrenner ; editedexpress by Pamela of theIncludes publisher, except for brief quotations critical bibliographical references )orand index.reviews. ISBN 1-57542-101-1 Espeland.—Rev., expanded, and updated(p.ed. ISBN p. cm. 1-57542-089-9 (pbk.) ISBN 1.1-57542-101-1 Gifted children—Education—United Permission is granted for individual teachers toStates. print and photocopy the pages included in the Table of ConIncludes bibliographical references (p. ) and index. I. Espeland, Pamela.orII. Title. tents for individual classroom ISBN 1-57542-089-9 (pbk.) work only. The reproducible forms may be modified and customized for Permission isclassroom granted toStates. printline andon photocopy included in the Table of ConLC3993.9 2001for individual or.W56 useindividual provided teachers the permissions each formthe is pages maintained. Printing, photocopying, 1. Gifted children—Education—United tents for reproduction individual work only. reproducible forms may be ismodified and00-057832 customized for 371.95'2'0973—dc21 or other ofclassroom these materials for anThe entire school or school system strictly forbidden. I. Espeland, Pamela.orII. Title. individual classroom LC3993.9or .W56 2001 use provided the permissions line on each form is maintained. Printing, photocopying, or other reproduction of these materials anhere entire school oror school is strictly forbidden. At theotherwise time of this book’s allforfacts andare figures cited are thesystem most current available. All tele- of Unless noted, thepublication, forms included original have come from the author’s collection 371.95'2'0973—dc21 00-057832 phone numbers, addresses, andmade Web to site URLs accurate and active; all of publications, materials. Every effort has been find and are credit the original sources adapted or organizations, borrowed materials, Unless otherwise noted, the here are original have come from the author’s collection of Web and other resources existincluded asunintentional. described this book; allerrors have as ofAll January and any errors omission areforms strictly Please callorand such to theverified publisher’s attention, At thesites, time ofofthis book’s publication, all facts andin figures cited are the mostbeen current available. tele- and materials. Every effort been made to andmake credit thewarranty original sources adapted or organizations, borrowed materials, 2007. The author and Free Spirit no or guarantee concerning the inforwe will correct them inhas future versions. phone numbers, addresses, and WebPublishing sitefind URLs are accurate and active; all of publications, and anysites, errors ofother omission Please call such errors to the publisher’s mation andand materials givenare outstrictly by organizations found atallWeb and we areasnot respon- and Web resources exist asunintentional. described or in content this book; and havesites, been verified ofattention, January we willfor correct themand in future versions. sible any changes that after this book’s If or youguarantee find an error or believe that a 2007. The author Freeoccur Spirit Publishing makepublication. no warranty concerning the inforresourceandlisted heregiven is not described, or please contact Free Publishing. mation materials out byasorganizations content found at WebSpirit sites, and we are notParents, responGrateful acknowledgment is given to the following teachers: teachers, and changes other adults: strongly urgebook’s you topublication. monitor children’s use of Internet. sible for any that We occur after this If you find anthe error or believe that a resource listed here is not as described, please contact Free Spirit Publishing. Parents, Grateful acknowledgment is given to theDariel following teachers: Jen Borelli, Donya Davis, Sarah Holmes, McGrath, Lona Kay O’Brien, Bev Short, and the teachers Permission is granted for individual teachers to photocopy pages included the List of Reproteachers, and other adults: We strongly urge you to monitorthe children’s use of theinInternet. at Summit School, Cherry Creek, CO, for permission to use and adapt their forms. ducible Pages (page viii) for individual or classroom work only. Photocopying or other reproduction Jen Borelli, Donya Davis, Sarah Holmes, Dariel McGrath, Lona Kay O’Brien, Bev Short, and the teachers of these materials for an schoolteachers or school is strictly forbidden. Permission is granted forentire individual tosystem photocopy the included in the List of Reproat Summit School, Cherry Creek, CO, forKristie permission to useJohn andpages adapt theirand forms. Anette Carroll, Christopher D. Curtis, Kralemer, Plunkett, Alison Taylor for valuable ducible Pages (page viii) for individual or classroom work only. Photocopying or other reproduction Extensions Menus ideas. Unless noted, the strategies, handouts, and figures included here are original or of theseotherwise materialsChristopher for an entire oractivities, school is strictly Anette Carroll, D.school Curtis, Kristie system Kralemer, John forbidden. Plunkett, and Alison Taylor for valuable have come from the author’s collection of materials. Every effort has been made to find and credit Extensions Menus ideas. Lisa Frandsen, Bill Leslie, Mathew Maas, Kathy MaGuire, Mark Mueller, Robert Prater, KariunintenRenken, Jan the original sources of adapted or borrowed materials, and any of omission Unless otherwise noted, the strategies, activities, handouts, anderrors figures included are herestrictly are original or Williams, and Brenda Wright for reviewing the CD-ROM during its design. tional.come Please call the suchauthor’s errors to our attention and we will correct future editions. have from collection of materials. Every effortthem has in been made to find and credit Lisa Frandsen, Bill Leslie, Mathew Maas, Kathy MaGuire, Mark Mueller, Robert Prater, Kari Renken, Jan the original sources of adapted or borrowed materials, and any errors of omission are strictly unintenWilliams, and Brenda Wright for reviewing the 2CD-ROM during its design. book is adapted from a The Compactor introduced Chapter used throughout tional. Please call form such errors to ourin attention and and we will correct them inthis future editions. document originally 1978a document by Creativeoriginally Learningpublished Press, Inc. Used by with permission fromPress, The Compactor formpublished is adaptedinfrom in 1978 Creative Learning Creative Learning Press. The Used Compactor form introduced in Chapter 2 and used throughout this book is adapted from a Inc. with permission from Creative Learning Press. document originally 1978a document by Creativeoriginally Learningpublished Press, Inc. Used by with permission fromPress, The Compactor formpublished is adaptedinfrom in 1978 Creative Learning Assistant editor: Jennifer Brannen Creative Learning Press. Inc. Used with permission from Learning Press. Adobe and Acrobat Reader usedCreative in this CD-ROM are trademarks of Adobe Systems Incorporated. Cover Dao Nguyen © 2001design AdobebySystems Incorporated. All rights reserved. Index prepared by Ockey Assistant editor: Jennifer Brannen Adobe and AcrobatRandl Reader used in this CD-ROM are trademarks of Adobe Systems Incorporated. Cover design by Dao Nguyen © 2001 Adobe Systems Incorporated. All rights reserved. Assistant Editor: Jennifer Brannen As a member of the Green Press 20 19prepared 18 17 16 15 14Ockey 13 Index by Randl Initiative, Free Spirit Publishing is Printed in the United States of America committed to the three Rs: Reduce, The following are registered trademarks Assistant Editor: Jennifer Brannen 20 19 18 17 16 15 14 13 of Free Spirit PublishingReuse, Inc.: Recycle. Whenever possible, we print our books on recycled Free Spirit Spirit Publishing Inc. of America Free Publishing Printed in the United States The following® are registered trademarks paper containing a minimum of 30% FREE SPIRIT 217 Fifth Avenue North, Suite 200 217 Fifth Avenue North, Suite 200 waste. At Free Spirit of Free Spirit Publishingpost-consumer Inc.: ® FREE SPIRIT PUBLISHING it’s our goal to nurture not only chilMinneapolis, MN 55401-1299 55401-1299 Free Spirit Minneapolis, MN Free SpiritPublishing Publishing Inc. ® SELF-HELP FOR TEENS®dren, but nature too! FREE SPIRIT (612) 338-2068 217 Fifth Avenue North, Suite 200 [email protected] SELF-HELP KIDS® ® FREE SPIRITFOR PUBLISHING [email protected] Minneapolis, MN 55401-1299 www.freespirit.com ® WORKS FORFOR KIDS SELF-HELP TEENS® www.freespirit.com [email protected] ® ® THE FREE SPIRITED SELF-HELP FOR KIDSCLASSROOM www.freespirit.com www.freespirit.com WORKS FOR KIDS® THE FREE SPIRITED CLASSROOM® � CONTENTS � Introduction by Susan Winebrenner L IST OF R EPRODUCIBLE F ORMS Chapter 1 Goal-Setting Log Chapter 2 The Compactor (Teacher Form) Alternate Spelling Activities Chapter 3 Learning Contract Working Conditions for Alternate Activities Chapter 4 Topic Development Sheet (Teacher Form) The Circle of Books Generic Circle of Books Reading Response Sheet Teacher’s Conference Record Sheet (Teacher Form) Books I Want to Read Vocabulary Builders Etymologies Activities Etymologies Chart Super Sentence: Level One Super Sentence: Level Two Vocabulary Web Model Expository Writing Extensions Menu The Great Friday Afternoon Event American Wars Study Guide American Wars Extensions Menu Extensions Menu Form Independent Study Agreement for Study Guide Only Independent Study Agreement for Study Guide with Extensions Menu Evaluation Contract Daily Log of Extension Work Product Choices Chart Chapter 6 Taxonomy of Thinking Curriculum Differentiation Chart (Teacher Form) Nutrition Extensions Menu Nutrition Extensions Menu for Other Subject Areas Build Blocks to Think Guidelines for Creating Student-Made Learning Centers Examples of Student-Made Learning Centers Chapter 5 Contract for Permission to Read Ahead Contract for Reading Skills and Vocabulary Reading Activities Menu Animal Story Study Guide Animal Story Extensions Menu Biography Study Guide Biography Extensions Menu Author Extensions Menu Chapter 7 Interest Survey Acceptable Student Projects Topic Browsing Planner Resources Record Sheet Topic Browsing Planner for Primary Grades Resources Suggestions Resident Expert Planner = modifiable form in the PDF Resident Expert Planner for Primary Grades Check-Off Sheet for Resident Expert Project Personal Interest Independent Study Project Agreement Self-Evaluation Checklist Math Math Extensions Menu Math Extensions Menu for Primary Grades Numeration Extensions Menu for Primary Grades Chapter 9 Differentiated Learning Plan (Teacher Form) Meeting Record Sheet (Teacher Form) Gifted Student’s Cumulative Record Form (Teacher Form) Science Electricity Extensions Menu Geology Extensions Menu Human Body Extensions Menu Solar System Extensions Menu for Primary Grades Space Extensions Menu Weather Extensions Menu Appendix A Categories Challenge: For Gifted Students Categories Challenge: For the Entire Class Alphabet Soup Silly Nillies A DDITIONAL CD-ROM O NLY R EPRODUCIBLES (B Y S UBJECT A REA ) Generic Generic Extensions Menu for Primary Grades Generic Extensions Menu Social Studies City and State Extensions Menu Discovery and Colonization Extensions Menu Immigration Extensions Menu Teaching Gifted Kids in the Regular Classroom CD-ROM to Book Cross-Reference The Arts Fine Arts Extensions Menu Reading and Language Arts Fairy Tales and Folktales Extensions Menu Independent Reading Extensions Menu for Primary Grades Independent Reading Extensions Menu Language Arts and Spelling Extensions Menu Vocabulary Extensions Menu for Primary Grades Mysteries Extensions Menu = modifiable form in the PDF INTRODUCTION TO THE CD-ROM FOR TEACHING GIFTED KIDS IN THE REGULAR CLASSROOM A gain and again I hear from readers that the reproducible forms in Teaching Gifted Kids in the Regular Classroom are among the book’s most popular features. The number of forms in the revised, expanded, and updated edition of the book has doubled, making a CD-ROM version of the forms especially useful and convenient. This CD-ROM includes all of the reproducible forms from the book, along with more than 20 additional forms not found in the book. They are all designed to be practical and easy to use. Many are also provided in Microsoft Word files for you to customize to best suit your classroom and individual students’ needs. Over the years, I’ve spoken to thousands of teachers as I’ve traveled to school districts across 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 for everyone to share and learn from. Remember, we all share a wonderful, important goal: to make differentiation opportunities available to students who need them. By definition, differentiation is not “one size fits all.” 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 the education of every student. Explore, enjoy, and, as always, let me know what you think. Susan Winebrenner 1 GOAL-SETTING LOG Student’s Name: _______________________________________________________________ Date 16 Goal for This Work Period Work Actually Accomplished From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. 34 THE COMPACTOR Joseph Renzulli and Linda Smith Student’s Name: ______________________________________________________________________________________________________________ Areas of Strength Documenting Mastery Alternate Activities From Teaching Gifted Kids in theFrom Regular Classroom byKids Susan copyrightby © 2001. Spirit Publishing Inc., © Minneapolis, www.freespirit.com. This page may be photocopied for individual Teaching Gifted in Winebrenner, the Regular Classroom SusanFree Winebrenner, copyright 2001. FreeMN; Spirit Publishing Inc., Minneapolis, or classroom work only. For other uses, call 800-735-7323. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. ALTERNATE SPELLING ACTIVITIES If you pass a spelling pretest with a score of 90% or higher, you are excused from the week’s regular spelling activities and the final test. Choose from this list of alternate activities. Using New Words 1. Working with a partner who also passed the pretest, find 10 unfamiliar words from glossaries of books in our room. (You choose 5 and your partner chooses 5.) Learn their meanings and spellings. When the rest of the class is taking the final spelling test, you’ll test each other on your personal spelling 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 the words, Partner B defines the other 5, and both partners spell all 10. Words are counted wrong if either spelling or meaning are not correct. 2. Keep track of words you misspell in your own writing. When you have collected 5 words, learn them. 4. Create a crossword or an acrostic puzzle on graph paper. Include an answer key. 5. Learn the words in a foreign language. Use the words in sentences. 6. Group the words into categories you create. Regroup them into new categories. 7. Create greeting card messages or rebus pictures. 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 of the words as you can. 12. Use all of the words in an original story. 13. Create alliterative sentences or tonguetwisters using the words. 14. Using a thesaurus, find synonyms for the words and create Super Sentences. 15. Use the words to create similes or metaphors. 16. Create newspaper headlines using the words. 17. Using an unabridged dictionary, locate and describe the history of each word (its etymology). Create flow charts to show how the meaning of each word has changed over time. Keep a list of any words you don’t master in activities 1 and 2. Learn them the next time you get to choose your own spelling list. 18. Create a code using numbers for each letter of the alphabet. Compute the numerical value of each word. List the words from the highest to lowest value. Using Regular or Alternate Words 19. Take pairs of unrelated spelling words and put them together to create new words. Invent definitions. 3. Use all the words to create as few sentences as possible. 40 20. Create your own activity. Get your teacher’s permission to use it. From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. LEARNING CONTRACT For: _______________________________________________________________________________________________ Student’s Name: __________________________________________________________________________________ � Page / Concept � Page / Concept � Page / Concept ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Extension Options: _____________________________________________________________________________ SPECIAL INSTRUCTIONS ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Your Idea: ___________________________________________________________________________________________ •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Working Conditions ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Teacher’s Signature: _______________________________________________________________________ Student’s Signature: _______________________________________________________________________ 50 From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. WORKING CONDITIONS FOR ALTERNATE ACTIVITIES If you are working on alternate activities while others in the class are busy with teacherdirected 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 the alternate 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 of the 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 opportunity to continue working on the alternate activities and may have to rejoin the class for teacherdirected instruction. Teacher’s Signature: ___________________________________________________________________ Student’s Signature: ___________________________________________________________________ From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. 51 TOPIC DEVELOPMENT SHEET Topic or unit to be learned: _____________________________________________________________________________ Key Concepts 70 Related Topics From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. 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 � DATE 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. � CHECKPOINT: ________________: Assessment for 1–5 � DATE 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 From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. 71 AMERICAN WARS EXTENSIONS MENU Present a detailed biography of an important person during the time of this conflict. Include evidence of this person’s influence during the war period. Discover how military people communicated with each other and with their commander–inchief during this war. Focus on events in which poorly understood or poorly delivered communications influenced the outcome of a military effort. Choose 25 key words from this unit. Create a directory that lists each word, its meaning, and its effect on this war. 72 Research the patriotic music used by both sides in the war. Point out similarities and differences. Describe how music influences patriotism in civilians and soldiers. Compare the patriotic music of this war to that of other wars. Student Choice Investigate other types of wars: between families, clans, children in school, mythical creatures, etc. Share information about them and include a comparison of elements found in a traditional war between countries. Locate information about the medical practices used on the battlefield and in field hospitals during this war. Include biographical information about famous medical people of that time. Investigate battles in which creative or uncommonly used tactics were employed. OR design strategies that you think would have led to more victories and fewer casualties. Be sure to use only the technology available during that time period. Create alternate ways for countries to solve their problems without resorting to warfare. From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. EXTENSIONS MENU Student Choice From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. 73 INDEPENDENT STUDY AGREEMENT FOR STUDY GUIDE ONLY Read each condition as your teacher reads it aloud. Write your initials beside it to show that you 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 doing work related to what the class is learning. ______ I will demonstrate competency with the assessments for the Study Guide content at the 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 keep a Daily Log of my progress. ______ I will share what I have learned about my alternate topic with the class in an interesting way. My report will take 5–7 minutes and will include a visual aid. I will prepare a question 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 work than 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: _____________________________________________________________ From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. 75 INDEPENDENT STUDY AGREEMENT FOR STUDY GUIDE WITH EXTENSIONS MENU Read each condition as your teacher reads it aloud. Write your initials beside it to show that you 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 at the 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 keep a Daily Log of my progress. ______ I will work on an independent project and complete an Evaluation Contract to describe 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 will include a visual aid. I will prepare a question 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 work 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. Student’s Signature:_____________________________________________________________ Teacher’s Signature:_____________________________________________________________ 76 From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. EVALUATION CONTRACT 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 myself through 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: ________ Student’s Signature:_____________________________________________________________ Teacher’s Signature:_____________________________________________________________ From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. 77 DAILY LOG OF EXTENSION WORK Student’s Name: _______________________________________________________________ Project Topic: _________________________________________________________________ Today’s Date 78 What I Plan to Do During Today’s Work Period What I Actually Accomplished Today From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. PRODUCT CHOICES CHART 80 Auditory Visual Tactile-Kinesthetic Audio recording Autobiography Book Classifying Commentary Crossword puzzle Debate or panel talk Dialogue Documentary Editorial Essay Experiment Fact file Family tree Finding patterns Glossary Interview Journal or diary Learning Center task Letter to editor Limerick or riddle Mystery Newspaper Oral report Pattern and instructions Petition Position paper Press conference Reading Scavenger hunt Simulation game Song lyrics Speech Story or poem Survey Teaching a lesson Trip itinerary Written report Advertisement Art gallery Brochure Coat of arms Collage Coloring book Comic book or strip Costume Decoration Design Diagram Diorama Drawing or painting Filmstrip Flannel board Flow chart Graphic organizer Greeting card Hidden pictures HyperStudio or other multimedia presentation software Illustrated manual Illustrations Learning Center visuals Magazine Map Mural Pamphlet with pictures or icons Photo album Photo essay Picture dictionary Political cartoon Portfolio Poster Rebus story Scrapbook Slide show Transparency talk Travelogue TV program Video Web site Acting things out Activity plan for trip Animated movie Collection Composing music Dance Demonstration Diorama Dramatization Exhibit Experiment Field experience Flip book Flip chart Game Game show How-to book Invention Jigsaw puzzle Learning center—hands-on tasks Manipulatives Mobile Model Museum exhibit Papier-mâché Photograph Play or skit Pop-up book Project cube Puppet show Rap or rhyme Reader’s Theater Rhythmic pattern Role-play Scale drawing Sculpture Simulation game Survey TV broadcast From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. CONTRACT FOR PERMISSION TO READ AHEAD 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. Student’s Signature:_____________________________________________________________ From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in theThis Regular by Susanfor Winebrenner, copyrightwork Spirit Publishing Inc., © 2001. Minneapolis, MN; www.freespirit.com. pageClassroom may be photocopied individual or classroom only. Free For other uses, call 800-735-7323. Since Free SpiritMN: Publishing allows educators to adapt this formThis to their needs, may have been modified from its or original formatwork and content. Minneapolis, 866/703-7322; www.freespirit.com. page mayitbe photocopied for individual classroom only. CONTRACT FOR PERMISSION TO READ AHEAD 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. Student’s Signature:_____________________________________________________________ From Gifted Teaching Gifted Kids in theClassroom Regular Classroom Susan Winebrenner, copyright © Free 2001.Spirit Free Spirit Publishing From Teaching Kids in the Regular by Susan by Winebrenner, copyright © 2001. Publishing Inc.,Inc., Minneapolis, Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. 93 CONTRACT FOR READING SKILLS AND VOCABULARY Student’s Name: ___________________________________________________________________________________ � Page / Concept � Page / Concept _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Vocabulary Words for Unit _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Working Conditions _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ Student’s Signature: ________________________________________________________________________________ Teacher’s Signature: ________________________________________________________________________________ From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. 