Accelerated Learning Program
Gilbert Public Schools
140 S Gilbert Road
Gilbert, AZ 85296
Governing School Board
Thad V. Stump, President
Lily Tram, Clerk
E.J. Anderson, Member
Van J. Dunham, Ph.D, Member
Helen Hollands, Member
District Administration
Dr. Dave Allison, Superintendent
Nikki Blanchard, Assistant Superintendent
Clyde Dangerfield, Assistant Superintendent
Shane McCord, Assistant Superintendent
Barbara VeNard, Assistant Superintendent
Educational Services
Linda Sadusky
Gifted Education Coordinator
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Table Of Contents
Table Of Contents ____________________________________________________________ 3
INTRODUCTION ____________________________________________________________ 4
DEFINITION OF GIFTEDNESS AND POPULATION DESCRIPTION _______________ 4
GILBERT UNIFIED SCHOOL DISTRICT PROGRAM FOR GIFTED STUDENTS______ 5
MISSION ________________________________________________________________________ 5
FRAMEWORK___________________________________________________________________ 5
GOALS__________________________________________________________________________ 5
SCREENING, IDENTIFICATION, AND PLACEMENT INCLUDING BOARD POLICY ____ 6
TIME ALLOTMENT ____________________________________________________________________ 7
INTERMEDIATE ALP ________________________________________________________ 7
INTERMEDIATE LANGUAGE ARTS STANDARDS __________________________________ 8
FOURTH GRADE LANGUAGE ARTS STANDARDS _________________________________________ 8
FIFTH GRADE LANGUAGE ARTS STANDARDS___________________________________________ 12
SIXTH GRADE LANGUAGE ARTS STANDARDS __________________________________________ 17
INTERMEDIATE MATH STANDARDS ____________________________________________ 23
FOURTH GRADE MATH STANDARDS ___________________________________________________ 23
FIFTH GRADE MATH STANDARDS _____________________________________________________ 26
SIXTH GRADE MATH STANDARDS _____________________________________________________ 30
OVERVIEW OF SECONDARY HONORS PROGRAM _____________________________ 34
EVALUATION AND ASSESSMENT____________________________________________ 34
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INTRODUCTION
Experience has shown that setting high expectations for students improves academic
achievement. Students excel when challenged. (Arizona Academic Standards 2000)
The mission of the Arizona Department of Education and of Gilbert School District is to nurture
academic excellence and improve student achievement among all students. To this end, the
Legislature of the State of Arizona has established this mandate for students who are gifted:
The governing board of each school district shall provide gifted education to gifted pupils
identified as provided in A.R.S. 15-779. Gifted education shall be appropriate academic
course offerings and services that are required to provide an educational program that is
an integral part of the regular school day that is commensurate with the academic
abilities and potential of the gifted pupil.
The Governing Board of each school district shall develop a scope and sequence for the
identification process of and curriculum modifications for gifted pupils to ensure that
gifted pupils receive special education commensurate with their academic abilities and
potentials.) Programs and services for gifted pupils shall be provided as an integrated,
differentiated learning experience during the regular school day. (A.R.S. 15-779.2)
The Arizona Academic Standards 2000 form the foundation of curriculum for all District
programs. Modifications made in the curriculum for gifted students will ensure that students
have mastered the standards and will provide extensions for students to meet or exceed the
standards at the highest level.
DEFINITION OF GIFTEDNESS AND POPULATION DESCRIPTION
Students with exceptional abilities and talents are found in all cultural and linguistic groups, in all
economic levels, in all geographic areas of the state, in all domains of intelligence, and in
groups of individuals who also have disabilities. The official definition of “gifted child” is found in
A.R.S. 15-779.2.
“Gifted child” means a child who is of lawful school age, who due to superior intellect or
advanced learning ability, or both, is not afforded an opportunity for otherwise attainable
progress and development in regular classroom instruction and who needs appropriate
gifted education services, to achieve at levels commensurate with his/her intellect and
ability.
Although each gifted student is unique, gifted students do have some characteristics in
common. They usually are swift and efficient learners, may make intuitive leaps, quickly sense
patterns in information, ask themselves questions about perceived patterns in order to
understand them, and form connections among stored concepts and related bits of new
information to modify their existing knowledge base. In their area of interest, they are able to
construct clear mental maps that organize concepts efficiently; they are able to think flexibly
about new possibilities; and they thrive on questions and problems that have a wide range of
possible answers instead of those that have one correct answer.
Gifted students develop asynchronously. This means that they are intellectually advanced in
one or more areas yet may have difficulties or be average in other areas. Their motor skills may
or may not match those of other same-age children. The same is true for social skills. In
addition, social skills may be advanced. Young gifted children progress through development
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milestones more rapidly and sometimes prefer to associate with older children or adults who are
more likely to understand their vocabulary and the complexity of their ideas.
One important point is that gifted students of the same age are not alike. There are differences
between moderately gifted, highly gifted, and profoundly gifted students that may require as
much curriculum differentiation within the group as is necessary between moderately gifted
students and their non-gifted peers. Program modifications for gifted students must be
sufficiently varied and flexible so that these students can be provided challenging learning
experiences and appropriate resources.
GILBERT UNIFIED SCHOOL DISTRICT PROGRAM FOR GIFTED
STUDENTS
MISSION
The mission of the Gilbert Unified School District is to nurture academic excellence and improve
student achievement among all students. The most effective education for all children is that
which is commensurate with their abilities. In keeping with this goal, the governing board and
staff of Gilbert Unified School District are committed to the encouragement of excellence and
optimal talent development among gifted students. Gifted children deviate from the norm to the
extent that instruction based solely on the chronological age may be ineffective.
The Gilbert Unified School District is committed to special education for gifted students to help
them develop their extraordinary abilities and recognizes that gifted students in this district have
unique values, needs, and talents. The program for gifted students is designed to aid in the
optimum development of their intellectual, emotional, and social abilities and to honor the
diversity among the identified gifted students through the provision of varied placement options
and differentiated, challenging curriculum.
FRAMEWORK
The framework for the Accelerated Learning Program (ALP) shall encompass interventions
through modification in the following areas:
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Acceleration and enrichment of academic attainments and intellectual skills
Complexity and organization of content to be mastered
Cognitive and creative thinking processes to be emphasized
Quality and variety of product to demonstrate mastery
GOALS
The curriculum for gifted students will encompass a high level of cognitive and affective
concepts and processes beyond those provided in the regular school program. Provisions will
be made for gifted students with special needs to facilitate successful interaction with gifted
peers and achievement of individual goals. Learning environments will incorporate activities to
help students develop the following traits and skills: independence, openness to new ideas,
innovation, exploration, self monitoring, creativity, planning and decision making, and other
executive thinking processes. In addition, the following will be overall goals for the program:
• Challenge students to reach their potential
• Promote academic rigor
• Develop and maintain an interest in school
• Improve creativity and problem-solving abilities
• Broaden experiences
• Create a positive atmosphere for learning
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Provide appropriate pacing
Promote citizenship and teamwork by participation in local, state, and national
competition
Associate with students of similar abilities
Focus on goal setting and career expectations
Encourage active participation in class
Provide a context for application of classroom learning to problem-solve situations
SCREENING, IDENTIFICATION, AND PLACEMENT INCLUDING BOARD
POLICY
The Governing Board of Gilbert Unified School District has adopted a multifaceted approach to
the identification and placement of gifted learners:
• Parents/guardians, teachers, other school personnel, or peers may initiate referral to
ALP. Students may refer themselves. As part of the referral form, parents will be given
an opportunity to grant or withhold permission for testing. Referral forms and information
letters to parents will be published in English; translation services or translated print
materials will be made available for parents or guardians whose primary language is
other than English.
• Eligibility is determined by evaluating students on the Cognitive Abilities Test. This
instrument is approved for placement by the Arizona Department of Education. Students
can also be added to the program based on test scores from other Arizona schools, on
state-approved testing instruments, and/or on scores from other qualified entities who
have administered an Arizona-approved test. The District will administer tests no less
than three regular intervals throughout the year. Notice of testing dates shall be placed
on the District calendar.
• Placement is made based on test performance in verbal, quantitative, and nonverbal
areas as follows:
GRADE 4-6, Language Arts Program:
• A score of 97th percentile or above in the verbal area places a student.
• Depending on space availability and teacher recommendation, a score of 95th to
96th percentile in the verbal area places a student on a probationary basis.
• Depending on space availability and teacher recommendation, a score of 97th
percentile or above in the nonverbal area and a score of 90th percentile or above
in the verbal area places a student on a probationary basis.
GRADE 4-6, Mathematics Program:
• A score of 97th percentile or above in the quantitative area places a student.
• Depending on space availability and teacher recommendation, a score of 95th to
96th percentile in the quantitative area places a student on a probationary basis.
• Depending on space availability and teacher recommendation, a score of 97th
percentile or above in the nonverbal area and a score of 90th percentile or above
in the quantitative area places a student on a probationary basis.
LEGAL REFERENCE: A.R.S.
15-203
15-761
15-764
15-770
15-772
R7-2-406
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TIME ALLOTMENT
Intermediate
Grades 4-6 Replacement Program
Math - Students at this level receive direct instruction at an accelerated level for 65 minutes a
day.
Language – Students at this level receive direct instruction at an accelerated level for 65
minutes a day
INTERMEDIATE ALP
The Intermediate Accelerated Learning Program is designed to provide a challenge to
the gifted learner. The accelerated classroom moves through curriculum at a more
rapid pace than the regular classroom and drill and practice are kept to a minimum.
The ALP student must demonstrate the ability and commitment to meet the
requirements of the program in terms of responsibility for his or her work. Letter and
number grades are given to reflect both academic progress and task commitment.
