Eastvalley Target Sarah Covington and Kristine Anderson (1 st and 5 th grades)_

 Is interested  Has good ideas  Learns with ease  6-8 repetitions for mastery  Good memorizer  Answers the questions asked by teacher  Enjoys straightforward presentation  Is pleased with his/her learning THE BRIGHT CHILD  Is highly curious  Has wild, silly ideas  Already knows  1-2 repetitions for mastery  Good guesser  Discusses in detail, elaborates  Thrives on complexity of issues  Is highly self-critical THE GIFTED CHILD

Evaluation Synthesis Analysis Application Comprehension Knowledge

Evaluation Synthesis Analysis Application Comprehension Knowledge

 Knowledge: How many bears lived in the house visited by Goldilocks?  Comprehension: How did the bears feel when they discovered Goldilocks in the bed?  Application: If Goldilocks had examined books belonging to each bear, which would she have preferred?

 Analysis: Why did Goldilocks always prefer the item which belonged to Baby Bear?  Synthesis: Suppose the bears had not returned at that time. How might the story have ended differently?  Evaluation: Should Goldilocks have entered the bears’ house?

Concrete Simple Basic Fewer facets More structured Less independence Abstract Complex Transformational Multi-facets More open Greater independence

 Critical thinking through problem solving, brainteasers  Creative thinking  Unit activities such as research, discussion, simulation, practical investigation/experimentation, product generation  Hands-On Equations (in grades 3-5)  Technology integration

 Visual and kinesthetic system of teaching algebraic concepts as early as third grade  Prepares students for understanding algebraic problems  Uses game pieces consisting of pawns and numbered cubes

 Acceptable progress defined as a majority of 2’s and/or 3’s in core areas of the report card in grades 1- 3 and “Meets Expectations” on core areas of the CRCT  Acceptable progress defined as a minimum average of 80 in grades 4-5 across the core subjects of reading, English, Mathematics, Science and Social Studies  Student not maintaining satisfactory performance during grading period will be placed on probation for remaining school year  Student removed from program at end of probation period if criteria not met during that marking period  Removal and re-entry criteria-either by parent or teacher

 Task commitment/personal best  Projects  Cooperation  Individual accountability  Homework (Reading Blog & Returning Target Tally Performance Sheet signed)

 New students  New classes  Change of teachers  Change of day

 Blog   Phone calls  Conferences

 Process focused  Interdisciplinary  Grade 1: Stepping into Target  Grade 2-3: The Heart  Grades 4-5: Anurans on the Run (Frogs)

 Gifted students should not be expected to make up missed regular classroom work or homework on scheduled Target day  Target homework permitted on Target day

 Raisin’ Brains: Surviving My Smart Family, by Karen L.J. Isaacson Raisin’ Brains: Surviving My Smart Family, by Karen L.J. Isaacson  Hoagies Gifted Education Page Hoagies Gifted Education Page  SENG SENG   (Must register, but don’t fear… ) 

Any questions?  Eligibility  Characteristics  Expectations  Assessment  Communication  Curriculum Please complete and return the information card. Thank you for coming. We are excited to teach your child!