By : Jennifer Virden

 Giftedness is defined as “aptitude, ability, or potential in one or more general domains,” Gange (1985) as cited in Hill (2005).  I am Gifted Video I am Gifted Video

 Learns new material faster, and at an earlier age, than age peers sometimes causing them to appear bored or restless.  Remembers that has been learned forever, making review unnecessary.  Able to deal with concepts that are too complex and abstract for age peers.  Has a passionate interest in one or more topics and would spend all available time learning more about that topic if he or she could.  Does not need to watch the teacher to hear what is being said; can operate on multiple brain channels simultaneously and process more than one task at a time.

 Reluctant  Laid-back  Anxious  Disadvantaged  Culturally different  Underachieving  Twice exceptional

 Spelling tic-tac-toe  Learning contracts  Product choices  Reading response  Great Friday Event

Learn the words in a foreign language Group the words into categories you create Create riddles with the words as answers Using a thesaurus, find synonyms for the words and create a super sentence Create a code using numbers for each letter of the alphabet. Compute the numerical value of each word. List the words from the highest to lowest value Use the words to create similes or metaphors Create newspaper headlines using the words Use all the words to create as few sentences as possible Use all of the words in an original story.

Student’s Name: SarahFor: Math Chapter 2 XPage/Concept X Page/Concept X Page/Concept X 60 __ 61 __ 62 __ 63 X 64 __ 65 Extension Options: Write Story Problems ____ ____ _____ _____ Cross Number Puzzles ____ ____ _____ _____ Your ideas: _______________ ____ _____ _________ Working Conditions 1. Don’t ask the teacher a question someone in your group can answer. Use your group’s question chip carefully. 2. If you need help and the teacher is busy, ask someone else, keep trying, or go on to another activity until the teacher is available. 3. Work on math for the entire period. 4. Don’t bother anyone or call attention to yourself in any way.

AuditoryVisualTactile- Kinesthetic Autobiography Crossword puzzle Essay Experiment Interview Journal or diary Newspaper Oral report Advertisement Collage Comic strip Diagram Drawing or painting Graphic organizer Picture dictionary Poster Acting things out Dramatization Flip book Game show Jigsaw puzzle Manipulatives Reader’s theater Role-play

Date: __________________ Title of book: ________________ Author: _________________ Pages read Today: __________________ My reactions to today’s reading: __________________________________ What’s really great about this book so far: ______________________________________ What I would like to change in this book: ________________________________ An interesting word from this book: _____________________________________

 Poetry- each team member reads or recites a poem. Original or written by someone else.  Declamation- each team member reads or recites an excerpt or piece or prose writing.  Play- the team works together to read or act out a play or part of a play.  Newscast- the team works together to broadcast a 5-10 minute radio or TV show about a current or historical event.

 Using these activities and others in the regular classroom can eliminate disruptive behavior.  These activities can also serve as motivation for the other students to try harder and do their best.

 Glasser, W. (1986). Choice Theory in the Classroom. Harper Collins Publisher: New York.  Hill, F. (2005). Teaching Gifted Learners: Meeting the Needs of Gifted and Talented Students. Impressions, Inc: New Jersey.  Winebrenner, S. (2001). Teaching Gifted Kids in the Regular Classroom. Free Spirit Publishing: Minnesota.  JZLY&feature=related JZLY&feature=related