95 READING ACTIVITIES MENU Student’s Name: ___________________________________________________________________________________ Directions: During the next __________ days, create your own menu of activities from the list below to do in 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: ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ ______________________________________________________________________________________________________________ 96 From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. ANIMAL STORY STUDY GUIDE 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. � CHECKPOINT: ________________: Assessment for 1–3 � DATE 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. � CHECKPOINT: ________________: Assessment for 1–6 � DATE 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 animal were the child’s pet. � CHECKPOINT: ________________: Final Assessment for 1–10 � DATE 98 From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. ANIMAL STORY EXTENSIONS MENU Write a first-person story in which the main character is an animal who tries to live with humans. Read about people who have tamed and lived with wild animals. Describe the characteristics such people have in common. Pretend you’re an archaeologist who has just discovered the remains of an extinct animal. Share information about how the animal lived, why it became extinct, and how it might have been saved from extinction. Do a research study about an organization that is working to save endangered animals from extinction. Plan a campaign to save an animal you admire. Student Choice Imagine that your family acquires an unusual animal as a pet. Present information about some of the joys and challenges of having the animal. Read 10 or more poems about animals. Write poetry about animals that interest you. Plan and present a debate about the merits of preserving a certain area for the use of its existing animals and plants. The other side of the debate would give reasons to develop the area into homes or shopping. Create a composite animal with elements of several animals. Convince someone else that it’s the best animal in the world. From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. 99 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 memorable experiences. � CHECKPOINT: ________________: Assessment for 1–2 � DATE 3. Describe the personal aspects of the subject’s adult life, including relationships, commitments, and significant events. 4. Explain when and how the subject found his or her way to a chosen career. Include information 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. � CHECKPOINT: ________________: Assessment for 1–5 � DATE 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. � CHECKPOINT: ________________: Final Assessment for 1–10 � DATE 100 From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. BIOGRAPHY EXTENSIONS MENU Create a bibliography of biographies in a specific category. Examples: women, astronauts, children, musicians, inventors, sports heroes, entertainers. Read those that look interesting to you. Find a way to get others interested in reading them. Describe gender or ethnic issues in biographies written for your age group during the past 10 years, and during the first 5 years of any previous decade. Create an illustrated timeline showing major and minor events in the subject’s life. Create a second timeline showing things the person might have wanted to do or accomplish. Read 3 biographies in a specific category (see the box at the left). Illustrate the elements they have in common. Student Choice Act out a biography of a person who was connected to a particular historical event your classmates are studying. Challenge your audience to guess the person’s identity. Illustrate the relationship between the subject’s life and the time period in which he or she lived. Include information about specific events and how they influenced the person’s life. Discover some things about which the subject would have been proud. Use these to create his or her obituary and epitaph. Use photography to illustrate the “snapshot method” of biography, in which you show common themes or elements found in 3 biographies. From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. 101 AUTHOR EXTENSIONS MENU Read interviews with the author. Write a short biography of the author based on that information. Write a letter to the author. (Get contact information from the publisher.) Give your reactions to the book and ask the author some questions about himself or herself. Read other books of the same type by different authors. Compare and contrast the styles of the various authors. 102 Discover other things the author has written that don’t follow the same style of the book you are reading. Student Choice Learn the steps a person has to take to become a published author. Write something of your own in the same style as the author. Find out if the author has worked with other writers and/or illustrators. Compare the author’s “working alone” style with his or her “working with others” style. Is there a difference? If so, describe it. Research Children’s Bestsellers lists published over the past 12 months. Find out how many books like the one you read were or are bestsellers. From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. THE CIRCLE OF BOOKS Each time you finish a book, put a tally mark in the appropriate section. Check to see if you are reading from a variety of categories or limiting yourself to just one or two. Anim als Biog rap hy ry ste My sy a t n Fa on i t c Fi A d v e n t u re r mo Hu Scienc e F ict i o n From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. 105 GENERIC CIRCLE OF BOOKS Each time you finish a book, put a tally mark in the appropriate section. Check to see if you are reading from a variety of categories or limiting yourself to just one or two. From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Fromwww.freespirit.com. Teaching Gifted Kids in thepage Regular by Susanfor Winebrenner, 2001. Free Publishing Inc.,800-735-7323. © work Minneapolis, MN; This mayClassroom be photocopied individual orcopyright classroom only. Spirit For other uses, call Minneapolis, 800/735-7323; be photocopied individual or classroom work only. Since Since Free SpiritMN: Publishing allows www.freespirit.com. educators to adaptThis this page formmay to their needs, it mayfor have been modified from its original formatFree andSpirit content. Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. READING RESPONSE SHEET Student’s Name: ______________________________________________________________________ Title of Book: ________________________________________________________________________ Author’s Name: _______________________________________________________________________ Today’s Date: ___________________________ Pages Read Today: __________________________ FROM TO 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: _______________________________________________ 106 From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. TEACHER’S CONFERENCE RECORD SHEET Student’s Name: ______________________________________________________________________________________ Date Book Conference Discussion Assigned Tasks From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. 107 BOOKS I WANT TO READ This list belongs to: ________________________________________________________________________________ Author’s Name or Call Number 110 Title of Book Notes From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. VOCABULARY BUILDERS 1. ACRONYMS: Words made from the first letters of a list of words you want to remember. 8. PALINDROMES: Words and phrases spelled the same forward and backward. Example: HOMES for the Great Lakes: Huron, Ontario, Michigan, Erie, Superior. Examples: Otto, Madam, “Madam, I’m Adam.” 2. COINED WORDS: Words created to fill a need that no existing word serves. Many trademarks are coined words. 9. PORTMANTEAUS: Words made by blending parts of other words. Examples: Kleenex, Xerox. 3. DAFFYNITIONS: Crazy definitions that make some sense. Examples: Grapes grow on divine. A police uniform is a lawsuit. 4. ETYMOLOGIES: The histories of words, including their origins and changes through time and other languages. 5. EUPHEMISMS: More gentle ways of saying things that sound too harsh. Example: “Brunch” from “breakfast” and “lunch.” 10. PUN STORIES: Stories that include as many puns as possible. Puns are plays on words. Example: The pancakes were selling like hotcakes because they didn’t cost a lot of dough. 11. SLIDE WORDS: Words slid together from abbreviations. Example: “Jeep” from “GP” (a general purpose vehicle during World War II). Example: “He passed away” instead of “He died.” 12. SUPER SENTENCES: Sentences made from very difficult vocabulary words. 6. FIGURES OF SPEECH: Expressions that mean something different as a whole than if you take each word literally. 13. TOM SWIFTIES: Statements that combine a word with its related adverb. Example: There are many skeletons in our family closet. 7. MALAPROPISMS: Words misused on purpose or by accident. They sound like the words you mean to say but have different, often contradictory meanings. Example: “Complete and under a bridge” instead of “Complete and unabridged.” 112 Example: “I just cut my finger!” cried Tom sharply. 14. TRANSMOGRIFICATIONS: Simple thoughts expressed in sophisticated or challenging words. Example: “Scintillate, scintillate, asteroid minific” for “Twinkle, twinkle, little star.” 15. ROOTS: Study the Latin roots of 10 words. Find words in other sources that have those roots. From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. ETYMOLOGIES ACTIVITIES 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. 114 From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. ETYMOLOGIES CHART Category: _______________________________________________________________________________________________________________________________ Word or Phrase Original Language Meaning in Original Language Today’s Meaning Sentence 115 From Teaching Gifted Kids in theFrom Regular Classroom Susan copyrightby © Susan 2001. Free Spirit Publishing Inc.,© Minneapolis, This page may be photocopied for individual Teaching GiftedbyKids in Winebrenner, the Regular Classroom Winebrenner, copyright 2001. Free MN; Spiritwww.freespirit.com. Publishing Inc., Minneapolis, or classroom work only. For other uses, call 800-735-7323. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. SUPER SENTENCE: LEVEL ONE DIRECTIONS: Work with a partner to pronounce and define each “mystery word” (words in capital 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 CLAUSTROPHOBIA and TREPIDATION, especially when I hear the FORMIDABLE CACOPHONY of BABBLING voices when no one else is there. Word Pronunciation Meaning Translation: Reprinted from Super Sentences. Creative Learning Press, PO Box 320, Mansfield Center, CT 06250. Used with permission in Teaching 116 Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. 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 DIRECTIONS: Work with a partner to pronounce and define each “mystery word” (words in capital letters), read the sentence as it appears, and translate it into simpler words. The TRUCULENT, OPPIDAN LICKSPITTLE SEQUESTERED himself from the BROUHAHA caused by the PUSILLANIMOUS MOUNTEBANK, and MACHINATED a MACHIAVELLIAN PREVARICATION to METE to himself some of the mountebank’s LUCRE. Word Pronunciation Meaning 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; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. 117 VOCABULARY WEB MODEL Synonyms: Definition: Sentence: Antonyms: Word: Part of Speech: Example: Word Families: Analysis Origin: Stems: 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; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. 119 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 essay to submit to the editorial page of a local newspaper. Present a debate on a topic of your choosing with one or several other students to an appropriate audience. Evaluate the effectiveness of several expository paragraphs in a current nonfiction bestseller. 122 Develop a lengthy piece of writing of your own choosing. Contract with the teacher regarding feedback. Student Choice Write an expository paragraph in another language. Prepare to speak at a government meeting to convince legislators to support your position. Prepare to speak at a school board meeting to convince members to support your position on a school-related issue. Rewrite a paragraph or page from a textbook to make the expository language more effective. From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. 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 Declamation Play Newscast Week 1 A B C D Week 2 B C D A Week 3 C D A B Week 4 D A B C Poetry: Each team member reads or recites a poem. You can choose a poem by someone else or read a poem you have written. Declamation: Each team member reads aloud or recites an excerpt or piece of prose writing. You can choose an essay, speech, book chapter, etc. by someone else or read something 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 show about a current or historical event. 