ALP Letter Grades
Excellent
Consistently meets and/or exceeds standards
Above Average
Meets standards
Average
Does not meet standards
Below Average
Does not meet minimum standards
Unsatisfactory
A
B
C
D
F
90% - 100%
80% - 89%
70% - 79%
60% - 69%
Below 60%
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Number Grades (Task Commitment)
Exceeds ALP grade level standards
Meets ALP grade level standards
Does not meet ALP grade level standards
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INTERMEDIATE LANGUAGE ARTS STANDARDS
FOURTH GRADE LANGUAGE ARTS STANDARDS
Fourth grade ALP students will demonstrate competency in the following areas:
LANGUAGE ARTS STRAND I – WRITING PROCESS
CONCEPT 1: PREWRITING
• Generate ideas through a variety of activities (e.g., brainstorming, graphic organizer,
drawing, writer’s notebook, group discussion, printed material).
• Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade) of an
intended writing piece.
• Determine the intended audience of a writing place.
• Use organizational strategies (e.g., graphic organizer, KWL chart, log) to plan writing.
• Maintain a record (e.g., list, pictures, journal, folder, notebook) of writing ideas.
• Use time-management strategies, when appropriate, to produce a writing product within
a set time period.
CONCEPT 2: DRAFTING
• Use a prewriting plan to develop a draft with a main idea(s) and supporting details.
• Organize writing into a logical sequence that is clear to the audience.
CONCEPT 3: REVISING
• Evaluate the draft for use of ideas and content, organization, voice, word, choice, and
sentence fluency.
• Add details to the draft to more effectively accomplish the purpose.
• Rearrange words, sentences, and paragraphs to clarify the meaning of the draft.
• Use a combination of sentence structures (i.e., simple, compound) to improve sentence
fluency in the draft.
• Apply appropriate tools or strategies (e.g., peer review checklists, rubrics) to refine the
draft.
• Modify word choice appropriate to the application in order to enhance the writing.
• Use resources and reference materials to select morel precise vocabulary.
CONCEPT 4: EDITING
• Identify punctuation, spelling and grammar and usage errors in the draft.
• Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct
conventions.
• Apply proofreading marks to indicate errors in conventions.
• Apply appropriate tools or strategies (e.g., peer review, checklist, rubrics) to edit the
draft.
CONCEPT 5: PUBLISHING
• Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate
to audience and purpose
• Share the writing with the intended audience
• Use margins and spacing to enhance the final product
• Write legibly
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LANGUAGE ARTS STRAND II – WRITING ELEMENTS
CONCEPT 1: IDEAS AND CONTENT
• Express ideas that are clear and directly related to the topic.
• Provide content and selected details that are well suited to audience and purpose.
• Use relevant details to provide adequate support for the ideas
CONCEPT 2: ORGANIZATION
• Use a structure that fits the type of writing (e.g., letter format, narrative, lines of poetry).
• Create a beginning that captures the reader’s interest.
• Place details appropriately to support the main idea.
• Use a variety of words or phrases that creates smooth and effective transitions
• Create an ending that provides a sense of resolution or closure
• Construct a paragraph that groups sentences around a topic
CONCEPT 3: VOICE
• Show awareness of the audience through word choice and style.
• Convey a sense of originality, sincerity, liveliness, or humor appropriate to topic and type
of writing.
• Use language appropriate for topic and purpose.
CONCEPT 4: WORD CHOICE
• Use a variety of specific and accurate words that effectively convey the intended
message.
• Use descriptive words and phrases that energize the writing.
• Apply the vocabulary and/or terminology appropriate to the type of writing.
• Use literal and figurative language where appropriate to purpose.
CONCEPT 5: SENTENCE FLUENCY
• Write simple and compound sentences
• Write sentences that flow together and sound natural when read aloud.
• Vary sentence beginnings, lengths, and patterns to enhance the flow of the writing.
• Use effective and natural dialogue when appropriate.
CONCEPT 6: CONVENTIONS
• Use capital letters correctly for:
a. proper nouns
• place names
• holidays
• languages
• historical events
• organizations
b. literary titles (i.e., book, story, poem, play, song)
c. titles
d. abbreviations
e. words used as names (e.g., Mother, Uncle Jim)
• Punctuate endings of sentences using:
a. items in a series
b. greetings and closings of letters
c. dates
d. introductory words
e. dialogue
f. direct address
• Use quotation marks to punctuate:
a. simple dialogue
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b. titles
Use colons to punctuate:
a. time
b. business letter salutations
Use apostrophes to punctuate:
a. contractions
b. singular possessive
Spell high-frequency words correctly.
Use common spelling patterns/generalizations to spell words correctly, including:
a. irregular plurals
b. silent e
c. i before e
d. Words ending in –y
e. Doubling final consonant
Spell homonyms correctly in context.
Use resources (e.g., dictionaries, word walls) to spell correctly.
Use paragraph breaks to indicate an organizational structure.
Use the following parts of speech correctly in simple sentences:
a. nouns
b. action verbs
c. personal pronouns
d. conjunctions
e. adverbs
Use subject/verb agreement in simple and compound sentences.
LANGUAGE ARTS STRAND III: WRITING APPLICATIONS
CONCEPT 1: EXPRESSIVE
• Write a narrative based on imagined or real events, observations, or memories that
includes:
a. characters
b. a setting
c. a plot
d. sensory details
e. clear language
f. logical sequence of events
• Write a variety of expressive forms (e.g., poetry, skit) that employ:
a. figurative
b. rhythm
c. dialogue
d. characterization
e. a plot
f. appropriate format
CONCEPT 2: EXPOSITORY
• Record information (e.g., observations, notes, lists, charts, map labels and legends)
related to the topic.
• Write an expository paragraph that contains:
a. a topic sentence
b. supporting details
c. relevant information
• Write a variety of expository forms (e.g., essay. summary, newspaper article, reflective
paper. log, journal).
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CONCEPT 3: FUNCTIONAL
• Write a variety of functional text (e.g., directions, recipes, procedures, rubrics, labels,
graphs/tables).
• Write communications, including:
a. thank you notes
b. friendly letters
c. formal letters
d. messages
e. invitations
• Address an envelope for correspondence that includes:
a. an appropriate return address.
b. an appropriate recipient address
CONCEPT 4: PERSUASIVE
• Write persuasive text (e.g., advertisement, paragraphs) that attempts to influence the
reader.
CONCEPT 5: LITERARY RESPONSE
• Write a reflection to a literature selection (e.g., journal entry, book review).
• Write a book report or review that identifies the:
a. Main idea
b. character(s)
c. setting
d. sequence of events
e. conflict/resolution
• Write a response that demonstrates an understanding of a literary selection, and
depending on the selection, includes:
a. evidence from the text
b. personal experience
c. comparison to other text/media
CONCEPT 6: RESEARCH
• Paraphrase information from a variety of sources (e.g., Internet, reference materials).
• Organize notes in a meaningful sequence.
• Write an informational report that includes main ideas and relevant details.
LANGUAGE ARTS STRAND IV: LISTENING AND SPEAKING ESSENTIALS
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Prepare and deliver an organized speech and effectively convey the message through
verbal and nonverbal communications with a specific audience.
Prepare and deliver an oral report in a content area and effectively convey the
information through verbal and nonverbal communications with a specific audience.
Interpret and respond to questions and evaluate responses both as interviewer and
interviewee.
Predict, clarify, analyze, and critique a speaker’s information and point of view.
LANGUAGE ARTS STRAND V: VIEWING AND PRESENTING ESSENTIALS
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Analyze visual media for language, subject matter and visual techniques used to
influence opinions, decision making, and cultural perceptions.
Plan, develop, and produce a visual presentation, using a variety of media such as
videos, films, newspapers, magazines, and computer images.
Compare, contrast, and establish criteria to evaluate visual media for purpose and
effectiveness.
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FIFTH GRADE LANGUAGE ARTS STANDARDS
LANGUAGE ARTS STRAND I – WRITING PROCESS
Research has established the major steps of the writing process. These steps are identified in
the five concepts of this strand, each supported with specific performance objectives. While all
steps are needed and used by effective writers as they compose text, different skills may be
emphasized in individual assignments. These steps may be used recursively as a piece moves
toward completion. Throughout the process, students should reflect on their own writing skills,
set goals, and evaluate their own progress
CONCEPT 1: PREWRITING
Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.
• Generate ideas through a variety of activities (e.g., prior knowledge, discussion with
others, printed material or other sources).
• Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade, to
explain) of an intended writing piece.
• Determine the intended audience of a writing piece.
• Use organizational strategies (e.g., outline, chart, table, graph, Venn Diagram, web,
story map, plot pyramid) to plan writing.
• Maintain a record (e.g., lists, journal, folder, notebook) of writing ideas.
• Use time management strategies, when appropriate, to produce a writing product
within a set time period.
CONCEPT 2: DRAFTING
Drafting incorporates prewriting activities to create a first draft containing necessary elements
for a specific purpose.
• Use a prewriting plan to develop a draft with a main idea(s) and supporting details.
• Organize writing into a logical sequence that is clear to the audience.
CONCEPT 3: REVISING
Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask:
Does this draft say what you want it to say?)
• Evaluate the draft for use of ideas and content, organization, voice, word choice, and
sentence fluency. (See Strand II)
• Add details to the draft to more effectively accomplish the purpose.
• Delete irrelevant and/or redundant information from the draft to more effectively accomplish the
purpose.
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Rearrange words, sentences, and paragraphs to clarify the meaning or enhance the
writing style.
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Add transitional words, phrases and/or sentences to clarify meaning or enhance the writing
style.
Use a variety of sentence structures (i.e., simple, compound) to improve sentence fluency in the
draft.
Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the draft.
Use resources and reference materials to select more precise vocabulary
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CONCEPT 4: EDITING
Editing includes proofreading and correcting the draft for conventions.
• Identify punctuation, spelling and grammar and usage errors in the draft.
• Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct
conventions.
• Apply proofreading marks to indicate errors in conventions.
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Apply appropriate tools or strategies (e.g., peer review, checklist, rubrics) to edit the
draft.
CONCEPT 5: PUBLISHING
Publishing includes formatting and presenting a final product for the intended audience.
• Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate
to audience and purpose
• Use margins and spacing to enhance the final product.
