I began to list all the things I could do after reading a book. Then, something wonderful happened. I began having all kinds of neat, interesting ideas. The more I thought about it, the more ideas came. By Erika Saunders.
All AboutLanguage Arts
Thought I’d share this Word document my students have been using to analyze characters’ changes over time. It has both depth and complexity as well as content imperatives embedded.
One of my favorite ways to differentiate for gifted students is to create “remixes” of an existing idea. Students take an existing story, reshape it, and create a new product. It encourages them to explore the stories behind existing stories, helps them to understand how real writers work, and gives them a creative way to explore literature.
Do you give your gifted students room to explore personal interests? Google does. In fact they demand it. At Google, employees are expected to spend 20% of their time at work (that’s paid time) developing a project outside of their job description. This works out to one day per week spent on an independent activity.
I’m always looking for ways for my gifted students to interact with literature through different media, and realized that this TED Talk had applications as an interesting literary response activity.
I wrote a little utility to randomly order sentences from a paragraph to see if students can reconstruct the original sentence. If you’re interested, try Paragraphy out. If you’d like to know the background, keep reading…
Think you’re lucky to get your students to read a story once? Can’t imagine convincing a class to read a story through again? The key is giving your gifted students an enticing purpose for a reread.
How can you start meeting gifted learners’ needs in language arts? Here are four guidelines from Dr. David Levande with several practical ideas to get you started.
The first grammar lesson in our reading program is titled “types of sentences.” Nothing excites gifted 11 year olds less than watching me explain the difference between interrogative and declarative sentences. This year, rather than teach the lesson using direct instruction, I used another model of instruction: concept attainment.
I know many gifted students slog through the typical vocabulary contract week after week. I know because I put my own students through it. However, gifted students can get more from vocabulary and spelling study than writing the word five times, writing the definition, and then using it in a sentence.