Teaching Gifted Kids in The R PDF

A CD-ROM of Customizable Forms for
Teaching
Gifted Kids
in the Regular
Classroom
Revised, Expanded, Updated Edition
Susan Winebrenner
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� CONTENTS �
Introduction by Susan Winebrenner The Circle of Books
Generic Circle of Books
Reading Response Sheet
L IST OF R EPRODUCIBLE F ORMS
Teacher’s Conference Record Sheet
Chapter 1 (Teacher Form)
Goal-Setting Log Books I Want to Read
Vocabulary Builders
Chapter 2 Etymologies Activities
The Compactor (Teacher Form) Etymologies Chart
Alternate Spelling Activities Super Sentence: Level One
Super Sentence: Level Two
Chapter 3 Vocabulary Web Model
Learning Contract Expository Writing Extensions Menu
Working Conditions for Alternate Activities The Great Friday Afternoon Event
Chapter 4 Chapter 6
Topic Development Sheet (Teacher Form) Taxonomy of Thinking
American Wars Study Guide Curriculum Differentiation Chart
American Wars Extensions Menu (Teacher Form)
Extensions Menu Form Nutrition Extensions Menu
Independent Study Agreement for Nutrition Extensions Menu for Other
Study Guide Only Subject Areas
Independent Study Agreement for Build Blocks to Think
Study Guide with Extensions Menu Guidelines for Creating Student-Made
Evaluation Contract Learning Centers
Daily Log of Extension Work Examples of Student-Made Learning
Product Choices Chart Centers
Chapter 5 Chapter 7
Contract for Permission to Read Ahead Interest Survey
Contract for Reading Skills and Vocabulary Acceptable Student Projects
Reading Activities Menu Topic Browsing Planner
Animal Story Study Guide Resources Record Sheet
Animal Story Extensions Menu Topic Browsing Planner for Primary
Biography Study Guide Grades
Biography Extensions Menu Resources Suggestions
Author Extensions Menu Resident Expert Planner
= modifiable form in the PDF

Resident Expert Planner for Primary Grades Math
Check-Off Sheet for Resident Expert Project Math Extensions Menu
Personal Interest Independent Study Project Math Extensions Menu for Primary Grades
Agreement Numeration Extensions Menu for Primary
Self-Evaluation Checklist Grades
Chapter 9 Science
Differentiated Learning Plan (Teacher Form) Electricity Extensions Menu
Meeting Record Sheet (Teacher Form) Geology Extensions Menu
Gifted Student’s Cumulative Record Form Human Body Extensions Menu
(Teacher Form) Solar System Extensions Menu for Primary
Grades
Appendix A Space Extensions Menu
Categories Challenge: For Gifted Students Weather Extensions Menu
Categories Challenge: For the Entire Class
Alphabet Soup Social Studies
Silly Nillies City and State Extensions Menu
Discovery and Colonization Extensions Menu
Immigration Extensions Menu
A DDITIONAL CD-ROM
O NLY R EPRODUCIBLES
Teaching Gifted Kids in the Regular
(B Y S UBJECT A REA )
Classroom CD-ROM to Book
Generic Cross-Reference
Generic Extensions Menu for Primary Grades
Generic Extensions Menu
The Arts
Fine Arts Extensions Menu
Reading and Language Arts

Fairy Tales and Folktales Extensions Menu
Independent Reading Extensions Menu for
Primary Grades
Independent Reading Extensions Menu
Language Arts and Spelling Extensions Menu
Vocabulary Extensions Menu for Primary
Grades
Mysteries Extensions Menu
= modifiable form in the PDF

