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Jan W. Lanham, PhD

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1 Jan W. Lanham, PhD

2 Gifted students are students who are college and career ready: Demonstrate independence Possess a strong content knowledge Know how to access information Respond to the varying demands of audience, task, purpose, and discipline Comprehend as well as critique Value evidence Use technology and digital media strategically and capably Understand/appreciate other perspectives & cultures

3  Purposeful attention to each element of Literacy (Listening, Speaking, Reading, and Writing)  Differentiated material (content), processes, and products.

4  Curriculum maps/pacing guides that dictate reading material for all…..  Rigid expectations for grade level literature  Availability of resources/reading texts/class sets  Limited/no grouping; reliance on whole group processes  Limited awareness of what reflects progress  Differentiation is harder than one size fits all

5  Expectation is that instruction will foster growth for EVERY student, including those who are performing at high levels. Pacing, instructional planning, and delivery must be responsive to student strengths and needs.

6 Anchor Standards and Standards of Mathematical Practice Kentucky’s Core Academic Standards—Deconstructed Quality Curriculum Maps Effective Unit Planning Diagnostic Pre-assessment to determine instructional readiness and need Rigorous, high-level success criteria established and communicated Responsive lesson planning to assure continuous progress Accurate assessment with opportunity for student self- assessment and goal-setting

7  Foundational instructional standards in place K-12 that serve as the basis for all skills planning  Application standards that reflect what students are expected to be able TO DO WITH the skills in each content area  KEY TO GIFTED PLANNING

8 READING ANCHOR STANDARDS R1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. R3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text. R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. R5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. R6. Assess how point of view or purpose shapes the content and style of a text. R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. R9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. R10. Read and comprehend complex literary and informational texts independently and proficiently

9 WRITING ANCHOR STANDARS W1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. W7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. W9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

10 LANGUAGE ANCHOR STANDARDS L1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. L5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

11 SPEAKING AND LISTENING ANCHOR STANDARDS SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. SL3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. SL6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

12  CCSS.MP1 Make sense of problems and persevere in solving them.  CCSS.MP2 Reason abstractly and quantitatively.  CCSS. MP3 Construct viable arguments and critique the reasoning of others.  CCSS. MP4 Model with mathematics.  CCSS. MP5 Use appropriate tools strategically.  CCSS. MP6 Attend to precision.  CCSS. MP7 Look for and make use of structure.  CCSS. MP8 Look for and express regularity in repeated reasoning.

13 Grade Level/ Course: 4th Grade Standard with code: 4.OA.4 Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite. Domain: Operations and Algebraic Thinking Cluster: Gain familiarity with factors and multiples. Type: ______Knowledge ___X___Reasoning ______Performance Skill ______Product Knowledge Targets Reasoning Targets Performance Skills Targets Product Targets Define prime and composite numbers. Determine if a given whole number (1-100) Know strategies to determine whether is a multiple of a given one-digit number. a whole number is prime or composite. Identify all factor pairs for any given number Recognize that a whole number is a multiple of each of its factors. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics.Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.

14  Become knowledgeable about the standards and the targets represented as they have been deconstructed  Reference the relevant national standards/organizations and the intent behind those standards  Be an active participant in the process at the district level  Advocate for high level mastery criteria  Advocate for flexibility in “leveling” of exposures based on the “new standards”

15 Universal themes are BIG IDEAS. It is important to look at links between college & career readiness goals and the overarching themes of these big ideas!! Instructional planning should provide a strong foundation that supports CONNECTIONS between and among skills and topics. In order to help students use high-level thinking and see connections, it is important to build the curriculum maps under the umbrella of universal themes.