124 From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. TAXONOMY OF THINKING Category Synthesis Evaluation Definition Application Comprehension Compose • Design • Invent • Create • Hypothesize • Construct • Forecast • Rearrange parts • Imagine Lesson plan • Song • Poem • Story • Advertisement • Invention • Other creative products Judge value of something vis-à-vis criteria. Judge • Evaluate • Give opinion • Give viewpoint • Prioritize • Recommend • Critique Decision • Rating/Grades • Editorial • Debate • Critique • Defense • Verdict • Judgment Investigate • Classify • Categorize • Compare • Contrast • Solve Survey • Questionnaire • Plan • Solution to problem or mystery • Report • Prospectus Transfer knowledge learned in one situation to another. Demonstrate • Use guides, maps, charts, etc. • Build • Cook Recipe • Model • Artwork • Demonstration • Craft Demonstrate basic understanding of concepts and curriculum. Restate in own words • Give examples • Explain • Summarize • Translate • Show symbols • Edit Drawing • Diagram • Response to question • Revision • Translation Tell • Recite • List • Memorize • Remember • Define • Locate Workbook pages • Quiz or test • Skill work • Vocabulary • Facts in isolation Support judgment. Understand structure and motive. Note fallacies. Translate into other words. Knowledge Products Re-form individual parts to make a new whole. Understand how parts relate to a whole. Analysis Trigger Words Ability to remember something previously learned. 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; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. 133 136 CURRICULUM DIFFERENTIATION CHART Unit: _________________________________________________________________________________________________________________________________ Key Concept Auditory/ Analytic Visual/Global TactileKinesthetic/Global Extension #1 #2 #3 #4 #5 #6 #7 #8 #9 # 10 From Teaching Gifted Kids in theFrom Regular Classroom Susan copyrightby © Susan 2001. Free Spirit Publishing Inc.,© Minneapolis, This page may be photocopied for individual Teaching GiftedbyKids in Winebrenner, the Regular Classroom Winebrenner, copyright 2001. Free MN; Spiritwww.freespirit.com. Publishing Inc., Minneapolis, or classroom work only. For other uses, call 800-735-7323. This Sincepage Free may SpiritbePublishing allows to or adapt this formwork to their needs, it mayuses, havecall been800-735-7323. modified from its original format and content. MN; www.freespirit.com. photocopied foreducators individual classroom only. For other NUTRITION EXTENSIONS MENU Locate studies that have been done with babies who are allowed to choose their own foods from a high-chair tray. Discover the results and hypothesize the reasons for them. Should parents insist that their children eat balanced meals at all times? Dietary supplements (for general health, weight control, and muscle strength) have become very popular in recent years. Investigate supplements and hypothesize reasons for their popularity. Discover some negative effects of various supplements. Investigate the attitudes and behaviors of Americans and Europeans toward regular exercise and physical fitness from 1950 to the present day. Hypothesize reasons for the similarities and differences you find. Research the history of nutrition in the last millennium or over several millennia. Notice how the attitudes toward what people eat have changed over time. Hypothesize the reasons for these changes. Student Choice Design a menu of fitness activities that you think would appeal to people who are reluctant to exercise. Investigate eating disorders. Discover the similarities and differences in overeaters and undereaters. Find information about treatment programs and their rates of success. Which “cures” seem to last for 5 years or longer? Invite a panel of professionals from local agencies that offer physical fitness programs to speak to your class. Help students prepare questions to ask at the end of the panel’s presentation. Moderate the panel. Project the eating habits of Americans in the year 2025. Include futuristic sources of food, such as products from aquaculture (food grown in oceans) and complete meals that are available in nontraditional formats. From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. MN; www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Free Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. 137 NUTRITION EXTENSIONS MENU FOR OTHER SUBJECT AREAS Science • Find pictures in magazines that represent the food groups. Place them in categories on a chart. • Explain the concept of calories to the class. • Predict how people’s eating habits may change by 2025. Talking • Interview your parents about your family’s shopping/eating habits. Chart your findings. • Survey classmates about their eating habits. Chart your findings. • Prepare and present a debate about school lunches. Mathematics • Determine your average daily caloric intake. Keep track of the calories you consume every day for a week and divide by 7. • Compute the percentage of your family’s weekly income spent on food. 138 Reading • Read information on nutrition from several sources. • Create several challenging questions about nutrition for the class. • Read a novel or story about a person with an eating disorder. Give a talk about it to the class. Student Choice Medicine • Find information in medical journals or on the Internet describing the annual costs of people losing work time due to illness. Create a tool to share this information with the class. Hypothesize which problems may be related to poor nutrition. Writing • Write a letter to your parent(s) describing good nutrition. • Write a story about a food-related topic. • Write about your need to eat in school during times other than lunch. Present your request to your teacher. Social Studies • Clip articles about global or local food problems. Present a brief summary. • Show how advertising affects food choices. • Demonstrate how regional dishes rely upon regional agricultural products. Politics • Locate information about major candidates’ positions regarding health care in this country. Hypothesize how their concerns may reflect nutritional issues. From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. BUILD BLOCKS TO THINK Create Compose Invent Hypothesize en if… What would happ Design Be original Combine froms several source Give an opinion Judge , etc. Rate—best, worst Choose Recommend rently… What to do diffe Categorize t Compare/contras t en er iff Alike/d Cause/effect Relevant/irrelevant Find fallacies Fact/opinion ned in Use what you lear place r school in anothe or situation. Tell Find Summarize in your own words Locate Name 140 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., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original 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. Create answer keys when necessary. 5. Create learning activities at all levels of Bloom’s Taxonomy. Use your Build Blocks 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 the learning 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 within a 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 and other classes to visit. From Gifted Teaching Gifted Kids in theClassroom Regular Classroom Susan Winebrenner, copyright © Free 2001.Spirit Free Spirit Publishing From Teaching Kids in the Regular by Susan by Winebrenner, copyright © 2001. Publishing Inc.,Inc., Minneapolis, Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. Used with DarielMcGrath. McGrath. Used withpermission permission of of Dariel 141 EXAMPLES OF STUDENT-MADE LEARNING CENTERS BOTANY 2 1 4 5 3 1. Games and Puzzles 2. Trivia Questions 3. Plastic Pockets with Activity Cards packet packet 6 4. Diagram 5. Photograph 6. Clipping packet Packets for activity cards and games BOTANY 142 From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. Used with DarielMcGrath. McGrath. Used withpermission permission of of Dariel INTEREST SURVEY 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? From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. 147 ACCEPTABLE STUDENT PROJECTS For primary students: h 9t t ne pla PLUTO 3 billion miles from sun ld Co La di st sc pl ov an er et ed God of Dead F fro arth m es su t n 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. 148 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 functions 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. From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. TOPIC BROWSING PLANNER 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 list to 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: ______________________________________________________________________________ From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. 153 154 RESOURCES RECORD SHEET Sources of Information Specifics (call number, author’s name, publication date, Internet address, etc.) Title Where I Found It 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.) From Teaching Gifted Kids in theFrom Regular Classroom Susan copyrightby © Susan 2001. Free Spirit Publishing Inc.,© Minneapolis, This page may be photocopied for individual Teaching GiftedbyKids in Winebrenner, the Regular Classroom Winebrenner, copyright 2001. Free MN; Spiritwww.freespirit.com. Publishing Inc., Minneapolis, or classroom work only. For other uses, call 800-735-7323. This Sincepage Free may SpiritbePublishing allows to or adapt this formwork to their needs, it mayuses, havecall been800-735-7323. modified from its original format and content. MN; www.freespirit.com. photocopied foreducators individual classroom only. For other TOPIC BROWSING PLANNER FOR PRIMARY GRADES 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: ___________________________________________________________________ From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. 155 RESOURCES SUGGESTIONS Books Almanacs Atlases Biographies Dictionaries Encyclopedias First-person accounts Histories Nonfiction books Reference books Yellow Pages Organizations Chambers of Commerce Clubs Encyclopedia of Associations Groups Teams Troops Professional associations _________________________ _________________________ _________________________ _________________________ Internet Resources Chat rooms Internet magazines Newsgroups Online encyclopedias Web sites ’Zines _________________________ _________________________ Libraries and Archives Company libraries/archives County records Indexes to free materials Indexes to periodicals Library archives Maps Microfiche/microfilm Newspaper files/archives Public libraries Reference libraries School libraries Specialized libraries Specialized bibliographies Specialized encyclopedias State records Other Documentaries Field trips Films Videos _________________________ _________________________ People Experts in the field Faculty members Family members Friends Friends’ parents Government officials Historical reenactment groups Neighbors Parents Professionals in the field Senior citizens Teachers Youth group leaders _________________________ _________________________ Periodicals Brochures Catalogs Diaries Journals Magazines Newsletters Newspapers Trade magazines _________________________ _________________________ Places Antique shops Art galleries Businesses Cemeteries Colleges and universities Historical sites Historical societies Houses of worship Living history sites Museums Schools Smithsonian Institution Travel agencies Weather stations _________________________ _________________________ Software CD-ROM encyclopedias Databases Simulation programs _________________________ _________________________ _________________________ _________________________ 156 From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. 160 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 FromFrom Teaching Gifted Gifted Kids inKids the Regular Classroom by Susanby Winebrenner, copyright ©copyright 2001. Free © Spirit Publishing Inc., Minneapolis, MN; Minneapolis, www.freespirit.com. page may be photocopied for individual Teaching in the Regular Classroom Susan Winebrenner, 2001. Free Spirit Publishing Inc., MN:This 866/703-7322; www.freespirit.com. or classroom work only. For other uses, call 800-735-7323. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. This page may be photocopied for individual or classroom work only. 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: __________________________________ 161 From Teaching Gifted Kids in theFrom Regular Classroom Susan copyrightby © Susan 2001. Free Spirit Publishing Inc.,© Minneapolis, This page may be photocopied for individual Teaching GiftedbyKids in Winebrenner, the Regular Classroom Winebrenner, copyright 2001. Free MN; Spiritwww.freespirit.com. Publishing Inc., Minneapolis, or classroom work only. For other uses, call 800-735-7323. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. 