INTRODUCTION TO THE CD-ROM
FOR TEACHING GIFTED KIDS IN THE
REGULAR CLASSROOM
A gain and again I hear from readers that the reproducible forms in Teaching Gifted Kids in the Regular Class-
room are among the book’s most popular features. The number of forms in the revised, expanded, and
updated edition of the book has doubled, making a CD-ROM version of the forms especially useful and con-
venient. This CD-ROM includes all of the reproducible forms from the book, along with more than 20 addi-
tional forms not found in the book. They are all designed to be practical and easy to use. Many are also provided
in Microsoft Word files for you to customize to best suit your classroom and individual students’ needs.
Over the years, I’ve spoken to thousands of teachers as I’ve traveled to school districts across the country. Many
of them have shared their own versions of the Extensions Menus (originally known as Tic-Tac-Toe forms), and
I’ve included some of the best here for everyone to share and learn from.
Remember, we all share a wonderful, important goal: to make differentiation opportunities available to
students who need them. By definition, differentiation is not “one size fits all.” These resources will help you
make differentiation a natural lesson-plan component, allowing you to reach and teach the gifted students in
your classroom while enriching the education of every student.
Explore, enjoy, and, as always, let me know what you think.
Susan Winebrenner
1
GOAL-SETTING LOG
Student’s Name: _______________________________________________________________
Date Goal for This Work Period Work Actually Accomplished
From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc.,
From Teaching
Minneapolis, Gifted
MN; Kids in the Regular
www.freespirit.com. page mayby
ThisClassroom be Susan Winebrenner,
photocopied copyright
for individual © 2001.work
or classroom Freeonly.
Spirit
ForPublishing
other uses,Inc., Minneapolis,
call 800-735-7323.
16 Since
MN;Free Spirit Publishing allows
www.freespirit.com. educators
This page may beto adapt this formfor
photocopied to individual
their needs,or
it may have been
classroom workmodified from
only. For its original
other uses, callformat and content.
800-735-7323.
THE COMPACTOR
34
Joseph Renzulli and Linda Smith
Student’s Name: ______________________________________________________________________________________________________________
Areas of Strength Documenting Mastery Alternate Activities
From Teaching Gifted Kids in theFrom

Regular Classroom
Teaching byKids
Gifted Susan
in Winebrenner, copyrightby
the Regular Classroom © 2001.
SusanFree Spirit Publishing
Winebrenner, Inc., ©
copyright Minneapolis,
2001. FreeMN;
Spiritwww.freespirit.com. This page may be photocopied for individual
Publishing Inc., Minneapolis,
or classroom work only. For other uses, call 800-735-7323. Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content.
MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323.
ALTERNATE SPELLING ACTIVITIES
If you pass a spelling pretest with a score of 90% or higher, you are excused from the week’s regular
spelling activities and the final test. Choose from this list of alternate activities.
Using New Words 4. Create a crossword or an acrostic puzzle on

graph paper. Include an answer key.
1. Working with a partner who also passed the
pretest, find 10 unfamiliar words from glos- 5. Learn the words in a foreign language. Use
saries of books in our room. (You choose 5 the words in sentences.
and your partner chooses 5.) Learn their 6. Group the words into categories you create.
meanings and spellings. When the rest of Regroup them into new categories.
the class is taking the final spelling test,
7. Create greeting card messages or rebus pic-
you’ll test each other on your personal
tures.
spelling list. Here’s how:
8. Create an original spelling game.
a. Partner A dictates words 1–5 to Partner
B, one at a time. Partner B gives a 9. Create riddles with the words as answers.
meaning for each word before writing 10. Create limericks using the words.
it down.
11. Write an advertisement using as many of
b. Partner A dictates words 6–10 to Partner the words as you can.
B, who writes them down (no meanings
12. Use all of the words in an original story.
needed).
13. Create alliterative sentences or tongue-
c. Partner B dictates words 1–5 to Partner
twisters using the words.
A, who writes them down (no meanings).
14. Using a thesaurus, find synonyms for the
d.Partner B dictates words 6–10 to Partner
words and create Super Sentences.
A, who gives a meaning for each word
before writing it down. 15. Use the words to create similes or
metaphors.
In other words, Partner A defines 5 of the
words, Partner B defines the other 5, and 16. Create newspaper headlines using the
both partners spell all 10. Words are words.
counted wrong if either spelling or meaning 17. Using an unabridged dictionary, locate and
are not correct. describe the history of each word (its ety-
2. Keep track of words you misspell in your mology). Create flow charts to show how
own writing. When you have collected 5 the meaning of each word has changed over
words, learn them. time.
Keep a list of any words you don’t master in 18. Create a code using numbers for each letter
activities 1 and 2. Learn them the next time of the alphabet. Compute the numerical
you get to choose your own spelling list. value of each word. List the words from the
highest to lowest value.
Using Regular or Alternate Words 19. Take pairs of unrelated spelling words and
put them together to create new words.
3. Use all the words to create as few sentences Invent definitions.
as possible.
20. Create your own activity. Get your teacher’s
permission to use it.
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LEARNING CONTRACT
For: _______________________________________________________________________________________________
Student’s Name: __________________________________________________________________________________
� Page / Concept � Page / Concept � Page / Concept