• Use graphics (e.g., drawings, charts, graphs), when applicable, to enhance the final product
• Write legibly
LANGUAGE ARTS STRAND II – WRITING COMPONENTS
This strand focuses on the elements of effective writing instruction incorporates multiple
performance objectives into an integrated experience of learning for the student. Throughout
the process, students should reflect on their own writing skills, set goals, and evaluate their own
progress. The order of the concepts and performance objectives is not intended to indicate a
progression or hierarchy for writing instruction. Instructional activities may focus on just one
concept or many.
CONCEPT 1: IDEAS AND CONTENT
Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out
and are developed by strong support and rich details. Purpose is accomplished.
• Use clear, focused ideas and details to support the topic.
• Provide content and selected details that are well suited to audience and purpose.
• Develop a sufficient explanation or exploration of the topic.
• Include ideas and details that show original perspective.
CONCEPT 2: ORGANIZATION
Organization addresses the structure of the writing and integrates the central meaning and
patterns that hold the piece together.
• Use a structure that fits the type of writing (e.g., letter format, narrative, play, essay).
(See Strand 3)
• Develop a strong beginning or introduction that draws in the reader
• Place details appropriately to support the main idea.
• Include effective transitions among all elements (sentences, paragraphs, ideas).
• Construct paragraphs by arranging sentences with an organizing principle (e.g., to
develop a topic, to indicate a chronology).
• Create an ending that provides a sense of resolution or closure
CONCEPT 3: VOICE
Voice will vary according to the type of writing, but should be appropriately formal or casual,
distant or personal, depending on the audience and purpose.
• Show awareness of the audience through word choice and style
• Convey a sense of identity through originality, sincerity, liveliness, or humor appropriate
to the topic and type of writing.
• Use language appropriate for the topic and purpose.
• Choose appropriate voice (e.g., formal, informal) for the audience and purpose
CONCEPT 4: WORD CHOICE
Word choice reflects the writer’s use of specific words and phrases to convey the intended
message and employs a variety of words that are functional and appropriate to the audience
and purpose.
• Use accurate, specific, powerful words that effectively convey the intended message.
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Use words and phrases that consistently support style and type or writing. (See R06S2C1)
Use vocabulary that is original, varied, and natural.
Use literal and figurative language where appropriate to purpose. (See R06-S1C4-04)
CONCEPT 5: SENTENCE FLUENCY
Fluency addresses the rhythm and flow of language. Sentences are strong and varied in
structure and length.
• Write simple and compound sentences
• Write sentences that flow together and sound natural when read aloud.
• Vary sentence beginnings, lengths, and patterns to enhance the flow of the writing.
• Use effective and natural dialogue when appropriate.
CONCEPT 6: CONVENTIONS
Conventions address the mechanics of writing, including capitalization, punctuation, spelling,
and grammar and usage, and paragraph breaks.
• Use capital letters correctly for:
a. proper nouns
• holidays
• product names
• languages
• historical events
• organizations
• academic courses (e.g., algebra/Algebra I)
• place
• regional names
b. words used as names (e.g., Grandpa, Aunt Lyn)
c. literary titles (i.e., book, story, poem, play, song)
d. titles
e. abbreviations
f. proper adjectives
• Use commas to correctly punctuate:
a. items in a series
b. greetings and closings of letters
c. introductory words
d. direct address
e. interrupters
f. compound sentences
• Use quotation marks to punctuate:
a. dialogue
b. titles of short works (e.g., chapter, story, article, song, poem)
c. exact words from sources
• Use the italics (in typed copy) and underlining (in handwriting) to indicate titles of longer
works (e.g., books, plays, magazines, movies, TV series)
• Use colons to punctuate business letter salutations.
• Use apostrophes to punctuate:
a. contractions
b. singular possessive
• Spell high-frequency words correctly.
• Use common spelling patterns/generalizations to spell words correctly.
• Spell homonyms correctly in context.
• Use resources to spell correctly.
• Use paragraph breaks to indicate an organizational structure.
• Use the following parts of speech correctly in simple sentences:
a. nouns
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b. action/linking verbs
c. personal pronouns
d. adjectives
e. adverbs
f. conjunctions
g. prepositions
h. interjections
Use subject/verb agreement in simple and compound sentences.
LANGUAGE ARTS STRAND III: WRITING APPLICATIONS
Writing skills particular to the applications listed here may be taught across the curriculum,
although some applications may lend themselves more readily to specific content areas. It is
imperative that students write in all content areas in order to increase their communication skills,
and ultimately to improve their understanding of content area concepts. When appropriate,
other content standards are referenced to show interdisciplinary connections.
CONCEPT 1: EXPRESSIVE
Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces.
Writing may be based on real or imagined events.
• Write a narrative that includes:
a. an engaging plot based on imagined or real ideas, observations, or memories of
an event or experience.
b.
c.
d.
e.
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effectively developed characters
a clearly described setting
dialogue, as appropriate
figurative language, or descriptive words and phrases to enhance style and tone.
Write a variety of expressive forms (e.g., poetry, skit) that, according to type of writing,
employ:
a. figurative language
b. rhythm
c. dialogue
d. characterization
e. plot
f. appropriate format
CONCEPT 2: EXPOSITORY
Expository writing includes nonfiction writing that describes, explains, informs, or summarizes
ideas and content. The writing supports a thesis based on research, observation, and/or
experience.
• Record information (e.g., observations, notes, lists, charts, map labels and legends)
related to the topic.
• Write a summary based on the information gathered that include(s):
a. a topic sentence
b. supporting details
c. relevant information
• Write a process essay that includes:
a. a thesis statement
b. supporting details
c. introductory, body, and concluding paragraphs
CONCEPT 3: FUNCTIONAL
Functional writing provides specific directions or information related to real-world tasks. This
includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical
pieces for specific content areas.
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Write a variety of functional text (e.g., directions, recipes, procedures, rubrics, labels,
graphs/tables).
Write a friendly letter that includes a:
a. heading
b. salutations
c. body
d. closing
e. signature
Write a formal letter that follows a conventional business letter format.
Address an envelope for correspondence that includes:
a. an appropriate return address
b. an appropriate recipient address
CONCEPT 4: PERSUASIVE
Persuasive writing is used for the purpose of influencing the reader. The author presents an
issue and expresses an opinion in order to convince an audience to agree with the opinion or to
take a particular action.
• Write persuasive text (e.g., essay, paragraph, written communication) that:
a. establishes and develops a controlling idea
b. supports arguments with detailed evidence
c. includes persuasive techniques
d. excludes irrelevant information
CONCEPT 5: LITERARY RESPONSE
Literary response is the writer’s reaction to a literary selection. The response includes the
writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and
selected elements within it.
• Write a response to literature that:
a. presents several ideas
b. supports inferences and conclusions with examples from the text, personal
experience, references to other works, or reference to non-print media
c. relates own ideas to supporting details in a clear and logical manner
CONCEPT 6: RESEARCH
Research writing is a process in which the writer identifies a topic or question to be answered.
The writer locates and evaluates information about the topic or question, and then organizes,
summarizes, and synthesizes the information into a finished product.
• Write a summary of information from sources (e.g., encyclopedias, web sites, experts)
that includes:
a. paraphrasing to convey ideas and details from the source
b. main idea(s) and relevant details
• Write an informational report that includes:
a. a focused topic
b. appropriate facts and relevant details
c. a logical sequence
d. a concluding statement
e. a list of sources used
LANGUAGE ARTS STRAND IV: LISTENING AND SPEAKING ESSENTIALS
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Prepare and deliver an organized speech and effectively convey the message through
verbal and nonverbal communications with a specific audience.
Prepare and deliver an oral report in a content area and effectively convey the
information through verbal and nonverbal communications with a specific audience.
Interpret and respond to questions and evaluate responses both as interviewer and
interviewee.
Predict, clarify, analyze, and critique a speaker’s information and point of view.
16
LANGUAGE ARTS STRAND V: VIEWING AND PRESENTING ESSENTIALS
•
•
•
Analyze visual media for language, subject matter and visual techniques used to
influence opinions, decision making, and cultural perceptions.
Plan, develop, and produce a visual presentation, using a variety of media such as
videos, films, newspapers, magazines, and computer images.
Compare, contrast, and establish criteria to evaluate visual media for purpose and
effectiveness.
SIXTH GRADE LANGUAGE ARTS STANDARDS
LANGUAGE ARTS STRAND I – WRITING PROCESS
Research has established the major steps of the writing process. These steps are identified in
the five concepts of this strand, each supported with specific performance objectives. While all
steps are needed and used by effective writers as they compose text, different skills may be
emphasized in individual assignments. These steps may be used recursively as a piece moves
toward completion. Throughout the process, students should reflect on their own writing skills,
set goals, and evaluate their own progress
CONCEPT 1: PREWRITING
Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.
• Generate ideas through a variety of activities (e.g., prior knowledge, discussion with
others, printed material or other sources).
• Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade, to
explain) of an intended writing piece.
• Determine the intended audience of a writing piece.
• Establish a central idea appropriate to the type of writing.
• Use organizational strategies (e.g., outline, chart, table, graph, Venn Diagram, web,
story map, plot pyramid) to plan writing.
• Maintain a record (e.g., lists, journal, folder, notebook) of writing ideas.
• Use time management strategies, when appropriate, to produce a writing product
within a set time period.
CONCEPT 2: DRAFTING
Drafting incorporates prewriting activities to create a first draft containing necessary elements
for a specific purpose.
• Use a prewriting plan to develop a draft with a main idea(s) and supporting details.
• Organize writing into a logical sequence that is clear to the audience.
CONCEPT 3: REVISING
Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask:
Does this draft say what you want it to say?)
• Evaluate the draft for use of ideas and content, organization, voice, word choice, and
sentence fluency. (See Strand II)
• Add details to the draft to more effectively accomplish the purpose.
• Delete irrelevant and/or redundant information from the draft to more effectively accomplish the
purpose.
•
Rearrange words, sentences, and paragraphs to clarify the meaning or enhance the
writing style.
•
Add transitional words, phrases and/or sentences to clarify meaning or enhance the writing
style.
Use a variety of sentence structures (i.e., simple, compound) to improve sentence fluency in the
draft.
Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the draft.
•
•
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Use resources and reference materials to select more precise vocabulary
CONCEPT 4: EDITING
Editing includes proofreading and correcting the draft for conventions.
