td dep-presentation-2-3-grades-2011
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Talent Development inGrades 2 and 3
By Trinette AtriTalent Development Teacher
It is the supreme art of the teacher to awaken joy in creative expression and knowledge. – Albert Einstein
MISSION:
To provide gifted students the opportunity to maximize their potential, demonstrate their motivation, and realize
their contributions to self and the global community.
GOAL:
To support the development of a content-rich educational experience for students from
all cultural and socioeconomic backgrounds
throughout CMS.
MISSION AND GOAL OF TALENT DEVELOPMENT
• attain levels of academic achievement consistent with their
abilities• engage in abstract, creative, and affective reasoning• apply insightful questioning• develop a capacity to see interconnections among disciplines• practice self-directed learning and independent problem
solving• strive for self actualization• maximize their leadership potential• become active participants in the global community
RESOURCES AND OPPORTUNITIES FOR
LEARNERS TO …
“Gifted learners are gifted all the time” – Mary S. Landrum
Therefore, gifted education is not an add on for ninety minutes a week.
The focus of the Catalyst Model is to differentiate instruction for the gifted and
high performing students consistently.
THE CATALYST MODEL
• The classroom teacher and TD/Catalyst teacher share responsibility for the education of gifted students• The TD/Catalyst teacher provides lessons and activities for teachers to use in the heterogeneous classroom AND/OR teaches students directly• The TD/Catalyst teacher provides enrichment and acceleration for students who have shown mastery (at least 90%) of objectives being taught through classroom work and assessments/pre-assessments in the regular classroom through direct or indirect instruction
SO HOW DOES THE CATALYST MODEL WORK?
Direct services, or “face time,” are lessons that are created and taught by the
TD/Catalyst Teacher
Direct services can be “pull out” (students pulled into TD/Catalyst classroom) or “push in” (students remain with classroom teacher
when TD/Catalyst teacher comes in to co-teach with classroom teacher)
WHAT ARE DIRECT SERVICES?
Indirect services are lessons and activities developed by the TD/Catalyst teacher and provided to the classroom teacher during
weekly team planning for him/her to use in his/her classroom
Examples are: centers, independent contracts, projects, alternative homework/classwork, lessons
WHAT ARE INDIRECT SERVICES?
WHAT IS THE BREAKDOWN FOR DIRECT AND INDIRECT
SERVICES?
Often there are too many students for one person to reach alone. Differentiation is required in the regular classroom to provide all
students with the education they need and deserve.
Since the TD/Catalyst teacher cannot see all children, all day, every day, the classroom teacher requires activities and lessons from the TD/Catalyst teacher for those students while they are in
the regular classroom.
Without differentiation, everyone would move at the same pace, be evaluated in the same way, and complete the same activities
– regardless of their prior knowledge or individual needs.
WHY THE NEED FOR DIRECT AND INDIRECT SERVICES?
• Focus on creative thinking, problem solving and
logic• Ask higher level questions during novel studies,
rather than lower, “knowledge” level questions
(Bloom’s Taxonomy)• Work in abstract thinking and concepts –
symbolism, themes, etc.• Increase awareness of the global community
through novel studies and discussion• Teach problem solving strategies in math
HOW DO I TEACH GIFTED AND HIGH ABILITY LEARNERS?
• Depends on pre-assessments – math and reading, classroom work and observations, grades, behavior (ability to work independently)• Groups are flexible and can change from unit to unit and/or quarter to quarter or more frequently• See both TD certified and catalyst students (non certified students who are working at higher level)• Direct – 40%, Indirect – 60% services• Students can be seen for both or just reading or math, depending on their individual needs
HOW DO YOU DETERMINE WHO RECEIVES DIRECT SERVICES IN MATH AND
READING?
The man who does not read good books has no advantage over the man who cannot read them.
- Mark Twain
• Students are pre-assessed for reading levels and
comprehension using CMS and teacher-created assessments
and benchmarks• Students showing mastery on 90% of the objectives pre-
tested
are placed into DWT group – up to the number of students
allowed in a classroom according to NC Wise• Students will work on novel studies, figurative language and
higher order thinking• 2nd grade services start later in the school year than other
grades due to the time it takes to identify students
2ND GRADE DWT
• William and Mary Beyond Words (teaching figurative language)
• Analogies – word relationships• SEM-R (School-wide Enrichment Model for Reading) – students
self-select challenging texts at the top of their reading level• Frindle by Andrew Clements• The Eleventh Hour by Graeme Base• Punished! By David Lubar• An Angel for Solomon Singer by Cynthia Rylant (picture book)• The Hundred Penny Box by Sharon Bell Mathis• Gooney Bird Greene by Lois Lowry
EXAMPLES OF 2ND GRADE LITERATURE UNITS &
NOVELS
• Students are pre-assessed for reading levels and comprehension using CMS and teacher-created assessments and benchmarks• Students showing mastery on 90% of the
objectives pre-tested are placed into DWT group – up to the number allowed in a classroom according to NC Wise
• Students will work on novel studies, figurative language, concepts/themes, and higher order thinking
3RD GRADE DWT
• William and Mary Journeys and Destinations (exploring concepts,
especially change) http://cfge.wm.edu• The Magician’s Nephew by C.S. Lewis• The Lion, the Witch, and the Wardrobe by C.S. Lewis• The Lightning Thief by Rick Riordan• 100 Cupboards by N. D. Wilson• Analogies – word relationships• Poetry• African-American History picture books• SEM-R (School-wide Enrichment Model for Reading)
EXAMPLES OF 3RD GRADE LITERATURE UNITS &
NOVELS
The essence of mathematics is not to make simple things complicated, but to make complicated things simple.
– S. Gudder
• Primarily Math Problem Solving• Pebble Math (algebra and spatial relations)• Singapore Math (problem solving using a
scripted method that is used in Singapore)• Math Superstars (problem solving – often given
as homework)• Student Projects in geometry• Problem Solver (strategies)• K’Nex math using manipulatives
2ND GRADE MATHEMATICS ENRICHMENT/ACCELERATI
ON
• Math Superstars (problem solving - usually given as homework)• Athenian Secret (problem solving, logic – cooperative learning, Ancient Greek culture)• Problem Solver – introducing them to Math Olympiad-type problems• Hands-On Equations (algebra – hands on)• Fibonacci (patterns in nature)• Geometric concepts (projects, class activities)
3RD GRADE MATHEMATICS ENRICHMENT
You may contact me at school: (980) 343-3755
Or via email (fastest): trinettej.atri@cms.k12.nc.us Homework, projects and
newsletters or updates will be posted on my website:
http://www.teacherweb.com/NC/OldeProvidenceElementar
y/MrsAtri
CONTACT
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