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
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Extension Options: _____________________________________________________________________________

SPECIAL INSTRUCTIONS
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Your Idea:
___________________________________________________________________________________________
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
Working Conditions
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Teacher’s Signature: _______________________________________________________________________

Student’s Signature: _______________________________________________________________________
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WORKING CONDITIONS
FOR ALTERNATE ACTIVITIES
If you are working on alternate activities while others in the class are busy with teacher-
directed activities, you are expected to follow these guidelines.
1. Stay on task at all times with the alternate activities you have chosen.
2. Don’t talk to the teacher while he or she is teaching.
3. When you need help and the teacher is busy, ask someone else who is also working on the
alternate activities.
4. If no one else can help you, keep trying the activity yourself until the teacher is available.
Or move on to another activity until the teacher is free.
5. Use soft voices when talking to each other about the alternate activities.
6. Never brag about your opportunities to work on the alternate activities.
7. If you must go in and out of the room, do so as quietly as you can.
8. When you go to another location to work, stay on task there, and follow the directions of
the adult in charge.
9. Don’t bother anyone else.
10. Don’t call attention to yourself.
I agree to these conditions. I understand that if I don’t follow them, I may lose the opportunity
to continue working on the alternate activities and may have to rejoin the class for teacher-
directed instruction.
Teacher’s Signature: ___________________________________________________________________
Student’s Signature: ___________________________________________________________________
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TOPIC DEVELOPMENT SHEET
Topic or unit to be learned: _____________________________________________________________________________
Key Concepts Related Topics
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AMERICAN WARS STUDY GUIDE
BE PREPARED TO:
1. Discuss the political, social, and economic causes of the war.
2. Explain the basis of the economy for both sides before the war began.
� CHECKPOINT: ________________: Assessment for 1–2 �

DATE
3. Give the meanings of all designated vocabulary words.
4. Show on a map the disputed territory before the war began, at its midpoint, and
at its end.
5. Recite from memory an important speech from this particular war period on a
war-related topic. Be able to explain its background and significance.

DATE
6. Describe typical battle conditions experienced by soldiers and commanders.

Include information about commonly used battle tactics.
7. Narrate a first-person biographical sketch of a person connected to the war effort.
8. Write a newspaper account of a non-battlefield event related to the war.
9. Describe the peace plan—its location, components, and effects.
10. Summarize the implications of this war in today’s time period. Hypothesize how
history would have turned out differently if the other side had won. Make
predictions for the decade following the war as well as for the present time.
� CHECKPOINT: ________________: Final Assessment for 1–10 �

DATE
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AMERICAN WARS
EXTENSIONS MENU
Present a detailed biogra- Research the patriotic Locate information about

phy of an important music used by both sides the medical practices used
person during the time in the war. Point out sim- on the battlefield and in
of this conflict. Include ilarities and differences. field hospitals during this
evidence of this person’s Describe how music war. Include biographical
influence during the war influences patriotism in information about famous
period. civilians and soldiers. medical people of that
Compare the patriotic time.
music of this war to that
of other wars.
Discover how military Investigate battles in