162 RESIDENT EXPERT PLANNER FOR PRIMARY GRADES 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: __________________________________ From Teaching Gifted Kids in theFrom Regular Classroom Susan copyrightby © Susan 2001. Free Spirit Publishing Inc.,© Minneapolis, This page may be photocopied for individual Teaching GiftedbyKids in Winebrenner, the Regular Classroom Winebrenner, copyright 2001. Free MN; Spiritwww.freespirit.com. Publishing Inc., Minneapolis, or classroom work only. For other uses, call 800-735-7323. This Sincepage Free may SpiritbePublishing allows to or adapt this formwork to their needs, it mayuses, havecall been800-735-7323. modified from its original format and content. MN; www.freespirit.com. photocopied foreducators individual classroom only. For other CHECK-OFF SHEET FOR RESIDENT EXPERT PROJECT Student’s name: ______________________________________ Topic: ______________________________________________ DATE COMPLETED DATE COMPLETED DATE COMPLETED DATE COMPLETED DATE COMPLETED DATE COMPLETED DATE COMPLETED DATE COMPLETED DATE COMPLETED 163 From Teaching Gifted Kids in theFrom Regular Classroom Susan copyrightby © Susan 2001. Free Spirit Publishing Inc.,© Minneapolis, This page may be photocopied for individual Teaching GiftedbyKids in Winebrenner, the Regular Classroom Winebrenner, copyright 2001. Free MN; Spiritwww.freespirit.com. Publishing Inc., Minneapolis, or classroom work only. For other uses, call 800-735-7323. This Sincepage Free may SpiritbePublishing allows to or adapt this formwork to their needs, it mayuses, havecall been800-735-7323. modified from its original format and content. MN; www.freespirit.com. photocopied foreducators individual classroom only. For other PERSONAL INTEREST INDEPENDENT STUDY PROJECT AGREEMENT Read each condition as your teacher reads it aloud. Write your initials beside it to show that 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 keep a Daily Log of my progress. ______ 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 will include a visual aid and a question for the class to answer. 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 work 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: _______________________________________________________________ 164 From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. SELF-EVALUATION CHECKLIST Student Teacher 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. _________ _________ ________________________________________ _________ _________ ________________________________________ _________ _________ ________________________________________ _________ _________ 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. _________ _________ ________________________________________ _________ _________ ________________________________________ _________ _________ ________________________________________ _________ _________ During My Research: For My Report to the Class: From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. 165 188 DIFFERENTIATED LEARNING PLAN 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 Student’s signature: ____________________________________________ Resources Results/Comments Teacher’s signature: ____________________________________________ Parent’s signature: _____________________________________________ From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, or classroom work only. For other uses, call 800-735-7323. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. MEETING RECORD SHEET Student’s Name: _______________________________________________ Grade: _______________________________________________________ Teacher’s Name: _______________________________________________ Date Plan Begins: ______________________________________________ Date Topic(s) Suggested Change(s) 189 From Teaching Gifted Kids in theFrom Regular Classroom Susan copyrightby © Susan 2001. Free Spirit Publishing Inc.,© Minneapolis, This page may be photocopied for individual Teaching GiftedbyKids in Winebrenner, the Regular Classroom Winebrenner, copyright 2001. Free MN; Spiritwww.freespirit.com. Publishing Inc., Minneapolis, or classroom work only. For other uses, call 800-735-7323. This Sincepage Free may SpiritbePublishing allows to or adapt this formwork to their needs, it mayuses, havecall been800-735-7323. modified from its original format and content. MN; www.freespirit.com. photocopied foreducators individual classroom only. For other 190 GIFTED STUDENT’S CUMULATIVE RECORD FORM Student’s Name: ______________________________________________________________________________________________________________ Date of Birth: ________________________________________ Grade Level Year and Teacher Year/Age/Grade Student Was Identified as Gifted: __________________________ Compacting Opportunities Independent Project Work From Teaching Gifted Kids in theFrom Regular Classroom Susan copyrightby © Susan 2001. Free Spirit Publishing Inc.,© Minneapolis, This page may be photocopied for individual Teaching GiftedbyKids in Winebrenner, the Regular Classroom Winebrenner, copyright 2001. Free MN; Spiritwww.freespirit.com. Publishing Inc., Minneapolis, or classroom work only. For other uses, call 800-735-7323. This Sincepage Free may SpiritbePublishing allows to or adapt this formwork to their needs, it mayuses, havecall been800-735-7323. modified from its original format and content. MN; www.freespirit.com. photocopied foreducators individual classroom only. For other 190 CATEGORIES CHALLENGE: FOR GIFTED STUDENTS GIFTED STUDENT’S CUMULATIVE RECORD FORM U. S. Presidents World Rivers Poets’ Last Names Precious Stones Inventors Student’s Name: ______________________________________________________________________________________________________________ Date of Birth: ________________________________________ M Grade Level Year and Teacher Year/Age/Grade Student Was Identified as Gifted: __________________________ Compacting Opportunities Independent Project Work P D E F From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual Teaching Gifted by Kids in Since the Regular Classroom by©Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, From Teaching the Regular Classroom Susan Winebrenner, copyright 2001. Free Spirit Publishing Inc., Minneapolis, MN: 800/735-7323; This mayformat be photocopied or classroom workGifted only.Kids ForinFrom other uses, call 800-735-7323. Free Spirit Publishing allows educators to adapt this form to their needs, it may have www.freespirit.com. been modified from its page original and content. for individual or classroom work only. Since FreeThis Spiritpage Publishing educatorsfor to individual adapt this form to their needs, mayFor haveother been uses, modified its original format and content. MN; www.freespirit.com. may beallows photocopied or classroom work itonly. call from 800-735-7323. 190 CATEGORIES CHALLENGE: FOR THE ENTIRE CLASS GIFTED STUDENT’S CUMULATIVE RECORD FORM Birds Book Titles Mammals U. S. States Teachers Student’s Name: ______________________________________________________________________________________________________________ Date of Birth: ________________________________________ M Grade Level Year and Teacher Year/Age/Grade Student Was Identified as Gifted: __________________________ Compacting Opportunities Independent Project Work S R T P From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual Teaching Gifted by Kids in Since the Regular Classroom by©Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, From Teaching the Regular Classroom Susan Winebrenner, copyright 2001. Free Spirit Publishing Inc., Minneapolis, MN: 800/735-7323; This mayformat be photocopied or classroom workGifted only.Kids ForinFrom other uses, call 800-735-7323. Free Spirit Publishing allows educators to adapt this form to their needs, it may have www.freespirit.com. been modified from its page original and content. for individual or classroom work only. Since FreeThis Spiritpage Publishing educatorsfor to individual adapt this form to their needs, mayFor haveother been uses, modified its original format and content. MN; www.freespirit.com. may beallows photocopied or classroom work itonly. call from 800-735-7323. ALPHABET SOUP 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 game SOLUTION: 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. 222 From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. SILLY NILLIES Directions: Make up two-word definitions for these phrases. The words must rhyme and have the same number of syllables. Examples: An escaped gander is a loose goose. Chocolate bars with nuts 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__________________________________________________ From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Winebrenner, copyright © 2001.work Freeonly. Spirit Minneapolis, Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied for individual or classroom ForPublishing other uses,Inc., call 800-735-7323. MN;Free www.freespirit.com. This page may be photocopied classroom workmodified only. For other uses, callformat 800-735-7323. Since Spirit Publishing allows educators to adapt this formfor to individual their needs,or it may have been from its original and content. 225 GENERICSILLY EXTENSIONS NILLIES MENU FOR PRIMARY GRADES Directions: Make up two-word definitions for these phrases. The words must rhyme and have the same number of syllables. Examples: An escaped gander is a loose goose. Chocolate bars with nuts and caramel are dandy candy. Illustrate Compose Compare: or Draw Alike or 1. An improved wool pullover is a________________________________________________ Different 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 _________________________________________________ Demonstrate What Would If . .who . is on a serious diet is ___________________________________ 9. AHappen meal for someone 8. A cart to carry a fire-breathing monster is a______________________________________ Student Choice 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 ________________________ Invent Build or Act It Out Something Construct 17. A brave soldier on a white horse who saves a town from a dragon is a _________________ Better 18. A jar lid that comes off with very little effort is a__________________________________ 16. Two very ugly monsters make a _______________________________________________ 19. A display of people’s handiwork in the registration area of a hotel is a _________________ 20. An opera contains a series of__________________________________________________ From Teaching Gifted Kidsininthe theRegular Regular Classroom Classroom by Free Spirit Publishing Inc.,Inc., From Teaching Gifted Kids bySusan SusanWinebrenner, Winebrenner,copyright copyright©©2001. 2001. Free Spirit Publishing From Teaching Gifted Kids in the Regular copyright © 2001.work Spirit Inc., Minneapolis, Minneapolis, MN: 800/735-7323; www.freespirit.com. This page Winebrenner, may befor photocopied forclassroom individual orFree classroom work Spirit Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied individual or only. ForPublishing otheronly. uses,Since call Free 800-735-7323. Publishing allows educators to adapt formthis to their needs, may have been modified from original and content. MN;Free www.freespirit.com. This page may this be photocopied or classroom workmodified only.itsFor other uses, call 800-735-7323. Since Spirit Publishing allows educators to adapt formfor to individual theirit needs, it may have been from itsformat original format and content. 225 GENERIC SILLY NILLIES EXTENSIONS MENU Directions: Make up two-word definitions for these phrases. The words must rhyme and have the same number of syllables. Examples: An escaped gander is a loose goose. Chocolate bars with nuts and caramel are dandy candy. Investigate Teach/ Compare Convince 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 _________________________________________________ Prioritize Demonstrate 8. A cart to carry a fire-breathing monster is a______________________________________ 9. A meal for someone who is on a serious diet is ___________________________________ Student Choice 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 ________________________ Dramatize Synthesize Hypothesize 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__________________________________________________ From Teaching Gifted Kidsininthe theRegular Regular Classroom Classroom by Free Spirit Publishing Inc.,Inc., From Teaching Gifted Kids bySusan SusanWinebrenner, Winebrenner,copyright copyright©©2001. 2001. Free Spirit Publishing From Teaching Gifted Kids in the Regular copyright © 2001.work Spirit Inc., Minneapolis, Minneapolis, MN: 800/735-7323; www.freespirit.com. This page Winebrenner, may befor photocopied forclassroom individual orFree classroom work Spirit Minneapolis, MN; www.freespirit.com. ThisClassroom page mayby be Susan photocopied individual or only. ForPublishing otheronly. uses,Since call Free 800-735-7323. Publishing allows educators to adapt formthis to their needs, may have been modified from original and content. MN;Free www.freespirit.com. This page may this be photocopied or classroom workmodified only.itsFor other uses, call 800-735-7323. Since Spirit Publishing allows educators to adapt formfor to individual theirit needs, it may have been from itsformat original format and content. 