16 Big ideas within the theme are: a) patterns allow for prediction b) patterns have an internal order c) patterns have segments that are repeated d) patterns allow us to apply knowledge in new situations

17 Big ideas are: a) change generates additional change b) change can be positive or negative c) change is inevitable d) change is necessary for growth e) change can be natural or man-made f) change occurs over time

18 Big ideas are: a) conflict is composed of opposing forces b) conflict can be natural or human created c) conflict may be intentional or unintentional d) conflict may allow for synthesis and change

19 Big ideas are: a) adaptation is constant b) adaptation results in change c) adaptation can be planned or spontaneous d) adaptation can be positive or negative e) adaptation occurs over time

20 Big ideas are: a) relationships are everywhere b) relationships have rules c) relationships influence actions d) relationships change over time e) relationships are purposeful

21 Big ideas are: a) structures have parts that interrelate b) parts of structures support and are supported by other parts c) smaller structures may be combined to form larger structures d) a structure is no stronger than its weakest parts

22 Big ideas are: a) systems have parts that work to complete a task b) systems are composed of subsystems c) parts of systems are interdependent and form symbiotic relationships d) a system may be influenced by other systems e) systems interact f) systems follow rules

23  Need to outline coverage while reflecting connections/correlations  Need to address the college & career readiness expectations  Need to reflect opportunities for continuous progress  Need to be based on meaningful standards & mastery criteria

24  Develops the specific content, skills, processes, resources, assessments, and literacy connections to align with the maps & pacing guides.  Requires: ◦ CLEAR MASTERY CRITERIA ◦ CLEAR PLAN FOR DETERMINING STUDENT READINESS & NEEDS ◦ A PLAN TO ASSURE CONTINUOUS PROGRESS!!

25  Students & teachers must have clear understanding of the “growth” expectation for the unit/lesson.  Students must know what success will look like and why it is relevant.

26  Based on performance data, the actual lesson delivery (content, process, product) reflects adjustments to promote continuous progress.  Differentiation of questioning is integrated consistently.  “I Can” statements reflect student growth.

27  Unit/lesson planning includes tools for students to self-assess by measuring product /performance against identified criteria.  Opportunity for peer and real-world assessment included.  Based on performance, goal-setting included in process.

28 Application Questions: Ask students to apply essential knowledge to new settings and contexts: How could you apply these grammar and usage principles to your essay? How could you demonstrate the use of this concept? How would you illustrate this process in action? What can be generalized from these facts?

29 Ask students to take apart key information or analyze essential concepts, themes, and processes: How are these characters alike and different? What is an analogy that might represent this situation? How would you classify these literary works? What are the major elements that comprise this sequence of events? What are the major causes of this situation?

30 Ask students to combine, summarize, infer, or create new scenarios: Based on the evidence, what would you hypothesize about these unusual events? Based on her statements, what can you infer? Based upon these facts, what predictions would you make? Create a design for a setting that is represented by the information in the reading. Formulate an estimate for the costs of the project based in the information you have. Invent a process or product that might be a solution to this ecological problem. Synthesis Questions:

31 Ask students to formulate opinions in response to ideas presented in a print or non-print (e.g., art work, audio-visual) medium. Students must support their opinions with direct textual evidence. What does Frost mean when he says: "I have miles to go before I sleep?" Why does the photographer emphasize only his subject's eyes? What social and economic factors were the framers of the Constitution addressing through their language?

32 Ask students to formulate and justify judgments and criticisms based upon clearly- articulated evaluative criteria. Based on the criteria: Why did you decide to choose that course of action? How would you rank these choices? Why? How might you defend that character's actions? How would you verify that conclusion? What is your critique of that work of art?

33 Start with clear mastery criteria and diagnostic pre-assessment to match student growth needs with planning and delivery. Make adjustments of Content/Process/Product a natural part of the instructional planning and delivery. Use clearly established NEW mastery criteria to assure that the assessment and/or products reflect opportunity for growth for the student.

34 Key to ease of differentiation is clear, well-written objectives. Objective must identify: What I want students to know or be able to do. How I will know if they can do it in a manner that is measurable, observable, and holds each child individually accountable.


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