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Vocabulary Instruction for Gifted Learners. According to the 1978 Gifted and Talented Children’s Act (PL 95-561, Section 902) The term gifted and talented.

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Presentation on theme: "Vocabulary Instruction for Gifted Learners. According to the 1978 Gifted and Talented Children’s Act (PL 95-561, Section 902) The term gifted and talented."— Presentation transcript:

1 Vocabulary Instruction for Gifted Learners

2 According to the 1978 Gifted and Talented Children’s Act (PL 95-561, Section 902) The term gifted and talented children means children who are identified at the preschool, elementary, or secondary level as possessing or demonstrating the potential abilities that give evidence of high performance capabilities in areas such as intellectual, creative, specific academic, or leadership ability, or in the performing and visual arts, and who by reason there of, require services or activities not ordinarily provided by school.

3 Giftedness is broken down into three distinct sets of characteristics General behavior~ (common sense, willpower, perseverance, a desire to excel, self-confidence, prudence) (common sense, willpower, perseverance, a desire to excel, self-confidence, prudence) Forethought/ Learning Prowess (superior knowledge or a desire to know ) (superior knowledge or a desire to know ) Creative Capacity~ (the ability to create original work) (the ability to create original work)

4 National Reading Panel 2001 has provided from their work on Gifted and Talented a list of effective vocabulary instruction, techniques and strategies Computer/Multimedia Instruction Dictionary/Glossary Key Word Method Association Method Repeated Multiple Exposure Context Methods Pre instruction of Vocabulary Words Roots/Affixes Analysis Wide Reading Elaborate/Rich Instruction Interactive Vocabulary Techniques Text Revision Active Engagement

5 According to Manuel (2002) for teaching gifted and talented students specific instructional accommodations should be the following: Cater to the interest of the learner Provide for their needs Give work appropriate to ability Avoid unnecessary drill and practice Respect students as individuals Provide opportunity for interaction Provide opportunity for risk taking Encourage the use of high-level thinking skills Provide speech-stimulating activities

6 Howard Gardner’s Theory of Multiple Intelligences Gifted and Talented Vocabulary Instruction Framework. Gardner’s Intelligence- Talents; Possible Careers General Characteristics of Gifted Learners Areas Related to Vocabulary Skills Linguistic intelligence- Sensitive to language in all forms, easily learns language; may become writer, politician, actor, lawyer Superior intellect, better than average intellectual skill General intellectual ability, specific academic aptitude, performing arts; enhanced background vocabulary, ease of learning and using new vocabulary Logical- Mathematical Intelligence Intelligence Easily and logically analyzes problems, thinks deductively, analyzes patterns, understands scientific method; may become scientist, mathematician understands scientific method; may become scientist, mathematician Better-than-average intellectual skill Specific academic aptitude; enhanced ability to learn math and science vocabulary (including symbols) Musical intelligence— performs, composes, and appreciates music, recognizes pitch, tone, and rhythm; may become composer, performer, or both Originality Visual and performing arts, creative or productive thinking; enhanced ability to read, understand, and use (in performance and composition) musical symbols and vocabulary Bodily-kinesthetic intelligence— Uses body to solve problems and perform physical acts, mentally| coordinates physical movement; may become athlete, dancer, stunt person, etc. Better-than-average physical skill Physical activity, psychomotor ability; enhanced ability to use, and knowledge of, vocabulary of movement and vocabulary related to mental control of movement Spatial intelligence- Recognizes patterns and how they fit within designs; may become architect, artist, designer Originality, better-than-average intellectual skill Creative or productive thinking, visual arts; enhanced understanding of and ability to use productive and creative vocabulary and the vocabulary of the visual arts Interpersonal intelligence- Understand people and their motivations, can work with almost anyone; may become educator, leader, salesperson, counselor Originality, common sense, prudence and forethought, better-than-average social and emotional skill Creative or productive thinking; enhanced ability to understand and use creative and productive, as well as metacognitive, vocabularies

7 Gardner’s Intelligence- Talents; Possible Careers General Characteristics of Gifted Learners Areas Related to Vocabulary Skills Interpersonal intelligence- Understand people and their motivations, can work with almost anyone; may become educator, leader, salesperson, counselor Originality, common sense, prudence and forethought, better- than-average social and emotional skill Leadership ability, productive thinking; better-than-average knowledge of and ability to use persuasive vocabulary Intrapersonal intelligence- Understanding of self and feelings, uses self-knowledge to plan personal life; may become psychologist, personal planner Superior general intelligence, better- than-average intellectual skill Creative or productive thinking; enhanced ability to understand and use creative and productive, as well as metacognitive, vocabularies Naturalist intelligence- Notices, groups, and utilizes environmental features; may become naturalist, ranger, anthropologist Naturalist intelligence- Notices, groups, and utilizes environmental features; may become naturalist, ranger, anthropologist Leadership ability, Specific academic ability; enhanced ability to understand and use vocabulary associated with the environment and to use it to persuade others in the direction of environmental issues Howard Gardner’s Theory of Multiple Intelligences Gifted and Talented Vocabulary Instruction Framework.

8 Linguistic Intelligence Hink Pink Looking Up and Using New Words. Searching for Etymologies on the Internet. Finding and Sharing the Word of the Day. Using Students' Knowledge of Affixes to Form as Many Different Words from a Single Root Word as Possible. Adapting Gail Tompkins's Word Clusters Strategy Writing a fiction story that uses the vocabulary words from a content unit. Web Sites that publish kids work Web Sites that publish kids work Cyberkids at http://www.cyberkids.com http://www.cyberkids.com KidPub at http://www.kidpub.org/kidpub ($12.95 a year) http://www.kidpub.org/kidpub

9 Logical-Mathematical Intelligence Engaging in a Word-Transformation Exercise gate—an entrance in a fence rate—cost per hour rats—plural of rat rots—becomes decayed pots—pans Creating Newspaper Cryptoquotes George Washington was a general in the army. He was elected the first president of the United States. The people liked him. George Washington was a general in the army. He was elected the first president of the United States. The people liked him. Jhrqjh Zdvklqjwrq, zdv d jhqhudo Iq, wkh dupb. Kh 2dv hohfwhg wkh iluvw suhvlghqw ri wkh Xqjwhg Vwdwhv. MVkh shrsoh olnhg kip.

10 Bibliography Beck, I, McKeown, M.G. & Kucan, L.(2002). Bringing Words to Life. The Guilford Press, New York. Block, C., &Mangieri, J.N.(2006).The Vocabulary Enriched Classroom. Scholastic, New York.

11 Presented by Cynthia Kennedy Literacy Resource Specialist


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