225 FINE ARTS EXTENSIONS MENU Create next week’s version of your favorite comic strip. Compose a song or rap, OR write and perform a play or puppet show to teach an audience about a topic you love. Find out how the arts are funded in your city and in the United States. Create new methods for artists to raise money to support their work. Design a new playground or classroom for your school. Prepare a scale model and estimate of the cost of building. Student Choice Compose an original piece of music, create an original art object, or perform an original dance. Use graph paper to enlarge or reduce a favorite picture from a book you love, OR create original illustrations for that book. Attend a fine arts performance and share information about it with your classmates, OR write a letter to the artists describing your reactions. Interview a person who makes a living in the fine arts to discover information about careers in that field. From Teaching Gifted Kids bySusan SusanWinebrenner, Winebrenner,copyright copyright©©2001. 2001. Free Spirit Publishing From Teaching Gifted Kidsininthe theRegular Regular Classroom Classroom by Free Spirit Publishing Inc.,Inc., Minneapolis,Minneapolis, MN; www.freespirit.com. This www.freespirit.com. page may be photocopied individual or classroom work only. other uses, 800-735-7323. MN: 800/735-7323; This pageformay be photocopied for individual or For classroom workcall only. Since Free Spirit allows educators to adaptand thisLona formKay to their needs, it may modified fromeducators its original UsedPublishing with permission of Sarah Holmes O’Brien. Since Freehave Spiritbeen Publishing allows to format adapt and content. Used with permission of Sarah Holmen 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. this form to their needs, it may have been modified from its original format and content. FAIRY TALES AND FOLKTALES EXTENSIONS MENU There are stories in almost every culture similar to the story of Cinderella. Why do you think this is? Find and read 6 similar stories and share your findings. Read several folktales from the U.S. and other parts of the world. Use a Venn Diagram or other organizational tool to illustrate the similarities and differences between fairy tales and folktales. Write or produce a play or skit of an original folktale or fairy tale. Perform this for an audience. Make a graphic organizer that shows the elements that are common to all fairy tales. Complete 3 organizers for fairy tales you read from other cultures. Student Choice Choose one country or cultural group each from Europe, Asia, and Africa. Read folktales from each one and share them in some way with an audience. Rewrite a fairy tale from the point of view of a character other than the narrator. Create a mock trial to demonstrate the differing points of view. Fairy tales and folktales have long been used to teach important lessons to children. Read several stories. Then, pretending you’re a parent, describe or act out the stories’ lessons as you would for your kids. Find out about the oral tradition in places where stories are told to new generations instead of being written down. Dramatize this process. From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. Minneapolis, MN: 800/735-7323; www.freespirit.com. This page may be photocopied for individual or classroom work only. Since Free Spirit Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. INDEPENDENT READING EXTENSIONS MENU FOR PRIMARY GRADES Compare the behaviors of 2 of the main characters in the book. If you like, use a Venn Diagram or any other organizer to do so. Prepare a rap or song to advertise your book to other students. Create an animated presentation to demonstrate a conversation carried on by 2 characters in the book. Write a different ending to the book, write an entirely new chapter, or write a sequel. Student Choice Create a visual product that shows the place where most of the action in the book happened. Select 10 challenging words from the book that you didn’t know before. Learn their meanings and share 3 of the words with other kids. Create a story map for the book and character maps for your 2 favorite characters. Write a letter to the author describing your reactions to the book. Send it to the author (at the publisher’s address) and ask for a reply. From Teaching Gifted Kids bySusan SusanWinebrenner, Winebrenner,copyright copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kidsininthe theRegular Regular Classroom Classroom by © 2001. Free Spirit Publishing Inc., Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. 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. Used with permission of Jen Borelli, Donya Davis, and Bev Short. Since Free Spirit Publishing allows educators to adapt Used with permission of Jen Borelli, Donya Davis, and Bev Short. this form to their needs, it may have been modified from its original format and content. INDEPENDENT READING EXTENSIONS MENU Describe the main character in the book in any way you choose. Focus on what makes the character unique. Include strengths and weaknesses. OR prioritize the characters from most to least important. Compare this book to others you have read in the same genre. Think about reasons why you like this genre. Write a story in the genre. Prepare a review of this book to share with other students in your classroom or in the library. Include reasons why others should or should not read it. Reflect on things this book made you think about, especially things you may not have thought much about before. Student Choice Prepare and present a dramatic version of this book, or of at least one chapter in it. Present it live or on videotape. Keep track of several words or phrases you read that you would like to include in your personal vocabulary. Contact the publisher to find out how to get in touch with the author. Write the author a letter describing your reactions to the book or questions you have. Find a way to improve the book. Rewrite a section, add a chapter, write a sequel, or use other devices of your own choosing. From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. Minneapolis, MN: 800/735-7323; www.freespirit.com. This page may be photocopied for individual or classroom work only. Since Free Spirit Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. LANGUAGE ARTS AND SPELLING EXTENSIONS MENU Use some of this week’s spelling or vocabulary words to write several quatrains—four-line poems in which all lines rhyme. OR write any other kind of poetry using your vocabulary or spelling words. Discover the meaning of 20 or more acronyms. Create some new acronyms as well. Study Word Within the Word by Michael Thompson. Teach a lesson on Latin roots. Combine any two spelling or vocabulary words to form new compound words that may or may not make sense. Write creative definitions for the words you have devised. Student Choice Write eulogies for 10 or more people you admire, either living or dead. Include epitaphs for each. Choose 5 to 10 spelling or vocabulary words. List all the combined letters. Make as many words as possible using each letter only once. Create a story using as many spelling or vocabulary words as you can. Tell the story in sign language. Visit a Web site that “plays with words.” Complete several activities on the site. From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. Minneapolis, MN: 800/735-7323; www.freespirit.com. This page may be photocopied for individual or classroom work only. Since Free Spirit Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. SILLY NILLIES VOCABULARY EXTENSIONS MENU FOR PRIMARY GRADES Directions: Make up two-word definitions for these phrases. The words must rhyme and have the same number of syllables. Examples: An escaped gander is a loose goose. Chocolate bars with nuts and caramel are dandy candy. Create an alphabetized Teach a lesson on 3 Create a “Word of the 1.Day” An improved poster of commonly elements of a dictioncalendarwool thatpullover is a________________________________________________ used words and a ary. Make your lesson teaches a difficult 2. An undisciplined youngster is a _______________________________________________ synonym for each. interesting and unusual. vocabulary word for 3.each An out-of-tune Post it for the class day of thechorus schoolsings a ________________________________________________ to use during writing year. 4. A minuscule tool for unlocking things is a _______________________________________ activities. 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.Design A cart toa carry a fire-breathing monster is a______________________________________ crossword Create “word wheels” computer for the class to give 9.puzzle A mealon for the someone who is on a serious diet is ___________________________________ that uses vocabulary Student Choice other students practice 10.from Coinage purchase items that can’t be bought with regular currency ___________ anyused unittowe’ve with nounsis and verbs. Include adverbs and 11.studied. A tall, strong rose on a very thick stem has ______________________________________ adjectives if we’ve 12. A citizen who thinks very clearly on politics is a __________________________________ learned about them. 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.Use Twoavery ugly monsters make aFind _______________________________________________ Create and tell a story at least 10 words student thesaurus in sign language. regularly used in to learn synonyms and Check it out with stuEnglish that come antonyms for terms 18.we’ve A jar lid that comes off with very littlea effort dents in your school from sportisofa__________________________________ your studied. who know sign lanchoice. 19. A display of people’s handiwork in the registration area of a hotel is a _________________ guage to see if it 20. An opera contains a series of__________________________________________________ makes sense. 17. A brave soldier on a white horse who saves a town from a dragon is a _________________ From Gifted Teaching Gifted Kids in theClassroom Regular Classroom Susan Winebrenner, copyright © Free 2001.Spirit Free Spirit Publishing From Teaching Kids in the Regular by Susan by Winebrenner, copyright © 2001. Publishing Inc.,Inc., Minneapolis, From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. Minneapolis, MN: 800/735-7323; www.freespirit.com. This page may be photocopied for individual or classroom work only. Used with permission of Sarah Holmen and Lona Kay O’Brien. Since Free Spirit Publishing allows educators to adapt Used with permission O’Brien. Since Free Publishing allows educators to adapt this formoftoSarah their Holmes needs, itand mayLona haveKay been modified from its Spirit original format and content. this form to their needs, it may have been modified from its original format and content. 225 MYSTERIES EXTENSIONS MENU Create your own “Clue” board game using the story elements from a mystery you have read. Using the plot of a mystery you have read, create a mock trial. You be the prosecutor, choose a classmate to be the defendant from the story, and let the class be the jury. Pretend you have a detective agency. Create a commercial or a Web page that describes all of your services and convinces clients to use your agency. Design a chart to help other students find and classify clues from mysteries we read in class. Student Choice Learn about a mystery happening in the real world. Use the elements of mystery stories to help you hypothesize a solution to a real-life mystery. Create a comic strip with a mystery plot. Leave the last square blank for other kids to use to solve the mystery. Read several mysteries by the same author. Make a chart, map, picture, or something else that visually describes how the author uses the elements of mystery. Write a mystery in the same style. Read several stories by a famous mystery writer. Choose a way to describe this person’s work to interested classmates. From Teaching Classroom Susan Winebrenner, copyright © 2001. Spirit Publishing From TeachingGifted GiftedKids Kids in in the the Regular Regular Classroom byby Susan Winebrenner, copyright FreeFree Spirit Publishing Inc., Inc., © 2001. Minneapolis, MN; www.freespirit.com. Thiswww.freespirit.com. page may be photocopied or classroom work only. For other uses, Minneapolis, MN: 800/735-7323; This pagefor mayindividual be photocopied for individual or classroom work call only.800-735-7323. Usedwith withpermission permissionof ofthe the teachers teachers at at Summit School,Cherry Cherry Creek, Creek,CO. CO.Since SinceFree FreeSpirit SpiritPublishing Publishing allows educators adapt Used Summit School, allows educators totoadapt this form to their needs, it may have been modified from its original format and content. 