Gateway 4

CMS Gifted Identification

Second Grade

Identification/Screening

Second grade students whose T score on the GRS is 65 or above in at least 3 of 6 areas are entered into the portfolio process OR

Second grade students who scored a 92-95% on the CogAT

Talent Development Indicator Categories: Overall Descriptors – p. 57 /Compliance Notebook

Advanced Language Gifted students who demonstrate advanced

language use advanced vocabulary and may be unusually descriptive. They often use figurative language rich in imagery.

Analytical Thinking Gifted students who demonstrate analytical

thinking think logically and use problem solving strategies effectively. They analyze cause and effect, consequences, or alternative solutions and organize collections or ideas in unique ways.

Advanced Language Analytical Thinking

Uses advanced vocabulary and multisyllabic words

Uses more adjectives than age peers

Puts new twists on traditional ideas

Uses rich imagery, unusually descriptive

Uses similes, metaphors, or analogies

Uses more interesting verbs in their writing

Uses specific language of a discipline

Demonstrates complex and/or abstract thinking

Is unusually attentive to details Takes apart and reassembles

ideas, objects, or experiences Analyzes cause and effect,

consequences, or alternatives Organizes collections or ideas

in unique ways Thinks logically and uses

problem solving strategies effectively

Generalizes from only a few examples

Creates songs, stories, or riddles related to the learning experience

Talent Development Indicator Categories: Overall Descriptors

Motivation Gifted students who demonstrate motivation exhibit

high levels of task commitment and energy when pursuing personal interests or issues atypical of age-mates.

Perseverance Gifted students who demonstrate perseverance

show persistent intellectual curiosity and explore and experiment independently.

Leadership Gifted students who demonstrate strong leadership

talents effectively organize people and tasks to achieve a common goal.

Motivation/Perseverance/Leadership

Displays high levels of task commitment Pursues issues and or interests atypical of

age-mates Innovatively experiments; generates new

ideas and unique solutions to problems Shows persistent intellectual curiosity;

explores and experiments independently Demonstrates unexpected depth of

knowledge in one or more areas; an “expert” Organizes people and tasks to achieve a

common goal

Talent Development Indicator Categories: Overall Descriptors

Perspective Gifted students who demonstrate advanced perspective more

readily understand another’s viewpoint and interpret what influences or motivates others.

Sensitivity Gifted children who exhibit an intense degree of sensitivity

develop a concern for human needs and rights earlier than their age peers. They often display a strong sense of justice and fairness.

Sense of Humor Gifted children who demonstrate advanced degrees of humor

understand and respond to humorous language, puns, and riddles.

Perspective/ Sensitivity/Humor

Interprets another’s point of view Expresses empathetic statements through

words or art Pursues multiple perspectives of an issue.

Frequently approaches problems from atypical points of view

Displays strong sense of fairness and justice Uses/understands subtle humor Understands and responds to the use of

puns and riddles

Talent Development Indicator Categories: Overall Descriptors

Creativity Students who demonstrate strong creativity

demonstrate original thinking and display an active imagination.

Artistic Talent Students who demonstrate a strong artistic

talent use art forms to express ideas, emotions and knowledge effectively. They often put together materials in unusual but relevant ways.

Creativity/Artistic/Talent

Demonstrates original thinking Displays an active imagination Creates and interprets more complex shapes,

patterns, or graphics than age-mates Connects or puts together materials in unusual

but relevant ways Develops unique graphic products or patterns Uses art to express ideas, emotions and

knowledge effectively Adds embellishments that enhance the total

effect

Portfolio Product Examples

Written Products

Audio (VHS tape,CD,DVD)

Written products demonstrate advanced language and thinking, organizational skills, ability to extend the content. Examples may include stories, reports, journals, scientific observations, poems, graphic organizers or reflections.

Record student’s explanation of advanced concepts, perspectives, musical creations, story telling, poetry reading/recitation. Tapes provide verification of advanced oral language and higher order thinking.

Product TagsDate: _________________ This is an example of: _ Advanced Language

_ Analytical Thinking_ Motivation/Perseverance/Leadership (Explain) _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Perspective/Sensitivity/Humor (Explain) ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Creativity/ Artistic SkillsOther comments: _________________________________________________________________________________________________________________________________________________________________________________________________________

Communicating Parent OptionGuidelines for portfolio entry:● It may be 1-3 pages in length (front and back count as 2 pages)● Entries must be two-dimensional and fit in a 9x12 manila folder;

if not, a photograph is acceptable. A video or audio tape entry (VHS,DVD, or CD) may be attached in a Ziploc bag and should work on school equipment.

● Each entry must include a tag (see attached tag)● If the entry is a photograph or a parent anecdote, the student

must also attach a response. For example, if a parent submits a Character Education Award that the child has received, then the student should write about why he/she received the award and how he felt about getting the award.

Samples you do not want to submit include:● Accelerated Reader lists or STAR Reading reports● Spelling or Vocabulary tests● Short answer or multiple choice tests● Textbook assignments that have one word answers● Drill and practice activities (ex. fact practice)

Communicating Parent Option

FOR THE STUDENT TO COMPLETE: Write about your work, project, or award. Explain why

it was given and why it is special or important to you. How did doing this work or receiving this award make you feel?

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