• Identify punctuation, spelling and grammar and usage errors in the draft.
• Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct
conventions.
• Apply proofreading marks to indicate errors in conventions.
• Apply appropriate tools or strategies (e.g., peer review, checklist, rubrics) to edit the
draft.
CONCEPT 5: PUBLISHING
Publishing includes formatting and presenting a final product for the intended audience.
• Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate
to audience and purpose
• Use margins and spacing to enhance the final product.
• Use graphics (e.g., drawings, charts, graphs), when applicable, to enhance the final product
• Write legibly
LANGUAGE ARTS STRAND II – WRITING COMPONENTS
This strand focuses on the elements of effective writing instruction incorporates multiple
performance objectives into an integrated experience of learning for the student. Throughout
the process, students should reflect on their own writing skills, set goals, and evaluate their own
progress. The order of the concepts and performance objectives is not intended to indicate a
progression or hierarchy for writing instruction. Instructional activities may focus on just one
concept or many.
CONCEPT 1: IDEAS AND CONTENT
Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out
and are developed by strong support and rich details. Purpose is accomplished.
• Use clear, focused ideas and details to support the topic.
• Provide content and selected details that are well suited to audience and purpose.
• Develop a sufficient explanation or exploration of the topic.
• Include ideas and details that show original perspective.
CONCEPT 2: ORGANIZATION
Organization addresses the structure of the writing and integrates the central meaning and
patterns that hold the piece together.
• Use a structure that fits the type of writing (e.g., letter format, narrative, play, essay).
(See Strand 3)
• Develop a strong beginning or introduction that draws in the reader
• Place details appropriately to support the main idea.
• Include effective transitions among all elements (sentences, paragraphs, ideas).
• Construct paragraphs by arranging sentences with an organizing principle (e.g., to
develop a topic, to indicate a chronology).
• Create an ending that provides a sense of resolution or closure
CONCEPT 3: VOICE
Voice will vary according to the type of writing, but should be appropriately formal or casual,
distant or personal, depending on the audience and purpose.
• Show awareness of the audience through word choice and style
• Convey a sense of identity through originality, sincerity, liveliness, or humor appropriate
to the topic and type of writing.
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•
•
Use language appropriate for the topic and purpose.
Choose appropriate voice (e.g., formal, informal) for the audience and purpose
CONCEPT 4: WORD CHOICE
Word choice reflects the writer’s use of specific words and phrases to convey the intended
message and employs a variety of words that are functional and appropriate to the audience
and purpose.
• Use accurate, specific, powerful words that effectively convey the intended message.
• Use words and phrases that consistently support style and type or writing. (See R06S2C1)
• Use vocabulary that is original, varied, and natural.
• Use literal and figurative language where appropriate to purpose. (See R06-S1C4-04)
CONCEPT 5: SENTENCE FLUENCY
Fluency addresses the rhythm and flow of language. Sentences are strong and varied in
structure and length.
• Write simple, compound, and complex sentences
• Write sentences that flow together and sound natural when read aloud.
• Vary sentence beginnings, lengths, and patterns to enhance the flow of the writing.
• Use effective and natural dialogue when appropriate.
CONCEPT 6: CONVENTIONS
Conventions address the mechanics of writing, including capitalization, punctuation, spelling,
and grammar and usage, and paragraph breaks.
• Use capital letters correctly for:
a. proper nouns
 holidays
 product names
 languages
 historical events
 organizations
 academic courses (e.g., algebra/Algebra I)
 place
 regional names (e.g., West Coast)
b. words used as names (e.g., Grandpa, Aunt Lyn)
c. literary titles (i.e., book, story, poem, play, song)
d. titles
e. abbreviations
f. proper adjectives
• Use commas to correctly punctuate:
a. items in a series
b. greetings and closings of letters
c. introductory words
d. direct address
e. interrupters
f. compound sentences
g. appositives
 Use quotation marks to punctuate:
a. dialogue
b. titles of short works (e.g., chapter, story, article, song, poem)
c. exact words from sources
• Use the italics (in typed copy) and underlining (in handwriting) to indicate titles of longer
works (e.g., books, plays, magazines, movies, TV series
• Use colons to punctuate business letter salutations.
19
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Use apostrophes to punctuate:
a. contractions
b. singular possessive
c. plural possessives
Spell high-frequency words correctly.
Use common spelling patterns/generalizations to spell words correctly.
Spell homonyms correctly in context.
Use resources to spell correctly.
Use paragraph breaks to indicate an organizational structure.
Use the following parts of speech correctly in simple sentences:
a. nouns
b. action/linking verbs
c. personal pronouns
d. adjectives
e. adverbs
f. conjunctions
g. prepositions
h. interjections
Use subject/verb agreement in simple, compound, and complex sentences.
LANGUAGE ARTS STRAND III: WRITING APPLICATIONS
Writing skills particular to the applications listed here may be taught across the curriculum,
although some applications may lend themselves more readily to specific content areas. It is
imperative that students write in all content areas in order to increase their communication skills,
and ultimately to improve their understanding of content area concepts. When appropriate,
other content standards are referenced to show interdisciplinary connections.
CONCEPT 1: EXPRESSIVE
Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces.
Writing may be based on real or imagined events.
• Write a narrative that includes:
a. an engaging plot based on imagined or real ideas, observations, or memories of
an event or experience.
b.
c.
d.
e.
•
effectively developed characters
a clearly described setting
dialogue, as appropriate
figurative language, or descriptive words and phrases to enhance style and tone.
Write a variety of expressive forms (e.g., poetry, skit) that, according to mode, employ:
a. figurative language
b. rhythm
c. dialogue
d. characterization
e. plot
f. appropriate format
CONCEPT 2: EXPOSITORY
Expository writing includes non-fiction writing that describes, explains, informs, or summarizes
ideas and content. The writing supports a thesis based on research, observation, and/or
experience.
• Record information (e.g., observations, notes, lists, charts, map labels and legends)
related to the topic.
• Write a summary based on the information gathered that include(s):
a. a topic sentence
b. supporting details
c. relevant information
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Write a process essay that includes:
a. a thesis statement
b. supporting details
c. introductory, body, and concluding paragraphs
CONCEPT 3: FUNCTIONAL
Functional writing provides specific directions or information related to real-world tasks. This
includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical
pieces for specific content areas.
• Write a variety of functional text (e.g., directions, recipes, procedures, rubrics, labels,
posters, graphs/tables).
• Write a friendly letter that includes a:
a. heading
b. salutation
c. body
d. closing
e. signature
• Write a formal letter that follows a conventional business letter format.
• Address an envelope for correspondence that includes:
a. an appropriate return address
b. an appropriate recipient address
CONCEPT 4: PERSUASIVE
Persuasive writing is used for the purpose of influencing the reader. The author presents an
issue and expresses an opinion in order to convince an audience to agree with the opinion or to
take a particular action.
• Write persuasive text (e.g., essay, paragraph, written communication) that:
a. establishes and develops a controlling idea
b. supports arguments with detailed evidence
c. includes persuasive techniques
d. excludes irrelevant information
e. attributes source of information when appropriate
CONCEPT 5: LITERARY RESPONSE
Literary response is the writer’s reaction to a literary selection. The response includes the
writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and
selected elements within it.
• Write a response to literature that:
a. presents several clear ideas
b. supports inferences and conclusions with examples from the text, personal
experience, references to other works, or reference to non-print media
c. relates own ideas to supporting details in a clear and logical manner
CONCEPT 6: RESEARCH
Research writing is a process in which the writer identifies a topic or question to be answered.
The writer locates and evaluates information about the topic or question, and then organizes,
summarizes, and synthesizes the information into a finished product.
• Write a summary of information from sources (e.g., encyclopedias, web sites, experts)
that includes:
a. paraphrasing to convey ideas and details from the source
b. main idea(s) and relevant details
• Write an informational report that includes:
a. a focused topic
b. appropriate facts and relevant details
c. a logical sequence
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d. a concluding statement
e. a list of sources used
LANGUAGE ARTS STRAND IV: LISTENING AND SPEAKING ESSENTIALS
•
•
•
•
Prepare and deliver an organized speech and effectively convey the message through
verbal and nonverbal communications with a specific audience.
Prepare and deliver an oral report in a content area and effectively convey the
information through verbal and nonverbal communications with a specific audience.
Interpret and respond to questions and evaluate responses both as interviewer and
interviewee.
Predict, clarify, analyze, and critique a speaker’s information and point of view.
LANGUAGE ARTS STRAND V: VIEWING AND PRESENTING ESSENTIALS
•
•
•
Analyze visual media for language, subject matter and visual techniques used to
influence opinions, decision making, and cultural perceptions.
Plan, develop, and produce a visual presentation, using a variety of media such as
videos, films, newspapers, magazines, and computer images.
Compare, contrast, and establish criteria to evaluate visual media for purpose and
effectiveness.
22
INTERMEDIATE MATH STANDARDS
FOURTH GRADE MATH STANDARDS
MATH STRAND I: NUMBER SENSE AND OPERATIONS
Every student should understand and use all concepts and skills from the previous grade levels. The
standards are designed so that new learning builds on preceding skills and are needed to learn new
skills. Communication, Problem-solving, Reasoning & Proof, Connections, and Representation are the
process standards that are embedded throughout the teaching and learning of mathematical strands.
CONCEPT 1: NUMBER SENSE
Understand and apply numbers, ways of representing numbers, the relationships among numbers and
different number systems.
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•
•
•
•
•
•
•
•
•
•
Make models that represent improper fractions.
Identify symbols, words, or models that represent improper fractions.
Use improper fractions in contextual situations.
Compare two proper fractions or improper fractions with like denominators.
Order three or more unit fractions, proper or improper fractions with like denominators or
mixed numbers with like denominators.
Compare two whole numbers, fractions, and decimals.
Order whole numbers, fractions, and decimals.
Determine the equivalency between and among fractions, decimals, and percents in
contextual situations.
Identify all whole number factors and pairs of factors for a number.
Recognize that 1 is neither a prime nor a composite number.