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 to discover what it is like to be a mathematician. Compare the experiences of mathematicians from different backgrounds or cultures. Create a story filled with as many math-related puns as possible. The glossaries of math textbooks might be helpful resources. Investigate and describe the use of mathematics in athletics. Try to create a system to improve scoring practices. Conduct a scientific experiment and explain the math required to complete the experiment. Student Choice Discover the history of the use of math programs in schools since 1945. Observe and describe the trends. Research and describe the connections between mathematics and a field in the fine arts, such as photography, sculpture, music, composing, drama, or stage direction. Conduct a survey of students in the class on any topic of interest. Translate the results into statistical representations. Study the use of the metric system in most countries. Hypothesize why it is not used in the U.S., and create a method to get the U.S. to use it. From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. Minneapolis, MN: 800/735-7323; www.freespirit.com. This page may be photocopied for individual or classroom work only. Since Free Spirit Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. MATH EXTENSIONS MENU FOR PRIMARY GRADES Compose raps, poems, or songs to help kids remember number facts in all operations. Create several math games to help other kids practice math concepts we’ve studied this year. Prepare 10 story problems for a specific problem-solving strategy. Give them to other students to solve. Create a questionnaire to survey other kids about 3 different topics. Graph your results on a computer. Student Choice Using any materials you choose, construct three-dimensional geometric shapes to display in the classroom. Include some that are complex. Compute the class average for each timed test given for math facts. Chart the class progress for 1 month. Do not use any names. Design math activities for a learning center in our classroom that will appeal to visual, auditory, and tactilekinesthetic learners. Investigate how the math we learn is used by adults in their work, in their play, and in their homes. From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. 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 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. this form to their needs, it may have been modified from its original format and content. NUMERATION EXTENSIONS MENU FOR PRIMARY GRADES Count how many people are in the class today. Compare this to yesterday and to the last 3 Mondays. When you know the number facts for addition, learn them for subtraction, then multiplication, and then division. Think of creative ways to teach these facts to other students. Learn about the way numbers were written by ancient groups of people like Romans, Babylonians, and others. Compare the population of your town, community, or county today with what it was 10 and 20 years ago. Student Choice Learn about “magic squares” for numbers. Create several to show your teacher. Survey your classmates about their likes and dislikes. Graph the results. Create several word problems using this data. Study statistics from the newspaper for your favorite sport. Draw pictures that show how one athlete’s record has changed. Explore patterns of numbers in everyday math, in stock market prices, or in any other area of daily life. From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. Minneapolis, MN: 800/735-7323; www.freespirit.com. This page may be photocopied for individual or classroom work only. Since Free Spirit Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. ELECTRICITY EXTENSIONS MENU As the class works on constructing a basic circuit, construct a circuit that uses a basic switch in the path of the electricity. Research the life of a scientist who worked with electricity: • Alessandro Volta • Joseph Priestley • Humphry Davy • Michael Faraday • Hans C. Ørsted • others Compare and contrast electric cells, photovoltaic cells, and generators as electromotive forces. Demonstrate these forces to an audience. As the class works on constructing a basic circuit, construct a circuit that uses a conductor/insulator in the circuit. Student Choice Find out about your local power source. Compare it to other available sources of power. Investigate pollution and other political issues related to the ways we produce power. As the class works to construct a simple battery, change the design to generate the greatest amount of power. Demonstrate how electricity is transferred or moved from its source to its consumers. Explain why prices for electric energy vary so much over time. Gather facts and statistics about lightning: causes, dangers, yearly fatalities, precautions, and potential uses for its power. From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. Minneapolis, MN: 800/735-7323; www.freespirit.com. This page may be photocopied for individual or classroom work only. Since Free Spirit Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. GEOLOGY EXTENSIONS MENU Design a classification chart for sedimentary, metamorphic, and igneous rocks. Include the critical attributes for 5 rocks in each category. Collect rocks from all 3 categories in the first square above. Display them in a way that highlights their different characteristics. Discover the effects of erosion over millions of years on major mountain chains in the world. Include information about the various forces that cause erosion. Create drawings that illustrate the natural settings for all 3 types of rocks, including several examples for each category. Student Choice Prepare an editorial for a newspaper describing the importance of continuing the study of rocks. Include data about ways rock study affects humans and environments. Design and carry out an experiment that shows a volcanic eruption and the effect on the land the eruption covers. Create a journal of the professional activities of a geologist over a period of several months. Explore the geology of the moon or any planet humans have explored. From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. Minneapolis, MN: 800/735-7323; www.freespirit.com. This page may be photocopied for individual or classroom work only. Since Free Spirit Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. HUMAN BODY EXTENSIONS MENU Create transparencies or a multimedia presentation to demonstrate several layers of various body parts. Compare and contrast the skeletal and organ structures of a human being with those of another mammal. Research how medical treatments for a particular disease have changed in the past 20 years. Predict changes that will occur over the next 20 years. Contruct puzzles of various body systems for other students to assemble. Student Choice Investigate the effects of regular exercise on human health. Consider at least 3 different categories. Discover whether a person can exercise too much. Create questions and interview someone in a health field to find out how medical professionals treat various problems with the human body. Invent and produce a game to help other students learn the names of the bones and muscles in the human body. 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. From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. Minneapolis, MN: 800/735-7323; www.freespirit.com. This page may be photocopied for individual or classroom work only. Since Free Spirit Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. SOLAR SYSTEM EXTENSIONS MENU FOR PRIMARY GRADES Make a scale model of the solar system to hang in the classroom. Include the moons of the planets. Survey your classmates about which planet they would like to visit. Present your results in a graph. Analyze why kids chose as they did. Create an ABC book describing real and imaginary things in the solar system. Ask other kids to guess which of these things have been proven to exist and which ones you have made up. Create a crossword puzzle for the class using the vocabulary words we’ve learned in this unit. Student Choice Pretend you are an astronaut on a trip to a planet or the moon. Keep a journal of the entire journey. Include day-to-day living information and dangers. Predict the next planet to be discovered. Describe its attributes including size, distance from the sun, moons, and unusual features. Create creatures who might live on each planet, showing attributes that would make them adapt to each planet’s conditions. Some scientists think that other solar systems exist in the universe. Investigate this and present your opinions on this issue. From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. 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 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. this form to their needs, it may have been modified from its original format and content. SPACE EXTENSIONS MENU Investigate the importance of water as it relates to the ability of planets to maintain life. Tell the story related to at least 5 constellations. Create original stories for 2 others. Discover the requirements to become an astronaut. Create a job description that would be realistic yet enticing. Investigate the life of a scientist whose work is connected to the study of space and the universe. Student Choice Create a method that would allow space travelers to avoid the negative effects on their bodies from space travel. Compile a reference tool to help other kids understand 20 or more concepts about stars. Design a space station that would function in the year 2025 based on technology that might be available at that time. Investigate the history of UFOs including the claims that the military has hidden evidence about them from the public. From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. Minneapolis, MN: 800/735-7323; www.freespirit.com. This page may be photocopied for individual or classroom work only. Since Free Spirit Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. SILLY NILLIES WEATHER EXTENSIONS MENU Directions: Make up two-word definitions for these phrases. The words must rhyme and have the same number of syllables. Examples: An escaped gander is a loose goose. Chocolate bars with nuts and caramel are dandy candy. Explore the effects of Investigate and report on Investigate the Farmer’s violent weather on people Almanac and other sources any aspect of weather that 1. An improved wool pullover is a________________________________________________ for yearly weather predicand their surroundings. interests you. Present your over a decade. Draw statistics about the is ations information in a way that 2.Include An undisciplined youngster _______________________________________________ conclusions about the short- and long-term costs other students will learn of the sources. such violent episodes. from. 3.ofAn out-of-tune chorus sings a accuracy ________________________________________________ 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 _________________________________________________ Use resources from a Web jobaof meteo8.Research A cart tothe carry fire-breathing monster is a______________________________________ site to create models of rologist and compare it to 9.the A meal for someone who is on a serious diet is ___________________________________ instruments used to predict same job during the and read weather signs. 1970s. Include the percent10.age Coinage used to purchase items that can’t be bought with regular currency is ___________ of accurate predictions, the changes 11.asAwell tall, as strong rose on in a very thick stem has ______________________________________ data-collection devices. 12. A citizen who thinks very clearly on politics is a __________________________________ Student Choice 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 ________________________ the improvements the statistics Predict how scientists will 16.Trace Two very ugly monsters make aInvestigate _______________________________________________ in devices used to predict about fatalities from several control weather 25 years weather types of a dragon from 17.catastrophic A brave soldier on a situawhite horseweather-related who saves a town from is anow. _________________ tions from the 1950s to tragedies. Draw conclu18.the A jar lid that comes off with very little effort a__________________________________ present. sions about theisrelative danger of each type. 19. A display of people’s handiwork in the registration area of a hotel is a _________________ 20. An opera contains a series of__________________________________________________ From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Classroom bybeSusan copyright © 2001. FreeFree Spirit Publishing From Teaching Gifted Kids inThis the Regular Classroom byWinebrenner, Susan for Winebrenner, copyright Spirit Publishing Inc., Minneapolis, MN; www.freespirit.com. page may photocopied individual or classroom work only. For other uses,Inc., call Minneapolis, 800-735-7323. © 2001. MN; www.freespirit.com. Thisofpage maywww.freespirit.com. be Donya photocopied for classroom work only. Foror other uses, work call to 800-735-7323. 