people communicated which creative or uncom-
with each other and with monly used tactics were
Student
their commander–in- employed. OR design
chief during this war. strategies that you think
Focus on events in which would have led to more
poorly understood or
poorly delivered commu-
nications influenced the
Choice victories and fewer casu-
alties. Be sure to use only
the technology available
outcome of a military during that time period.
effort.
Choose 25 key words Investigate other types of Create alternate ways for
from this unit. Create a wars: between families, countries to solve their
directory that lists each clans, children in school, problems without resort-
word, its meaning, and its mythical creatures, etc. ing to warfare.
effect on this war. Share information about
them and include a com-
parison of elements
found in a traditional war
between countries.
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EXTENSIONS MENU
Student
Choice
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INDEPENDENT STUDY AGREEMENT
FOR STUDY GUIDE ONLY
Read each condition as your teacher reads it aloud. Write your initials beside it to show that
you understand it and agree to abide by it.
Learning Conditions
______ I will learn independently all the key concepts described on the Study Guide. I will not
have to complete the actual assigned activities as long as I am doing work related to
what the class is learning.
______ I will demonstrate competency with the assessments for the Study Guide content at the
same time as the rest of the class.
______ I will participate in designated whole-class activities as the teacher indicates them—
without arguing.
______ I will keep a Daily Log of my progress.
______ I will share what I have learned about my alternate topic with the class in an interesting
way. My report will take 5–7 minutes and will include a visual aid. I will prepare a
question about my report to ask the class before giving my report.
Working Conditions
______ I will be present in the classroom at the beginning and end of each class period.
______ I will not bother anyone or call attention to the fact that I am doing different work
than others in the class.
______ I will work on my chosen topic for the entire class period on designated days.
______ I will carry this paper with me to any room in which I am working on my chosen
topic, and I will return it to my classroom at the end of each session.
Student’s Signature: _____________________________________________________________
Teacher’s Signature: _____________________________________________________________
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INDEPENDENT STUDY AGREEMENT
FOR STUDY GUIDE
WITH EXTENSIONS MENU
Read each condition as your teacher reads it aloud. Write your initials beside it to show that
you understand it and agree to abide by it.
Learning Conditions
______ I will learn independently all the key concepts described on the Study Guide. I will
not have to complete the actual assigned activities as long as I am working on an
independent project.
______ I will demonstrate competency with the assessments for the Study Guide content at
the same time as the rest of the class.
______ I will participate in designated whole-class activities as the teacher indicates them—
without arguing.
______ I will work on an independent project and complete an Evaluation Contract to

describe the grade I will choose to earn.
______ I will share a progress report about my independent project with the class or other
audience by ____________ (date). My report will be 5–7 minutes long and will
include a visual aid. I will prepare a question about my report to ask the class before
giving my report.
Working Conditions
______ I will not bother anyone or call attention to the fact that I am doing different work
than others in the class.
______ I will work on my project for the entire class period on designated days.
______ I will carry this paper with me to any room in which I am working on my project,
and I will return it to my classroom at the end of each session.
Student’s Signature:_____________________________________________________________
Teacher’s Signature:_____________________________________________________________
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EVALUATION CONTRACT
I am choosing a grade for my project based on these criteria.
For a grade of B:
1. I will use secondary sources. This means that I will locate what information I can from
several existing sources.
2. I will prepare a traditional product. I will present it using a traditional reporting format.
3. I will be learning on the lower levels of Bloom’s Taxonomy: Knowledge and Comprehension.
This means that I will find information and be able to describe what I’ve learned.
For a grade of A:
1. I will use primary sources. This means that I will gather first-hand information myself
through surveys, interviews, original documents, and similar methods.
2. I will produce an original type of product. I will present it to an appropriate audience using
a unique format.
3. I will be learning on the higher levels of Bloom’s Taxonomy: Application, Analysis,

Evaluation, and/or Synthesis.
This is the project I will do: ___________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
This is the grade I intend to earn: ________
Teacher’s Signature:_____________________________________________________________
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DAILY LOG OF EXTENSION WORK
Student’s Name: _______________________________________________________________
Project Topic: _________________________________________________________________
Today’s What I Plan to Do During What I Actually

Date Today’s Work Period Accomplished Today
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PRODUCT CHOICES CHART
Auditory Visual Tactile-Kinesthetic
Audio recording Advertisement Acting things out

Autobiography Art gallery Activity plan for trip
Book Brochure Animated movie
Classifying Coat of arms Collection
Commentary Collage Composing music
Crossword puzzle Coloring book Dance
Debate or panel talk Comic book or strip Demonstration
Dialogue Costume Diorama
Documentary Decoration Dramatization
Editorial Design Exhibit
Essay Diagram Experiment
Experiment Diorama Field experience
Fact file Drawing or painting Flip book
Family tree Filmstrip Flip chart
Finding patterns Flannel board Game
Glossary Flow chart Game show
Interview Graphic organizer How-to book
Journal or diary Greeting card Invention
Learning Center task Hidden pictures Jigsaw puzzle
Letter to editor HyperStudio or other Learning center—hands-on
Limerick or riddle multimedia presentation tasks
Mystery software Manipulatives
Newspaper Illustrated manual Mobile
Oral report Illustrations Model
Pattern and instructions Learning Center visuals Museum exhibit
Petition Magazine Papier-mâché
Position paper Map Photograph
Press conference Mural Play or skit
Reading Pamphlet with pictures or Pop-up book
Scavenger hunt icons Project cube
Simulation game Photo album Puppet show
Song lyrics Photo essay Rap or rhyme
Speech Picture dictionary Reader’s Theater
Story or poem Political cartoon Rhythmic pattern
Survey Portfolio Role-play
Teaching a lesson Poster Scale drawing
Trip itinerary Rebus story Sculpture
Written report Scrapbook Simulation game
Slide show Survey
Transparency talk TV broadcast
Travelogue
TV program
Video
Web site
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CONTRACT FOR PERMISSION
TO READ AHEAD
Check each statement to show that you agree with it. Then sign the contract.
I will not tell anyone anything about the story until everyone in the group
has finished reading it.
I will not participate in prediction activities.
Minneapolis, MN; www.freespirit.com.
From Teaching Gifted Kids in theThis pageClassroom
Regular may be photocopied
by Susanfor individual or classroom
Winebrenner, copyrightwork only. Free
© 2001. For other uses,
Spirit call 800-735-7323.
Publishing Inc.,
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Minneapolis, Publishing allows educators
866/703-7322; to adapt this formThis
www.freespirit.com. to their
pageneeds,
mayitbe
may have been modified
photocopied from its or
for individual original formatwork
classroom and content.
only.
CONTRACT FOR PERMISSION