Sort whole numbers through 50 into sets containing only prime numbers or only
composite numbers.
CONCEPT 2: NUMERICAL OPERATIONS
Understand and apply numerical operations and their relationship to one another.
• Select the grade-level appropriate operation to solve word problems.
• Solve word problems using grade level appropriate operations and numbers.
• Multiply whole numbers.
• Divide with whole numbers.
• Demonstrate the distributive property of multiplication over addition.
• Demonstrated the addition and multiplication properties of equality.
• Apply grade-level appropriate properties to assist in computation.
• Apply the symbol “( )” to represent grouping.
• Use grade-level appropriate mathematical terminology.
• Simplify fractions to lowest terms.
• Add or subtract proper fractions and mixed numbers with like denominators with
regrouping.
• Add or subtract decimals.
• Multiply decimals.
• Divide Decimals.
• Simplify numerical expressions using the order of operations with grade appropriate
operations on number sets.
CONCEPT 3: ESTIMATION
Use estimation strategies reasonably and fluently.
• Solve grade-level appropriate problems using estimation.
• Use estimation to verify the reasonableness of a calculation.
• Round to estimate quantities.
• Estimate and measure for area and perimeter.
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Compare estimated measurements between U. S. customary and metric systems.
MATH STRAND II: DATA ANALYSIS, PROBABILITY, & DISCRETE MATHEMATICS
Every student should understand and use all concepts and skills from the previous grade levels.
The standards are designed so that new learning builds on preceding skills and are needed to
learn new skills. Communication, Problem-solving, Reasoning & Proof, Connections, and
Representation are the process standards that are embedded throughout the teaching and learning of
mathematical strands.
CONCEPT 1: DATA ANALYSIS (STATISTICS)
Understand and apply data collection, organization and representation to analyze and sort data.
• Formulate questions to collect data in contextual situations.
• Construct a double-bar graph, line plot, frequency table or three-set Venn diagram with
appropriate labels and title from organized data.
• Interpret graphical representations and data displays including bar graphs (including
double-bar), circle graphs, frequency tables, three-set Venn diagrams, and line graphs
that display continuous data.
• Answer questions based on graphical representations, and data displays including bar
graphs (including double-bar), circle graphs, frequency tables, three-set Venn diagrams,
and line graphs that display continuous data.
• Identify the mode(s) and mean of given data.
• Formulate reasonable predictions from a given set of data.
• Compare two sets of data related to the same investigation.
• Solve contextual problems using graphs, charts, and tables.
CONCEPT 2: PROBABILITY
Understand and apply the basic concepts of probability.
• Name the possible outcomes for a probability experiment.
• Describe the probability of events as being
a. certain (represented by “1”),
b. impossible, (represented by “0”), or
c. neither certain nor impossible (represented by a fraction less than 1).
• Predict the outcome of a grade-level appropriate probability experiment.
• Record the data from performing a grade-level appropriate probability experiment.
• Compare the outcome of an experiment to predictions made prior to performing the
experiment.
• Make predictions from the results of student-generated experiments using objects.
• Compare the results of two repetitions of the same grade level appropriate probability
experiment.
CONCEPT 3: DISCRETE MATHEMATICS: SYSTEMATIC LISTING AND COUNTING
Understand and demonstrate the systematic listing and counting of possible outcomes.
• Find all the possible combinations when 1 item is selected from each of 2 sets of
different items, using a systematic approach.
CONCEPT 4: VERTEX-EDGE GRAPHS
Understand and apply vertex-edge graphs.
• Color maps with the least number of colors so that no common edges share the same
color.
MATH STRAND III: PATTERNS, ALGEBRA, AND FUNCTIONS
Every student should understand and use all concepts and skills from the previous grade levels.
The standards are designed so that new learning builds on preceding skills and are needed to
learn new skills. Communication, Problem-solving, Reasoning & Proof, Connections, and
Representation are the process standards that are embedded throughout the teaching and learning of
mathematical strands.
24
CONCEPT 1: PATTERNS
Identify patterns and apply pattern recognition to reason mathematically
• Communicate a grade-level appropriate iterative pattern, using symbols or numbers.
• Extend a grade-level appropriate iterative pattern.
• Solve grade-level appropriate iterative pattern problems.
CONCEPT 2: FUNCTIONS AND RELATIONSHIPS
Describe and model functions and their relationships.
• Describe the rule used in a simple grade-level appropriate function. (e.g., T-chart,
input/output model).
CONCEPT 3; ALGEBRAIC REPRESENTATIONS
Represent and analyze mathematical situations and structures using algebraic representations
•
•
•
Evaluate expressions involving the four basic operations by substituting given decimals
for the variable.
Use variables in contextual situations.
Solve one-step equations with one variable represented by a letter or symbol (e.g., 15 =
45 + n).
CONCEPT 4: ANALYSIS OF CHANGE
Analyze change in a variable over time and in various contexts.
•
Describe patterns of change
a. Constant rate (speed of movement of the hands on a clock)
b. Increasing or decreasing rate (rate of plant growth).).
MATH STRAND IV: GEOMETRY AND MEASUREMENT
Every student should understand and use all concepts and skills from the previous grade levels.
The standards are designed so that new learning builds on preceding skills and are needed to
learn new skills. Communication, Problem-solving, Reasoning & Proof, Connections, and
Representation are the process standards that are embedded throughout the teaching and
learning of mathematical strands.
CONCEPT 1: GEOMETRIC PROPERTIES
Analyze the attributes and properties of 2- and 3- dimensional shapes and develop mathematical
arguments about their relationships.
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•
•
•
•
•
•
•
•
•
•
•
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Recognize regular polygons.
Draw two-dimensional figures by applying significant properties of each.
Sketch prisms, pyramids, cones, and cylinders.
Identify the properties of two- and three- dimensional geometric figures using
appropriate terminology and vocabulary.
Draw points, lines, line segments, rays, and angles with appropriate labels.
Recognize that all pairs of vertical angles are congruent.
Classify triangles as scalene, isosceles, or equilateral.
Recognize that a circle is a 360º rotation about a point.
Identify the diameter, radius and circumference of a circle.
Understand that the sum of the angles of a triangle is 180º.
Draw two congruent geometric figures.
Draw two similar geometric figures.
Identify the lines of symmetry in a two-dimensional shape.
CONCEPT 2: TRANSFORMATION OF SHAPES
Apply spatial reasoning to create transformations and use symmetry to analyze mathematical situations.
•
•
Demonstrate reflections using geometric figures.
Describe the transformations that created a tessellation.
25
CONCEPT 3: COORDINATE GEOMETRY
Specify and describe spatial relationships using coordinate geometry and other representational systems.
•
Graph points in the first quadrant on a grid using ordered pairs.
CONCEPT 4: MEASUREMENT – UNITS OF MEASURE AND GEOMETRIC OBJECTS
Understand and apply appropriate units of measure, measurement techniques, and formulas to determine
measurements.
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•
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•
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State an appropriate measure of accuracy for a contextual situation.
Draw two-dimensional figures to specifications using the appropriate tools.
Determine relationships including volume.
Convert measurement units to equivalent units within a given system.
Solve problems involving perimeter of convex polygons.
Determine the area of figures composed of two or more rectangles on a grid.
Solve problems involving area of simple polygons.
Describe the change in perimeter or area when one attribute of a rectangle is altered.
MATH STRAND V: STRUCTURE AND LOGIC
Every student should understand and use all concepts and skills from the previous grade levels. The
standards are designed so that new learning builds on preceding skills and are needed to learn new
skills. Communication, Problem-solving, Reasoning & Proof, Connections, and Representation are the
process standards that are embedded throughout the teaching and learning of mathematical strands.
CONCEPT 1: ALGORITHMS AND ALGORITHMIC THINKING
Use reasoning to solve mathematical problems in contextual situations.
•
•
•
Discriminate necessary information from unnecessary information in a given grade-level
appropriate word problem.
Design simple algorithms using whole numbers.
Develop an algorithm or formula to calculate areas of simple polygons.
CONCEPT 2: LOGIC, REASONING, ARGUMENTS, AND MATHEMATICAL PROOF
Evaluate situations, select problem-solving strategies, draw logical conclusions, develop and describe
solutions and recognize their applications
•
•
Construct if...then statements.
Identify simple valid arguments using if...then statements based on graphic organizers.
(e.g., 3-set Venn diagrams and pictures).
FIFTH GRADE MATH STANDARDS
MATH STRAND I: NUMBER SENSE AND OPERATIONS
Every student should understand and use all concepts and skills from the previous grade levels.
The standards are designed so that new learning builds on preceding skills and are needed to
learn new skills. Communication, Problem-solving, Reasoning & Proof, Connections, and
Representation are the process standards that are embedded throughout the teaching and
learning of mathematical strands.
CONCEPT 1: NUMBER SENSE
Understand and apply numbers, ways of representing numbers, the relationships among numbers and
different number systems
•
•
•
•
•
Express fractions as ratios, comparing two whole numbers.
Compare two proper fractions, improper fractions or mixed numbers.
Order three or more proper fractions, improper fractions or mixed numbers.
Determine the equivalency between and among fractions, decimals, and percents in
contextual situations.
Identify the greatest common factor for two whole numbers.
26
•
•
Determine the least common multiple for two whole numbers.
Express a whole number as a product of its prime factors using exponents when
appropriate.
CONCEPT 2: NUMERICAL OPERATIONS
Understand and apply numerical operations and their relationship to one another.
•
•
•
•
Select the grade-level appropriate operation to solve word problems.
Solve word problems using grade level appropriate operations and numbers.
Apply grade-level appropriate properties to assist in computation.
•
•
•
Use grade-level appropriate mathematical terminology.
Simplify fractions to lowest terms.
Add or subtract proper fractions and mixed numbers with unlike denominators with
regrouping.
Demonstrate the process of multiplication of proper fractions using models.
Multiply proper fractions.
Multiply mixed numbers.
Demonstrate that division is the inverse of multiplication of proper fractions.
Divide proper fractions.
Divide mixed numbers.
Solve problems involving fractions or decimals (including money) in contextual
situations.