225 Used with permission Jen Borelli, Davis,This and individual Bev Short. Since Free Spirit allows educators adapt Minneapolis, MN: 800/735-7323; page may beor photocopied forPublishing individual classroom only. this form to their needs, it may have from its Spirit original format and content. Used with permission of Jen Borelli, Donya Davis, andbeen Bev modified Short. Since Free Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. CITY AND STATE EXTENSIONS MENU Interview a person who has lived for more than 50 years in your community or state. Create a product that shows how things have changed in this person’s lifetime. Interview people involved in the fine arts in your community to discover the variety of artistic activities available. Create travel brochures or newspaper ads to describe those opportunities. Predict ways in which your community or state will change within the next 25 years. Include housing, schools, recreation, transportation, the environment, and other topics of your choice. Study newspaper or microfilm articles on a specific topic over the last 50 years. Describe trends in education, government, crime, and other areas. Student Choice Using the Creative Problem-Solving Process, plan the solution to a serious problem faced by citizens of your community or state. Illustrate how the interests of developers and environmentalists have been balanced in your community or state over the last 50 years. Investigate all the ways in which people can have fun in your community or state. Create a way to describe and advertise those opportunities. Interview a local lawmaker to learn about problems and progress in your community or state. From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. Minneapolis, MN: 800/735-7323; www.freespirit.com. This page may be photocopied for individual or classroom work only. Since Free Spirit Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. DISCOVERY AND COLONIZATION EXTENSIONS MENU Some people fear there is nothing left for humans to “explore.” Investigate a place still in need of exploration. Create a diary of a famous explorer in any environment. Include observations, daily life, dangers, and surprises. Design a mural that illustrates several aspects of life in a specific colony, either past or future. There are good and bad aspects of exploration and colonization. Investigate these and describe them in some manner. Student Choice Prepare and present a debate with at least one other student about an issue that concerned the people who “discovered” a place and those who already lived there. Research the debate in the U.S. over continuing to celebrate Columbus Day. Record your findings and be sure to include your opinion on the matter. Create a newspaper from a time in history when colonization was taking place. Include features on food, fun, political debates, education, medical issues, dangers, etc. Investigate the history of space exploration since the flights of Alan Shepard and Yury Gagarin. Make a case regarding the economic feasibility of continuing space programs. From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. Minneapolis, MN: 800/735-7323; www.freespirit.com. This page may be photocopied for individual or classroom work only. Since Free Spirit Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. IMMIGRATION EXTENSIONS MENU Interview someone whose family or ancestors immigrated to the United States. OR interview someone whose ancestors always lived in North America. Ask about how immigration affected the family or group. View the PBS video series on Ellis Island. Write a first person story about that experience. Create a play about a family in another country deciding whether to immigrate to America. Investigate the history of the quota system used to control immigration to the U.S. Decide if it should be changed. If so, how? If not, why? Student Choice Read several novels about young people who have immigrated. Prepare a composite story of their experiences. Choose a country to which you might immigrate. Predict problems you might have in getting used to the country. Explore reasons why some immigrant groups moved and clustered into certain areas of the United States. Investigate the foods Americans eat that originated in other countries. From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. Minneapolis, MN: 800/735-7323; www.freespirit.com. This page may be photocopied for individual or classroom work only. Since Free Spirit Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. � 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 the book, 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 . . . . . . . . . . . . . . . . . 33 Alternate Spelling Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 . . . . . . . . . . . . . . N/A Chapter 3: Compacting and Differentiation for Skill Work Learning Contract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Working Conditions for Alternate Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Chapter 4: Compacting and Differentiation in Content Areas Topic Development Sheet (Teacher Form) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 American Wars Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 American Wars Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Extensions Menu Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Independent Study Agreement for Study Guide Only . . . . . . . . . . . . . . . . . . . . 75 Independent Study Agreement for Study Guide with Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Evaluation Contract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Daily Log of Extension Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Product Choices Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 49, 52 . . . . . . . . . . . . . . . . 49 ........... 69 . . . . . . . . . . . 67–69 . . . . . . . . . . . 68–69 . . . . . . . . . . . 68–69 . . . . . . . . . . . . . . . . 74 ................ 74 . . . . . . . . . . . . . . . . 74 . . . . . . . . . . . . . . . . 74 . . . . . . . . . . . . . . . . 79 ................ Chapter 5: Extending Reading and Writing Instruction Contract for Permission to Read Ahead . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 . . . . . . . . . . . . . . . . 92 Contract for Reading Skills and Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 . . . . . . . . . . . 92, 94 Reading Activities Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 . . . . . . . . . . . . . . . . 94 Animal Story Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 . . . . . . . . . . . . . . . . 97 Animal Story Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 . . . . . . . . . . . . . . . . . 97 Form Explanation Biography Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 . . . . . . . . . . . . . . . . 97 Biography Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 . . . . . . . . . . . . . . . . 97 Author Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 . . . . . . . . . . . . . . . . 97 The Circle of Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 . . . . . . . . . . . . . . . 104 Generic Circle of Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Reading Response Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 . . . . . . . . . . . . . . . 104 Teacher’s Conference Record Sheet (Teacher Form) . . . . . . . . . . . . . . . . . . . . . 107 . . . . . . . . 104, 108 Books I Want to Read . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 . . . . . . . . 108–109 Vocabulary Builders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 . . . . . . . . 109, 111 Etymologies Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 . . . . . . . . . . . . . . . 111 Etymologies Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 . . . . . . . . . . . . . . . 111 Super Sentence: Level One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 . . . . . . . . 111, 113 Super Sentence: Level Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 . . . . . . . . 111, 113 Vocabulary Web Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 . . . . . . . . . . . . . . . 113 Expository Writing Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 . . . . . . . . . . . . . . . 120 The Great Friday Afternoon Event . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 . . . . . . . . . . . . . . . 123 Chapter 6: Planning Curriculum for All Students at the Same Time Taxonomy of Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 . . . . . . . . . . . . . . . 130 Curriculum Differentiation Chart (Teacher Form) . . . . . . . . . . . . . . . . . . . . . . . . 136 . . . . . . . . 130–132 Nutrition Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 . . . . . . . . . . . . . . . 132 Nutrition Extensions Menu for Other Subject Areas . . . . . . . . . . . . . . . . . . . . 138 . . . . . . . . . . . . . . . 132 Build Blocks to Think . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 . . . . . . . . . . . . . . . 139 Guidelines for Creating Student-Made Learning Centers . . . . . . . . . . . . . . 141 . . . . . . . . 132, 139 Examples of Student-Made Learning Centers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 . . . . . . . . 132, 139 Chapter 7: “I’m Done. Now What Should I Do?” Interest Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 . . . . . . . . . . . . . . . 146 Acceptable Student Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 . . . . . . . . . . . . . . . 146 Topic Browsing Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 . . . . . . . . 150–151 Resources Record Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 . . . . . . . . . . . . . . . 151 Topic Browsing Planner for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 . . . . . . . . 150–151 Resources Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 . . . . . . . . . . . . . . . 151 Form Explanation Resident Expert Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160–161 . . . . . . . . 157–158 Resident Expert Planner for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 . . . . . . . . 157–158 Check-Off Sheet for Resident Expert Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 . . . . . . . . . . . . . . . 158 Personal Interest Independent Study Project Agreement . . . . . . . . . . . . . . . . 164 . . . . . . . . . . . . . . . 159 Self-Evaluation Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 . . . . . . . . . . . . . . . 159 Chapter 9: Et Cetera: Related Issues Differentiated Learning Plan (Teacher Form) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 . . . . . . . . 186–187 Meeting Record Sheet (Teacher Form) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 . . . . . . . . 186–187 Gifted Student’s Cumulative Record Form (Teacher Form) . . . . . . . . . . . . 190 . . . . . . . . . . . . . . . 187 Appendix A: Language Arts Activities Categories Challenge: For Gifted Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 Categories Challenge: For the Entire Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 Alphabet Soup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222 Silly Nillies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 219, 221 . . . . . . . . 219, 221 . . . . . . . . 221, 223 . . . . . . . . 223, 224 ........ A DDITIONAL CD-ROM O NLY R EPRODUCIBLES (B Y S UBJECT A REA ) Explanation Generic Generic Extensions Menu for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69 Generic 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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69 Independent Reading Extensions Menu for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69 Independent Reading Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69 Explanation Language Arts and Spelling Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69 Vocabulary Extensions Menu for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69 Mysteries Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69 Math Math Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69 Math Extensions Menu for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69 Numeration Extensions Menu for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69 Science Electricity Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69 Geology Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69 Human Body Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69 Solar System Extensions Menu for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69 Space Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69 Weather Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69 Social Studies City and State Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69 Discovery and Colonization Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69 Immigration Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69
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