TO READ AHEAD
Check each statement to show that you agree with it. Then sign the contract.
I will not tell anyone anything about the story until everyone in the group
has finished reading it.
I will not participate in prediction activities.
From Gifted
From Teaching Teaching Gifted
Kids Kids
in the in theClassroom
Regular by Susan by
Regular Classroom Susan Winebrenner,
Winebrenner, copyright
copyright © 2001. © Free
2001.Spirit
Free Spirit Publishing
Publishing Inc.,Inc.,
Minneapolis,
Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323.
Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content.
93
CONTRACT FOR READING SKILLS
AND VOCABULARY
Student’s Name: ___________________________________________________________________________________
� Page / Concept � Page / Concept

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
Vocabulary Words for Unit

_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
Working Conditions
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
Student’s Signature: ________________________________________________________________________________

Teacher’s Signature: ________________________________________________________________________________
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READING ACTIVITIES MENU
Student’s Name: ___________________________________________________________________________________
Directions:
During the next __________ days, create your own menu of activities from the list below to do
in place of the regular assignments.
Date(s) Activity
___________ Create and perform a puppet show of the story or book.
___________ Interview another person who read the book.
___________ Write a letter to the author.
___________ Write another chapter.
___________ Write a different ending.
___________ Using a thesaurus, find synonyms for your 6 favorite words.
___________ Create a dialogue between 2 characters.
___________ Read other books by the same author. Compare/contrast.
___________ Read another book of the same type. Compare/contrast.
___________ Write a story or book of the same type which contains similar elements.
Include 3 free days. Add on days to the activities listed or create your own activities:
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
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ANIMAL STORY STUDY GUIDE
BE PREPARED TO:
1. Identify and discuss all of the elements in our story map as they appeared in this story.
2. Discuss the meanings of the vocabulary words for this story.
3. Describe the animal(s) that are important characters in this story. Include information
about physical appearance, behavior, likes and dislikes, wishes, and the problem the
animal(s) need to solve.

DATE
4. Create a dialogue between a human and an animal in this story in which the animal
describes what he or she really wants. Continue by inventing a plan they form to make the
animal’s wish come true.
5. Explain the evidence from the story that shows a bond between humans and one or more
of the animals.
6. Use a Venn diagram to chart the similarities and differences between an animal in the story
and a “real” animal of the same species.

DATE
7. Make a chart that describes the human qualities each animal in the story possesses.
(Anthropomorphism is a technique in writing that makes animals appear to have human
characteristics.)
8. Illustrate in some manner some differences between wild and domestic animals of a certain
species.
9. Prepare a want ad in which a human in the story advertises his or her need for an animal to
help with a problem, OR in which the animal advertises for help from a human.
10. Create a brochure describing how a child should care for an animal in this story, if the animal
were the child’s pet.

DATE
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ANIMAL STORY
EXTENSIONS MENU
Write a first-person story Do a research study Read 10 or more poems

in which the main char- about an organization about animals. Write
acter is an animal who that is working to save poetry about animals that
tries to live with humans. endangered animals from interest you.
extinction. Plan a cam-
paign to save an animal
you admire.
Read about people who Plan and present a debate

have tamed and lived about the merits of pre-
with wild animals. serving a certain area for
Student
Describe the characteris- the use of its existing ani-
tics such people have in mals and plants. The
common. other side of the debate
Choice would give reasons to

develop the area into
homes or shopping.
Pretend you’re an archae- Imagine that your family Create a composite ani-
ologist who has just dis- acquires an unusual animal with elements of sev-
covered the remains of an mal as a pet. Present eral animals. Convince
extinct animal. Share information about some someone else that it’s the
information about how of the joys and challenges best animal in the world.
the animal lived, why it of having the animal.
became extinct, and how
it might have been saved
from extinction.
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BIOGRAPHY STUDY GUIDE
BE PREPARED TO:
1. Describe details from the subject’s early years, including place and circumstances of birth,
childhood, schooling, siblings, parents, and relatives who influenced him or her.
2. Describe details from the subject’s adolescence, including hobbies, education, and memorable
experiences.

DATE
3. Describe the personal aspects of the subject’s adult life, including relationships, commit-
ments, and significant events.
4. Explain when and how the subject found his or her way to a chosen career. Include infor-
mation about the people or events that influenced him or her.
5. Describe what qualities, circumstances, or events made this person important enough to
have a biography written about him or her.

DATE
6. Prepare a timeline of the subject’s career, including both helpful events and setbacks.
7. Describe how the subject’s life ended, as well as any awards or honors he or she received.
8. Give the meanings of any assigned vocabulary words.
9. Describe how the biography helped you better understand the events of the times in which
the subject lived and worked.
10. Find some events in the biography that you think might not have happened as they were
portrayed. Find another source of information about the subject and decide how accurate
the portrayal is in the biography.

DATE
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BIOGRAPHY EXTENSIONS MENU
Create a bibliography of Read 3 biographies in a Illustrate the relationship

biographies in a specific specific category (see the between the subject’s life
category. Examples: box at the left). Illustrate and the time period in
women, astronauts, chil- the elements they have in which he or she lived.
dren, musicians, inventors, common. Include information
sports heroes, entertainers. about specific events and
Read those that look how they influenced the
interesting to you. Find a person’s life.
way to get others inter-
ested in reading them.
Describe gender or ethnic Discover some things

issues in biographies about which the subject
written for your age group would have been proud.
Student
during the past 10 years, Use these to create his or
and during the first 5 her obituary and epitaph.
years of any previous
decade.
Choice
Create an illustrated Act out a biography of a Use photography to illus-

timeline showing major person who was connected trate the “snapshot
and minor events in the to a particular historical method” of biography, in
subject’s life. Create a event your classmates are which you show common
second timeline showing studying. Challenge your themes or elements found
things the person might audience to guess the per- in 3 biographies.
have wanted to do or son’s identity.
accomplish.
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AUTHOR EXTENSIONS MENU
Read interviews with the Discover other things the Write something of your
author. Write a short author has written that own in the same style as
biography of the author don’t follow the same style the author.
based on that information. of the book you are read-
ing.
Write a letter to the Find out if the author has

author. (Get contact infor- worked with other writers
mation from the pub- and/or illustrators. Com-
lisher.) Give your reactions pare the author’s “working
to the book and ask the
author some questions
Student alone” style with his or her
“working with others”
about himself or herself.
Choice style. Is there a difference?
If so, describe it.
Read other books of the Learn the steps a person Research Children’s Best-
same type by different has to take to become a sellers lists published over
authors. Compare and published author. the past 12 months. Find
contrast the styles of the out how many books like
various authors. the one you read were or
are bestsellers.
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THE CIRCLE OF BOOKS
Each time you finish a book, put a tally mark in the appropriate section. Check
to see if you are reading from a variety of categories or limiting yourself to just
one or two.
Biog
ction rap
Fi hy
als
My
Anim
ste
A ry
sy
dv
a
e
t
n
n
t
Fa
ure
ion
ict Hu
e F mo
Scienc r
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GENERIC CIRCLE OF BOOKS
Each time you finish a book, put a tally mark in the appropriate section. Check
to see if you are reading from a variety of categories or limiting yourself to just
one or two.
Minneapolis, MN;
Fromwww.freespirit.com. This
Teaching Gifted Kids in thepage mayClassroom
Regular be photocopied
by Susanfor individual orcopyright
Winebrenner, classroom© work only. Spirit
2001. Free For other uses, call
Publishing Inc.,800-735-7323.
Since Free SpiritMN:
Minneapolis, Publishing allows www.freespirit.com.
800/735-7323; educators to adaptThis
this page
formmay
to their needs, it mayfor
be photocopied have been modified
individual from its
or classroom original
work formatFree
only. Since andSpirit
content.
Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content.
READING RESPONSE SHEET
Student’s Name: ______________________________________________________________________
Title of Book: ________________________________________________________________________
Author’s Name: _______________________________________________________________________
Today’s Date: ___________________________ Pages Read Today: __________________________