Simplify numerical expressions using the order of operations with grade appropriate
operations on number sets.
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Apply the symbols for “…” or “‾‾‾‾” to represent repeating decimals and “:” to represent ratios,
superscripts as exponents.
CONCEPT 3: ESTIMATION
Use estimation strategies reasonably and fluently.
•
•
•
•
•
Solve grade-level appropriate problems using estimation.
Use estimation to verify the reasonableness of a calculation (e.g., Is 5/9 x 3/7 more than
1?).
Round to estimate quantities in contextual situations (e.g., round up or down).
Estimate and measure for area and perimeter of polygons using a grid.
Verify the reasonableness of estimates made from calculator results within a contextual
situation.
MATH STRAND II: DATA ANALYSIS, PROBABILITY, AND DISCRETE
MATHEMATICS
Every student should understand and use all concepts and skills from the previous grade levels. The
standards are designed so that new learning builds on preceding skills and are needed to learn new
skills. Communication, Problem-solving, Reasoning & Proof, Connections, and Representation are the
process standards that are embedded throughout the teaching and learning of mathematical strands.
CONCEPT 1: DATA ANALYSIS (STATISTICS)
Understand and apply data collection, organization and representation to analyze and sort data.
•
•
•
•
•
•
Formulate questions to collect data in contextual situations.
Construct a histogram, line graph, scatter plot, or stem-and-leaf plot with appropriate
labels and title from organized data.
Interpret simple displays of data including double-bar graphs, tally charts, frequency
tables, circle graphs, and line graphs.
Answer questions based on simple displays of data including double-bar graphs, tally
charts, frequency tables, circle graphs, and line graphs.
Find the mean, median (odd number of data points), mode, range, and extreme values
of a given numerical data set.
Identify a trend (variable increasing, decreasing, remaining constant) from displayed
data
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Compare trends in data related to the same investigation.
Solve contextual problems using bar graphs, tally charts, and frequency tables.
CONCEPT 2: PROBABILITY
Understand and apply the basic concepts of probability.
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•
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Name the possible outcomes for a probability experiment.
Express probabilities of a single event as a decimal.
Predict the outcome of a grade-level appropriate probability experiment.
Record the data from performing a grade-level appropriate probability experiment.
Compare the outcome of an experiment to predictions made prior to performing the
experiment.
Make predictions from the results of student-generated experiments using objects (e.g.,
coins, spinners, number cubes, cards).
Compare the results of two repetitions of the same grade level appropriate probability
experiment.
CONCEPT 3: DISCRETE MATHEMATICS – SYSTEMATIC LISTING AND COUNTING
Understand and demonstrate the systematic listing and counting of possible outcomes.
•
•
Determine all possible outcomes involving a combination of 3 sets of 3 items, using a
systematic approach (e.g., 3 different shirts, 3 different pairs of pants, and 3 different
belts).
Determine all possible arrangements given a set with four or fewer objects using a
systematic list, table or tree diagram when order is not important.
CONCEPT 4: VERTEX-EDGE GRAPHS
Understand and apply vertex-edge graphs.
• Find the shortest route on a map from one site to another.
MATH STRAND III: PATTERNS, ALGEBRA, AND FUNCTIONS
Every student should understand and use all concepts and skills from the previous grade levels. The
standards are designed so that new learning builds on preceding skills and are needed to learn new
skills. Communication, Problem-solving, Reasoning & Proof, Connections, and Representation are the
process standards that are embedded throughout the teaching and learning of mathematical strands.
CONCEPT 1: PATTERNS
Identify patterns and apply pattern recognition to reason mathematically
•
•
•
Communicate a grade-level appropriate iterative pattern, using symbols or numbers
Extend a grade-level appropriate iterative pattern.
Solve grade-level appropriate iterative pattern problems.
CONCEPT 2: FUNCTIONS AND RELATIONSHIPS
Describe and model functions and their relationships.
•
Describe the rule used in a simple grade-level appropriate function.
CONCEPT 3: ALGEBRAIC REPRESENTATIONS
Represent and analyze mathematical situations and structures using algebraic representations.
•
•
•
Evaluate expressions involving the four basic operations by substituting given decimals
for the variable (e.g., n+3, when n=1/2).
Use variables in contextual situations.
Translate a written phrase to an algebraic expression (e.g., The quotient of m and 5 is
m
or m ! 5 .).
5
•
Translate a phrase written in context into an algebraic expression (e.g., Write an
•
Solve one-step equations with one variable represented by a letter represented by a
letter or symbol, using inverse operations with whole numbers.
expression to describe the situation: John has x pieces of candy and buys three more. X + 3).
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CONCEPT 4: ANALYSIS OF CHANGE
Analyze change in a variable over time and in various contexts.
•
Identify values on a given line graph or scatter plot.
MATH STRAND IV: GEOMETRY AND MEASUREMENT
Every student should understand and use all concepts and skills from the previous grade levels.
The standards are designed so that new learning builds on preceding skills and are needed to
learn new skills. Communication, Problem-solving, Reasoning & Proof, Connections, and
Representation are the process standards that are embedded throughout the teaching and
learning of mathematical strands.
CONCEPT 1: GEOMETRIC PROPERTIES
Analyze the attributes and properties of 2- and 3- dimensional shapes and develop mathematical
arguments about their relationships.
• Classify polygons by their attributes (e.g., number of sides, length of sides, angles,
parallelism, perpendicularity).
•
•
•
•
•
•
•
•
Draw a geometric figure showing specified properties, such as parallelism and
perpendicularity.
Classify prisms, pyramids, cones, and cylinders by base shape and lateral surface
shape
Classify three-dimensional figures by their attributes.
Compare attributes of two-dimensional figures with three-dimensional figures.
Draw triangles with appropriate labels.
Identify supplementary or complementary angles.
Identify the diameter, radius and circumference of a circle or sphere.
Draw a two-dimensional shape with a given number of lines of symmetry
CONCEPT 2: TRANSFORMATION OF SHAPES
Apply spatial reasoning to create transformations and use symmetry to analyze mathematical situations.
•
•
Identify reflections, and translations using pictures.
Perform elementary transformations to create a tessellation.
CONCEPT 3: COORDINATE GEOMETRY
Specify and describe spatial relationships using coordinate geometry and other representational systems.
•
•
Graph a polygon in the first quadrant using ordered pairs.
State the missing coordinate of a given figure in the first quadrant of a coordinate grid
using geometric properties (e.g., Find the coordinates of the missing vertex of a rectangle
when two adjacent sides are drawn.).
CONCEPT 4: MEASUREMENT – UNITS OF MEASURE AND GEOMETRIC OBJECTS
Understand and apply appropriate units of measure, measurement techniques, and formulas to determine
measurements.
•
•
•
•
Determine the appropriate measure of accuracy within a system for a given contextual
situation (e.g., Would you measure the length of your bedroom wall using inches or feet?).
Determine the appropriate tool needed to measure to the needed accuracy.
Determine a linear measurement to the appropriate degree of accuracy.
Measure angles using a protractor.
Convert within a single measurement system (U.S. customary or metric) (e.g., How many
•
•
•
•
•
•
Solve problems involving the perimeter of polygons.
Determine the area of triangles.
Distinguish between the perimeter and area in a contextual situation.
Solve problems for the areas of parallelograms (includes rectangles).
Identify parallelograms having the same perimeter or area.
Determine the actual measure of objects using a scale drawing or map.
•
ounces are equivalent to 2 pounds?).
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MATH STRAND V: STRUCTURE AND LOGIC
Every student should understand and use all concepts and skills from the previous grade levels.
The standards are designed so that new learning builds on preceding skills and are needed to
learn new skills. Communication, Problem-solving, Reasoning & Proof, Connections, and
Representation are the process standards that are embedded throughout the teaching and
learning of mathematical strands.
CONCEPT 1 ALGORITHMS AND ALGORITHMIC THINKING
Use reasoning to solve mathematical problems in contextual situations.
•
•
Discriminate necessary information from unnecessary information in a given grade-level
appropriate word problem.
Analyze algorithms for computing with decimals.
CONCEPT 2: LOGIC, REASONING, ARGUMENTS, AND MATHEMATICAL PROOF
Evaluate situations, select problem-solving strategies, draw logical conclusions, develop and
describe solutions and recognize their applications.
• Solve a simple logic problem from given information (e.g., Which of three different people
live in which of three different colored houses?).
SIXTH GRADE MATH STANDARDS
MATH STRAND I: NUMBER SENSE AND OPERATIONS
Every student should understand and use all concepts and skills from the previous grade levels.
The standards are designed so that new learning builds on preceding skills and are needed to
learn new skills. Communication, Problem-solving, Reasoning & Proof, Connections, and
Representation are the process standards that are embedded throughout the teaching and
learning of mathematical strands.
CONCEPT 1: NUMBER SENSE
Understand and apply numbers, ways of representing numbers, the relationships among numbers and
different number systems.
•
•
•
•
•
•
•
•
Express fractions as terminating or repeating decimals.
Identify the greatest common factor for a whole set of whole numbers.
Determine the least common multiple for a set of whole numbers.
Choose the appropriate signed real number to represent a contextual situation.
Recognize the absolute value of a number used in contextual situations.
Locate integers on a number line.
Order integers.
Classify rational numbers as natural, whole, or integers.
CONCEPT 2: NUMERICAL OPERATIONS
Understand and apply numerical operations and their relationship to one another.
•
•
•
•
•
•
•
•
•
•
Add integers.
Subtract integers.
Select grade level appropriate operation to solve word problems.
Solve word problems using grade level appropriate operations and numbers.
Multiply integers.
Divide integers.
Apply grade level appropriate properties to assist in computation.
Apply the symbols + and — to represent positive and negative, and | | to represent
absolute value.
Calculate the percent of a given number.
Convert numbers expressed in standard notation to scientific notation and vice versa.
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•
Simplify numerical expressions using the order of operations with grade appropriate
operations on number sets.
CONCEPT 3: ESTIMATION
Use estimation strategies reasonably and fluently.
•
•
•
•
•
•
Solve grade-level appropriate problems using estimation.
