Q.U.E.S.T. Question Understand Experiment Share Think ERIN MADDEN Parent Information Night, 2013 Q.U.E.S.T. is a program for Gifted and Talented students in fourth and fifth grade. Students in Q.U.E.S.T. work on thematic units of instruction designed to supplement and elaborate on the general curriculum. The goal of the program is to provide students with the opportunity to meet and exceed challenging learning standards in an interactive and hands-on classroom environment.

Link to the Common Core State Standards “Gifted educators are excited about the CCSS, as they reflect many of the strategies that the field of gifted education has been stressing for decades as important to deep learning and engagement and high achievement--- high-level, analytical thinking and advanced problem-solving skills.” –VanTassel-Baska, Joyce, National Association for Gifted Children The Common Care Standards for ELA emphasize the skills and concepts required for the 21st century. Skills receiving emphasis include: Collaboration Communication Critical Thinking Creative Thinking Problem Solving Technology Literacy

Units of Study Link to the Common Core Standards and 21 st Century Skills UnitSkills Literacy Literary analysis/ Interpretation Persuasive Writing Oral Communication Critical Thinking Reasoning Skills Collaboration Social Studies Primary Source Analysis Critical Thinking Concept Development Reasoning Skills Inter-personal and Social Group Process Skills Communication Science Experimental Design Concept Development Reasoning Skills Data-Handling skills Analysis and Evaluation Oral Communication Technology Literacy

Units of Study: Literature Patterns of Change: A Language Arts Unit for High Ability Learners  The goals of the Language Arts units are to develop students' skills in literary analysis and interpretation, persuasive writing, linguistic competency, and oral communication, as well as to strengthen students' reasoning skills and understanding of the concept of change. The units engage students in exploring carefully selected, challenging works of literature from various times, cultures, and genres, and they encourage students to reflect on their readings through writing and discussion. The units also provide numerous opportunities for students to explore interdisciplinary connections to the language arts and to conduct research around issues relevant to their own lives.  The concept of cyclic patterns of change was chosen as the unifying theme for this unit. Selected literary works deal with cycles in nature, knowledge, history, and human life. Students are introduced to some of the important approaches and ideas of literary criticism. Students are encouraged to use journals, literature webs, essays, and visual projects to organize and express their ideas about various literary selections. Works studied in the unit include Conrad’s My Daniel, "The Helpful Badger" by Lawrence Yep, and poetry by Dickinson, Sandburg, Angelou, and Shakespeare. Center for Gifted Education at William and Mary

Units of Study: Social Studies The 1930s in America: Facing Depression  The social studies unit emphasizes primary source analysis, critical thinking, and concept development to help students develop understanding of high-level social studies content in key areas. Thus, the unit reflects the focus of national and state- level standards on historical thinking and research and on the integration of major concepts across disciplines.  This unit explores Depression-era America from the perspective of many different groups of people, utilizing a variety of primary sources to illustrate events and the social-political context. The concept of cause and effect is employed to support student understanding of the complexity of history. The unit emphasizes the interplay of changes in geography, government, and the economy, as well as the influence of particular individuals and groups, to deepen student understanding of the period. Center for Gifted Education at William and Mary

Unit of Study: Science Acid, Acid Everywhere ( unit)  The goal of the science unit is to allow students to analyze several real-world problems, understand the concept of systems, and design and conduct scientific experiments. The unit also allows students to explore various scientific topics and identify meaningful scientific problems for investigation. Through the unit, students experience the work of real science in applying data-handling skills, analyzing information, evaluating results, and learning to communicate their understanding to others.  This unit presents the structure of systems through chemistry, ecological habitats, and transportation. The unit poses an ill-structured problem that leads students into an interdisciplinary inquiry about the structure and interaction of several systems, centering around the study of an acid spill on a local highway. Chemistry is also explored and studied as students learn about elements and molecules, the periodic table, bonding, and molecular structure. The unit is under review and will be developed this summer. Center for Gifted Education at William and Mary

Schedule Students check in with their homeroom teacher in the morning for attendance and announcements. Students come to the Q.U.E.S.T. program in the morning and spend the full day in the Q.U.E.S.T. classroom. Time is spent in the computer lab and library as needed. Students have lunch and recess with their Q.U.E.S.T. classmates (students can buy or bring lunch- just as they would in their home-school). A snack break is provided in the morning. The students return to their home school at the end of the day for dismissal. Students will have time to check in with their teachers and obtain missed work. *Note: There are no specials during the QUEST day. Students will miss any regularly scheduled specials in their home-school on the day that they are in QUEST.

A typical Day  During a “typical day”, students will work on various activities and projects. In any given day, students will have the opportunity to work in small groups, with a partner, or individually. They will also have the chance to work on a variety of projects, from written assignments and literature circles, to creating songs and skits.  Projects vary from short to long term assignments. While one project may be completed in an hour, another may take several weeks to finish.  Assignments and projects vary by subject and objective. Instruction is diverse and interdisciplinary in order to meet the needs of every student.

Homework and Classwork Students are expected to make up the work that they miss in their homeroom class. It is the student’s responsibility to get the work from his or her teacher. Amount of work to be made-up/ due dates/ etc. is at the individual teacher’s discretion and will be worked out between the student and homeroom teacher at the beginning of the year. Due to this responsibility, there is no QUEST homework.  Exceptions: If a child is absent, or falls behind, he or she may need to do some missed work at home.

Expectations  Profile of a Gifted Student: Being a gifted student means more than having a strong work ethic. It means having a natural curiosity for learning and the ability to think “outside the box”. The gifted program is designed for students who not only have a strong academic aptitude, but students who are driven to learn, write, read, and speak. The class moves at a quicker pace and requires inherent student motivation. Gifted students are eager to participate and consistently provide high quality work.

Expectations, continued  Work Habits: Work is always completed on time Student has an ability to stay organized, both with materials and time management Student takes initiative to seek assistance from instructor when faltering  Academic Work: Work is of a consistent high quality, indicating that the student has spent time and effort completing the assignment Work shows originality and ability to think “outside the box”, to “read between the lines” and to play with ideas Work consistently improves (both in the process stage and in the final product) and student shows his or her best effort  Behavior, Attitude and Mind Set: Student initiates his or her own active participation In groups, the student is on task, engaged, and contributes to the final product

Collaboration Regular communication with fourth and fifth grade homeroom teachers helps to align the Q.U.E.S.T. curriculum with general classroom instruction. Communication allows me to discuss student achievement or concerns with the homeroom teacher (and vice versa). Conferences are held with the parent and homeroom teacher, when necessary.

Assessment Students take pre and post assessments for each unit of study. Results of the pre test aid instruction and planning. Ongoing assessment continues throughout the unit and is both formal and informal. Comments Comments are sent home quarterly as a supplement to the report card. Parent-teacher conferences will be scheduled only if a child is not meeting the standards of the class (or by parent request).

Summer Communication You will receive a letter in August that will outline the QUEST schedule, starting date of the class, and necessary supplies.

Thank You for Coming! Please feel free to contact me at with any questions or comments. In addition, you can keep up to date with the Q.U.E.S.T. program by visiting my website: