Dussinger

Charlie
DRA 70 NF

EXCEPTONAL ABILITY TO LEARN
Extraordinary ability to retain new information in long-term memory with little obvious effort, for
example Charlie is able to make connections across content areas. He is willing and eager to provide
learned background knowledge from Social Studies (US History) and relate/connect it back to
Language Arts material. When making connections to a NF text, he accessed what he had learned in
Social Studies about American Indians to connect to the text. His connections provide other students
with a spark to then build on therefore deepening daily lessons.
Remarkable ability to focus on a task (concentration), for example Charlie consistently is one of the
first students to begin and finish any assigned morning work activity. During the morning when
students are arriving at different times getting settled for the day, Charlie is able to tune out the
noise and gets right to work. With accuracy and pace, he completes weekly morning work with ease
and at a high level of understanding.
Uses advanced vocabulary as evidenced in his writing. For example, when writing a creative story
about Thanksgiving from the perspective of the turkey, he uses words like incinerated,
humungous, and fabulous. Charlies ability to use advanced vocabulary enhances his writing
adding descriptive details. Additionally, he is one of the first students to raise his hand when the
class is asked if they know what a certain word means and even applies his understanding of
prefixes and suffixes to determine meaning.
Is an avid reader, preferring Fantasy, Science Fiction, and engaging text. Charlie can be found reading
at any time of the day and often will pick up a book right away in the morning as he waits for
announcements to begin.
Often already knows about Science and Social Studies topics before being taught in class. For example,
he is able to add his background knowledge to science lessons about space helping to increase the
level of discussion and discovery for the entire class.
Is presently working significantly above grade level in math. Charlie is participating in Advanced Math
learning 7
th
grade content where he frequently participates and is able to articulate his problem
solving skills.
Learns easily with a minimum of practice, for example he was able to identify all 50 states, their
locations, and capitols on a map with little to no practice and scored a 4 on all 50 state assessments
during the Geography unit.

EXCEPTIONAL APPLICATION OF KNOWLEDGE
Researched a weather site and was asked to summarize an article. In choosing one about the
upcoming Super Bowl Game as it relates to weather, Charlie continue to research to find out
more about the history of weather and its impact on Super Bowl games. He was fascinated with
his findings and eager to share with his teacher and classmates.
Uses effective analogies to emphasize a point,/make a connection/clarify concept to others, for
example during an Advanced Academics seminar, Charlie created multiple analogies comparing
pre-selected words to describe how Early American Colonization is like Charlie came up with
the following: A SPORK because there were 2 purposes of going to Americareligious freedom
and making money. The spork as 2 purposes a spoon and a fork. The fork is religious because it
reminds me of Poseidons trident and the spoon is the gold mining shovel; Acting because the
EAC acted like they owned the land but the true owners were the American Indians; and Pigs b/c
theyre faces were pink when they got mosquito bites.
Advanced application of computer skills as evidenced by his use of Google Documents and
Google Presentations. Charlie is one of the first students to ask to use the computer for a
presentation or project. He created two Google Presentations involving both pictures and text
where his classmates were to guess the Geographic Region he was describing. While most
students attempted to only complete one region, Charlie was able to both start and finish two
presentations. The presentations were create with ease of the technology and in an organized
manner.
Asks complex questions especially during science discussions. When learning new content in
science, you can always see the gears moving in Charlies head. He is continuously asking
higher level thinking questions. For example, classmates were giving a presentation on Uranus.
He inquired about the temperature of the surface of the planet wondering why it was so hot
being so far away from the sun. He then went on to research the answer on his own free time
sharing his findings with the class.