Use estimation to verify the reasonableness of a calculation.
Determine whether an estimation of an area is approximately equal to the actual
measure.
Determine whether an estimation of an angle is approximately equal to the actual
measure.
Determine whether an estimation of the circumference of a circle is approximately equal
to the actual measure.
Verify the reasonableness of estimates made from calculator results within a contextual
situation.
MATH STRAND II: DATA ANALYSIS, PROBABILITY, AND DISCRETE
MATHEMATICS
Every student should understand and use all concepts and skills from the previous grade levels.
The standards are designed so that new learning builds on preceding skills and are needed to
learn new skills. Communication, Problem-solving, Reasoning & Proof, Connections, and
Representation are the process standards that are embedded throughout the teaching and
learning of mathematical strands.
CONCEPT 1: DATA ANALYSIS (STATISTICS)
Understand and apply data collection, organization and representation to analyze and sort data.
•
•
•
•
•
•
•
•
•
Formulate questions to collect data in contextual situations.
Construct a circle graph with appropriate labels and title from organized data.
Determine when it is appropriate to use histograms, line graphs, double bar graphs and
stem-and-leaf plots.
Interpret data displays including histograms, stem-and-leaf plots, circle graphs and
double line graphs.
Answer questions based on data displays including histograms, stem-and-leaf plots,
circle graphs, and double line graphs.
Find the mean, median, mode, and range of a given set of data.
Interpret trends from displayed data.
Compare trends in data related to the same investigation.
Solve contextual problems using histograms, line graphs of continuous data, double bar
graphs, and stem-and-leaf plots.
CONCEPT 2: PROBABILITY
Understand and apply the basic concepts of probability.
•
•
•
•
•
•
•
Determine the probability that a specific event will occur in a single stage probability
experiment.
Compare probabilities to determine the fairness of a contextual situation.
Predict the outcome of a grade-level appropriate probability experiment.
Record the data from performing a grade-level appropriate probability experiment.
Compare the outcome of an experiment to predictions made prior to performing the
experiment.
Make predictions from the results of student-generated experiments using objects.
Compare the results of two repetitions of the same grade level appropriate probability
experiment.
CONCEPT 3: DISCRETE MATHEMATICS – SYSTEMATIC LISTING AND COUNTING
Understand and demonstrate the systematic listing and counting of possible outcomes.
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•
•
Determine all possible outcomes involving a combination of up to three sets of objects
(e.g., How many outfits can be made with 3 pants, 2 tee shirts and 2 pairs of shoes?).
Determine all possible arrangements given a set using a systematic list, table, tree
diagram or other representation.
CONCEPT 4: VERTEX-EDGE GRAPHS
Understand and apply vertex-edge graphs.
•
Find the shortest circuit on a map that makes a tour of specified sites.
MATH STRAND III: PATTERNS, ALGEBRA, AND FUNCTIONS
Every student should understand and use all concepts and skills from the previous grade levels. The
standards are designed so that new learning builds on preceding skills and are needed to learn new
skills. Communication, Problem-solving, Reasoning & Proof, Connections, and Representation are the
process standards that are embedded throughout the teaching and learning of mathematical strands.
CONCEPT 1: PATTERNS
Identify patterns and apply pattern recognition to reason mathematically.
•
•
•
Communicate a grade-level appropriate iterative pattern, using symbols or numbers.
Extend a grade-level appropriate recursive pattern.
Solve grade-level appropriate recursive pattern problems.
CONCEPT 2: FUNCTIONS AND RELATIONSHIPS
Describe and model functions and their relationships.
•
Describe the rule used in a simple grade-level appropriate function.
CONCEPT 3: ALGEBRAIC REPRESENTATIONS
Represent and analyze mathematical situations and structures using algebraic representations
•
Evaluate an expression containing two variables by substituting integers for the variable
•
•
•
Use variables in contextual situations.
Translate a written sentence into a one-step, one-variable algebraic equation.
Translate a sentence written in context into an algebraic equation involving one
operation.
Solve one-step equations using inverse operations with positive rational numbers (e.g.,
•
(e.g., 7x + m, when x = -4 and m = 12).
2
n = 6 ).
3
CONCEPT 4: ANALYSIS OF CHANGE
Analyze change in a variable over time and in various contexts
•
Analyze change in various linear contextual situations.
MATH STRAND IV: GEOMETRY AND MEASUREMENT
Every student should understand and use all concepts and skills from the previous grade levels.
The standards are designed so that new learning builds on preceding skills and are needed to
learn new skills. Communication, Problem-solving, Reasoning & Proof, Connections, and
Representation are the process standards that are embedded throughout the teaching and
learning of mathematical strands.
CONCEPT 1: GEOMETRIC PROPERTIES
Analyze the attributes and properties of 2- and 3- dimensional shapes and develop mathematical
arguments about their relationships.
•
•
•
Draw a geometric figure showing specified properties.
Classify three-dimensional solids by their configuration and properties.
Identify the net (two-dimensional representation) that corresponds to a rectangular
prism, cone or cylinder.
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•
•
•
•
•
•
•
Distinguish between length, area, and volume using two- and three-dimensional
geometric figures.
Draw polygons with appropriate labels.
Identify the angles created by two lines and a transversal.
Recognize the relationship between central angles and intercepted arcs.
Identify arcs and chords of a circle.
Model the triangle inequality theorem using manipulatives.
Identify corresponding parts of congruent polygons as congruent.
CONCEPT 2: TRANSFORMATION OF SHAPES
Apply spatial reasoning to create transformations and use symmetry to analyze mathematical situations.
•
•
Identify rotations about a point, using pictorial models.
Recognize simple single rotations, translations or reflections on a coordinate grid.
CONCEPT 3: COORDINATE GEOMETRY
Specify and describe spatial relationships using coordinate geometry and other representational systems.
• Graph data points in (x, y) form in any quadrant of a coordinate grid.
•
State the missing coordinate of a given figure in the any quadrant of a coordinate grid
using geometric properties.
CONCEPT 4: MEASUREMENT – UNITS OF MEASURE AND GEOMETRIC OBJECTS
Understand and apply appropriate units of measure, measurement techniques, and formulas to
determine measurements.
• Identify the appropriate unit of measure for volume of an object (e.g., cubic inches or
cubic cm).
• Measure the appropriate degree of accuracy.
• Convert a measurement from US customary to metric, and vice versa.
• Solve problems involving the circumference of a circle.
• Solve problems involving the area of a circle.
• Solve problems for the areas of parallelograms, triangles, and circles.
• Identify polygons having the same perimeter or area.
• Compare estimated actual lengths based on scale drawings or maps.
MATH STRAND V: STRUCTURE AND LOGIC
Every student should understand and use all concepts and skills from the previous grade levels.
The standards are designed so that new learning builds on preceding skills and are needed to
learn new skills. Communication, Problem-solving, Reasoning & Proof, Connections, and
Representation are the process standards that are embedded throughout the teaching and
learning of mathematical strands.
CONCEPT 1 ALGORITHMS AND ALGORITHMIC THINKING
Use reasoning to solve mathematical problems in contextual situations
•
•
Discriminate necessary information from unnecessary information in a given grade-level
appropriate word problem.
Analyze algorithms for computing with fractions.
CONCEPT 2: LOGIC, REASONING, ARGUMENTS, AND MATHEMATICAL PROOF
Evaluate situations, select problem-solving strategies, draw logical conclusions, develop and
describe solutions and recognize their applications.
• Solve logic problem using multiple variables.
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OVERVIEW OF SECONDARY HONORS PROGRAM
Junior High Honors is designed to provide academic acceleration and enrichment for the
academically able and ambitious student. Students who have not participated in the Accelerated
Learning Program at the elementary level will need to qualify for the junior high program.
Testing is done periodically throughout the school year. See Junior High counselors for details.
Grades in honors classes are weighted grades. It is recommended that students maintain a
grade of C or better to continue in the honors sequence.
High School Honors is designed to provide academic acceleration and enrichment for the
academically and ambitious student. Students who have not participated in the Honors Program
at the junior high level will need to qualify for the high school program. Testing is done
periodically throughout the year. See school counselors for details.
Grades in honors classes are weighted grades. It is recommended that students maintain a
grade of C or better to continue in the honors sequence.
EVALUATION AND ASSESSMENT
District Oversight:
The ALP Director, Educational Services Department, provides oversight for the Gilbert
School District K-6 Accelerated Learning Program. District wide meetings are held on
Collegial Planning days for all K-6 ALP teachers.
The following activities function under direction of the Director:
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•
•
•
•
•
•
•
•
Curriculum standards
New teacher mentor program
Placement testing
Student evaluation tools
Teacher training (conferences, seminars, etc.)
Curriculum selection
ALP guidelines
General support for ALP
Application for and management of Arizona Department of Education Grant
District surveys routinely include questions about the ALP program and are distributed to
parents, teachers, and administrators.
Parents meet annually with ALP teachers for:
• District Curriculum Night to discuss curriculum standards and instructional materials
• Parent/teacher conferences to discuss student progress
Teacher Evaluation
K-6 ALP teachers are evaluated annually by their home campus administrators.
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CHARACTERISTICS OF THE GIFTED CHILD
Bright Child
Gifted Learner
Knows the answers
Asks the questions
Is Interested
Is highly curious
Is Attentive
Is mentally and physically involved
Has good ideas
Has wild, silly ideas
Works hard
Plays around, yet tests well
Answers the questions
Discusses in detail, elaborates
Top group
Beyond the group
Listens with interest
Shows strong feelings and opinions
Learns with ease
Already knows
6-8 repetitions for mastery
1-2 repetitions for mastery
Understands ideas
Constructs abstractions
Enjoys peers
Prefers adults
Grasps the meaning
Draws inferences
Completes assignments
Initiates projects
Is receptive
Is intense
Copies accurately
Creates a new design
Enjoys school
Enjoys learning
Absorbs Information
Manipulates information
Technician
Inventor
Good memorizer
Good guesser
Enjoys straightforward sequential
presentation
Thrives on complexity
Is alert
Is keenly observant
Is pleased with own learning
Is highly self critical
Bright Child Gifted Learner, by Janice Szabos Challenge, 1989, issue 34 p.4.
35
HELPING YOUR GIFTED CHILD
BE enthusiastic
SET a good example.
FOSTER independence.
SUPPORT participation.
RECOGNIZE achievement.
ASSIST in setting long-term goals.
PARTICIPATE actively in learning.
RESIST comparing children’s abilities
INSPIRE novel ideas and creative thoughts.
ENCOURAGE trial and error and risk taking.
INVITE questions and provide honest answers.
MAKE use of resource people in the community.
PROMOTE appropriate behavior and polite questions.
EMPHASIZE poetry, music, art, and other forms of expression.
BASE enrichment activities on the child’s interests and hobbies.
ENJOY your student and remember that he or she is first a child.
HELP your child recognize strengths as well as areas that need
attention.
36
VERY GOOD TIPS
Clark (1992) offers these useful suggestions to parents and teachers of gifted children. If you live with
gifted children:
•
Create open communication that is available from birth on. Set aside a special time for each child
to have to him/herself, to be interested in her/him alone, to be listened to non-judgmentally, to
share ideas. Don’t wait for problems or decision-making times. Set aside 10 to 30 minutes a day
to focus all your attention on one child.
•
Do what you like doing and include the child, as well as doing things in which the child is
interested.
•
Permit the child their own individuality, and enjoy them for who they are, not what you would like
them to be.
•
Respect your child and allow the child as much dignity as you would a friend.
•
Allow your child to make lots of decisions, and consult them on issues affecting them whenever
you believe they can understand the consequences.
•
Don’t confuse the IQ with the child; the child is much more.
•
Help the child understand and deal with his or her belonging and conformity needs. Often
especially for girls, the pressure is very great; they must feel it’s really all right to be different.
•
Help children with their need for perfectionism and what that does to their self-image. Serve as
an example of how hard it is to accept your own mistakes, and show them how you keep trying.
Let them feel your acceptance of them as people. Help them set realistic standards and do no
hold everyone up to them.
•
Arrange back-to-nature times and quiet together and apart times; value reflection daydreaming.
•
Help your child set time and energy priorities. Too often the world is so exciting for these children
that they seem to need to do everything at once.
•
Help them appreciate individual differences, both in themselves and in others.
•
Instruct by your actions more than by y our words. If you want your child to be an avid reader,
you will need to be one. Other interests develop this way too.
•
Don’t insist that every project have closure before other things can happen. Often, what the child
wanted or needed to learn from an experience occurs before the project is “finished”.
•
Be supportive of your child’s teacher(s). If areas of concern arise, plan a conference with the
teacher to discuss your concerns. Open communication is a must.
•
Provide a safe place. At times, your child will find being different very difficult. Neither the
teacher nor the child’s friends will always understand, and your child will need a place where it is
safe to be who he or she is.
•
Enjoy living with your child! Your life together will be a great adventure! Children are not
comparable, so value each for what each offers.
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BOOKS FOR PARENTS OF
GIFTED CHILDREN
YOU KNOW YOUR CHILD IS GIFTED WHEN… , BY JUDY GALBRAITH
A beginner’s guide to life on the bright side. A primer written in easily understood language for those parents looking
to navigate the world of a gifted child. It could be considered a launching pad from which to pursue topics more in
depth. Galbraith explains giftedness through the characteristics that gifted children most exhibit. These
characteristics include high verbal ability, curiosity, creativity, high energy, sensitivity, sense of humor, and problem
solving. A resource guide is also provided including additional readings and support organizations.
Free Spirit Publishing (2000), Softcover/119 pages, ISBN: 1-57542-076-7
FREEING OUR FAMILIES FROM PERFECTIONISM, BY THOMAS S. GREENSPOON
Perfectionism as a group of personality characteristics can affect one person in a family and at the same time affect
the family as a whole. Greenspoon offers a definition of perfectionism, how perfectionism can evolve, the culture of
perfectionism, and when is appropriate to seek professional help. An entire section is devoted to dealing with
perfectionism within a family including acceptance, power struggles, empathy, and family dynamics. When not dealt
with properly, perfectionism can hamper a person’s capabilities and this book is a tool to combat its sometimescrippling behaviors.
Free Sprit Publishing (2002), Softcover/115 pages, ISBN: 10-57542-103-8
CREATIVITY DAY-BY-DAY (Stimulating Activities For Kids And Adults), By Nathan Levy, Amy Buke, & Emily
Fisher
180 activities designed to stretch the minds and creative thinking of children and adults. Questions include “What
would happen if time stopped today?” “Who is a person who sets a good example for you?” and “What would you
rather be, a pencil or an eraser?” Prompts are designed to get individuals to think in exceptional and creative ways.
The variety of prompts appeal to a wide range of interests and age levels.
N.L. Associates (2004), Softcover/185 pages, ISBN: 1-818347-58-6
A PARENTS GUIDE TO GIFTED Children, By J. Webb, J. Gore, E. Amend & A. DeVries
Raising a gifted child is both a joy and a challenge, yet parents of gifted children have few resources for reliable
parenting information. The four authors, who have de cades of professional experience with gifted children and their
families, provide practical guidance in areas such as: Characteristics of gifted children; Peer relations; Sibling issues;
Motivation & underachievement; Discipline issues; Intensity & stress; Depression & unhappiness; Education planning;
Parenting concerns; Finding professional help; and much, much, more!
Great Potential Press/2007, Paperback/390 pages, ISBN: 0-910707-52-9
SMART BOYS: Talent, Manhood, and the Search for Meaning, By Barbara Kerr & Sanford Cohen
Noted psychologists Dr. Barbara Kerr and Dr. Sandy Cohn describe issues faced by our brightest boys and men, and
the concerns of those around them. From studies done by others, their own research, and from their clinical
practices, they offer us insights on: Bright beginnings; Adolescent gifted boys, Gifted minority boys; What research
tells us; “Boy Code” problems; Relationships; Family issues; Self-actualization; and Guiding gifted men.
Great Potential Press, Paperback/341 pages, ISBN: 0-910707-43-X
SMART GIRLS: A New Psychology of Girls, Women, & Giftedness (Revised Edition), By Barbara Kerr
Dr. Kerr’s widely acclaimed first book, Smart Girls, Gifted Women was translated into several languages; Smart Girls
Two added a twenty year follow-up and new insights. Now Smart Girls (Revised Edition) improves the work by
incorporating the newest research findings and perspectives. Dr. Kerr provides practical information on Bright
beginnings; Adolescent gifted girls; Gifted college women; Extraordinary talents; Barriers to achievement; Gifted
minority girls and women; What research tells us; Eminent women; Self-actualization; and Guiding gifted girls.
Great Potential Press, Paperback/261 pages, ISBN: 0-910707-26-X
Raising Topsy-Turvy Kids (Successfully Parenting your Visual-Spatial Child), By: Alexandra Shires Golon
Do your children remember what they see but forget what they hear? Do they have vivid imaginations? Can they
visualize objects from multiple perspectives? Do they enjoy solving puzzles and mazes? If so, they are likely visualspatial learners! These are children who would rather spend the day with a new box of LEGOs™ than do nearly
anything else in the world. Kids who can get so absorbed in creative play, they lose all sense of time. Often labeled
unorganized, unfocused, poor spellers or worse, visual-spatial learners can be equal parts pleasure and frustration to
parent. Raising Topsy-Turvy Kids includes stories from families across the country, anecdotes about identifying,
nurturing, parenting and teaching these remarkable children. Children who share a state of being utterly
unpredictable, totally out-of-sync with their age peers, blissfully unaware of time ...topsy-turvy!
DeLeon Publishing, Paperback/124 pages; ISBN: 1932186085
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ORGANIZATIONS & ON-LINE RESOURCES FOR
PARENTS OF GIFTED CHILDREN
Gilbert ALPS (Gilbert Supporters of the Gifted and Talented)
Gilbert Public School’s Local Parent Support Group
Contact: [email protected]
Arizona Department of Education
This website has links to many local, State and National resources for gifted educators, parents and
students.
http://www.ade.az.gov/asd/gifted/
NAGC – National Association for Gifted Children
1707 L Street NW, Suite 550
Washington, DC 20036
Ph # 202.785.4268
The National Association for Gifted Children (NAGC) is an organization of parents, teachers, educators, other
professionals, and community leaders who unite to address the unique needs of children and youth with
demonstrated gifts and talents as well as those children who may be able to develop their talent potential with
appropriate educational experiences. Join NAGC and receive their Parenting for High Potential magazine.
http://www.nagc.org/default.aspx
AAGT - Arizona Association For Gifted and Talented
P. O. Box 31088
Phoenix, AZ 85046-1088
Ph: 602-882-1848
AAGT was formed in 1974 by a dedicated group of parents and teachers who saw the need for a unified voice to
represent Arizona's gifted children. AAGT provides the only voice in Arizona dedicated to providing the
information and guidance necessary for parents, teachers, administrators, counselors and legislators to develop
and support gifted education in our state.
http://www.arizonagifted.org
Gifted Child Society, Inc.
190 Rock Road
Glen Rock, NJ 07452-1736
Ph #201-444-6530
Founded by parents, this organization sponsors many activities designed to assist gifted children and their
parents including programs and seminars related to LD, ADHD, behavior and social skills, school issues, and
advocacy.
http://www.gifted.org/index.html
The Council for Exceptional Children (CEC)
1110 North Glebe Road, Suite 300,
Arlington, VA 22201
Ph: 703/620-3660
The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to
improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted.
CEC advocates for appropriate governmental policies, sets professional standards, provides continual
professional development, advocates for newly and historically underserved individuals with exceptionalities, and
helps professionals obtain conditions and resources necessary for effective professional practice.
http://www.cec.sped.org
Supporting Emotional Needs of the Gifted (SENG)
P.O. Box 6074
Scottsdale, AZ 85261
480-370-2193
SENG is dedicated to fostering environments in which gifted adults and children, in all their diversity, understand
and accept themselves and are understood, valued, nurtured, and supported by their families, schools,
workplaces and communities.
http://www.sengifted.org
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