EXCEPTIONAL CREATIVE/PRODUCTIVE THINKING
Often asks questions about anything that he is curious about! Charlie is eager to inquire about
the meaning of a story read after a lesson, where to find more information about a new science
concept (especially space related), or ask a friend what new book he is reading. Charlies
questioning aids positively in daily discussions helping his classmates to think about the inquiry
he has verbalized to the class. For example, while learning about the moon, he asked a question
that stumped us all. He asked to research more and found his answer online.
Uses a variety of strategies to understand any given text. For example Charlie frequently applies
the strategies of connections, predictions, and visualizing. He even set a goal for himself to stop
and predict so I know Im focusing in order to help himself deepen his understanding of the
text.
Challenges discrepancies in information presented by fellow classmates during an Astronomy
Unit where groups selected a topic to research and present. Charlie often asked questions at the
end of each presentation especially if he was unsure of what the group had stated. He was
helping to hold them accountable in a friendly and supportive way while also encouraging (as
leading by example) his classmates to pay attention and ask those thoughtful questions as well.
Easily generates new ideas for free writing topics in writing. Once, he was asked to create a
Recipe for a Fall Day he generated a string of 5 different recipes that he called Gods
Cookbook. Each recipe showed his creative ideas and how he could generate a new recipe over
and over. Each recipe had the same structure showing organization and cohesiveness.
Embellishes written/oral communication by using different forms of figurative language. For
example, Wee, it was like a roller coaster floating to heaven curving up and curving down
turning left and turning right. This was the opening sentence hooking the reading in to read his
short story.
Finds humor in situations or events that are not obvious to peers. For example has a keen sense
of humor and is able to pick up subtle jokes in the books he reads and stories he hears. His sense
of humor also makes it so that he understands the content of a slightly more mature nature
which is revealed by daily conversations with his classroom teachers.
Problem solver and analytical thinker in the area of Mathematics and Reading. Charlie
participates in an Advanced Math class where he is learning and applying 7
th
grade content. As
evidence from the word problem created ( see Example), Charlie was able to create a word
problem involving multiple steps and applying learned content. Additionally, Charlie
participates in a weekly Advanced Academics Seminar where he is an active participant in
Socratic Seminars coming to class prepared with materials, thoughtful/creative ideas, and
listens attentively to classmates.

EXCEPTIONAL MOTIVATION TO SUCCEED
Effectively instructed classmates/older students to navigate Google Apps accounts especially how to
use email, create documents, and create presentations. Charlie is willing and able to help classmates
utilize this technology in the classroom. For example, when the class was working independently or
in small groups on an Astronomy research project, Charlie was able to help classmates while still
completing his project on time and creatively.
When asked about time spent outside of school, he/she is involved in classes and activities such as
soccer practices, family activities, and choice reading outside of school yet maintains a balance with
school responsibilities. He is able to balance his outside of school activities while still producing
quality school work and hands in all assignments on time. Charlie also recently stated that books
dont last long in my house noting that he lives in a house of avid readers. Him and his brother
discuss books and read often. Charlie is able to balance his own independent reading and
extracurricular activities with school work as well.
Is presently working successfully/significantly above grade level in Math and Reading. Charlie
participates in an Advanced Math class where high expectations and 7
th
grade content challenges
him to apply his critical thinking to daily lessons. Additionally, he is an active participant in a small
group Advanced Academic seminar where he debates and discusses Language Arts topics that also
link to other content areas.
Poised public speaker who does not mind speaking in front of his classmates for presentations or
volunteering his ideas in daily small group and whole group discussions.
Strong sense of loyalty and responsibility towards group, for example Charlie strives to be an equal
participant in group activities. He wants to be successful and wants his group to do the same. As a
silent leader, Charlie
Consistently rises to the role of leader even though he/she may not seek it, for example Charlie often
leads by example. He is a quiet leader who doesnt always take on a vocal role. However, he is an
active participant in group situations and other students appreciate his incite and ideas.
Has responsibilities such as soccer practices, family activities, and choice reading outside of school
yet maintains a balance with school responsibilities. Charlie participates in after school activities
such as soccer. He is able to balance his outside of school activities while still producing quality
school work and hands in all assignments on time. Charlie also recently stated that books dont last
long in my house noting that he lives in a house of avid readers. Him and his brother discuss books
and read often. Charlie is able to balance his own independent reading and extracurricular activities
with school work as well.
Listens attentively and responds to other students on a daily basis. Charlie has a keen sense of focus
and is a very active listener. He uses quality talk to piggy back, add onto, or thoughtfully
agree/disagree with other students during whole group and small group instruction. Charlie takes
the time to listen and respond to others.
Positively engaged in all learning activities, for example Charlie works hard daily on all assigned and
self-selected activities/assignments. Charlies ability to remain engaged in all learning activities
allows him to be an active participant in group activities where he can both share his ideas and
respond to others.
Volunteers/is a risk-taker when others are reluctant, for example he is always one of the first
students to raise his hand during a reading focus lesson. He consistently takes risks in sharing how a
particular reading strategy has strengthened his understanding of a text. One strategy he takes risks
in most is making connections. His connections range from referencing a Social Studies lesson on
American Indians to a text previously read in another lesson or independently. These deeper
connections showcase his ability to connect information across content as well as connect to his
personal experiences in a meaningful way.