FROM TO
My reactions to today’s reading: ___________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
What’s really great about this book so far: ___________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
What I would like to change in this book: ___________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
An interesting word from this book: _______________________________________________
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TEACHER’S CONFERENCE RECORD SHEET
Student’s Name: ______________________________________________________________________________________
Date Book Conference Discussion Assigned Tasks
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BOOKS I WANT TO READ
This list belongs to: ________________________________________________________________________________
Author’s Name
or Call Number Title of Book Notes
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VOCABULARY BUILDERS
1. ACRONYMS: Words made from the first 8. PALINDROMES: Words and phrases
letters of a list of words you want to remember. spelled the same forward and backward.
Example: HOMES for the Great Lakes: Examples: Otto, Madam, “Madam, I’m
Huron, Ontario, Michigan, Erie, Superior. Adam.”
2. COINED WORDS: Words created to fill 9. PORTMANTEAUS: Words made by

a need that no existing word serves. Many blending parts of other words.
trademarks are coined words. Example: “Brunch” from “breakfast” and
Examples: Kleenex, Xerox. “lunch.”
3. DAFFYNITIONS: Crazy definitions that 10. PUN STORIES: Stories that include as
make some sense. many puns as possible. Puns are plays on
Examples: Grapes grow on divine. A police words.
uniform is a lawsuit. Example: The pancakes were selling like hot-
cakes because they didn’t cost a lot of dough.
4. ETYMOLOGIES: The histories of
words, including their origins and changes 11. SLIDE WORDS: Words slid together
through time and other languages. from abbreviations.
Example: “Jeep” from “GP” (a general purpose
5. EUPHEMISMS: More gentle ways of vehicle during World War II).
saying things that sound too harsh.
Example: “He passed away” instead of “He 12. SUPER SENTENCES: Sentences made
died.” from very difficult vocabulary words.
6. FIGURES OF SPEECH: Expressions 13. TOM SWIFTIES: Statements that com-

that mean something different as a whole than bine a word with its related adverb.
if you take each word literally. Example: “I just cut my finger!” cried Tom
Example: There are many skeletons in our sharply.
family closet.
14. TRANSMOGRIFICATIONS: Simple
7. MALAPROPISMS: Words misused on thoughts expressed in sophisticated or chal-
purpose or by accident. They sound like the lenging words.
words you mean to say but have different, Example: “Scintillate, scintillate, asteroid
often contradictory meanings. minific” for “Twinkle, twinkle, little star.”
Example: “Complete and under a bridge”
instead of “Complete and unabridged.” 15. ROOTS: Study the Latin roots of 10
words. Find words in other sources that have
those roots.
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ETYMOLOGIES ACTIVITIES
1. First names, either gender.
2. Last names that describe occupations. Examples: Hooper, Smith, Taylor.
3. Places or things named after people. Examples: sideburns, Mansard roof,

sandwich.
4. Native American words or names.
5. Foreign words in common English usage.
6. Words or phrases from sports. Examples: strike out, take a new tack.
7. Words or phrases from television and movies. Examples: commercial,

Foley artist.
8. Words or phrases from art. Examples: Impressionism, fresco.
9. Words or phrases from architecture. Examples: flying buttress, Baroque.
10. Words or phrases from medicine. Examples: penicillin, anesthesia.
11. Words or phrases from music. Examples: concert, bebop.
12. Words or phrases from computers and the Internet. Examples: email,
cyberspace.
13. Words or phrases from any other specialty or field of interest.
14. Words or phrases from a new category you create.
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ETYMOLOGIES CHART
Category: _______________________________________________________________________________________________________________________________
Word or Original Meaning in Original

Phrase Language Language Today’s Meaning Sentence
115

Regular GiftedbyKids
Classroom
Teaching Susan
the Regular Classroom © Susan
2001. Free Spirit Publishing
Winebrenner, Inc.,©
2001. Free MN;
SUPER SENTENCE: LEVEL ONE
DIRECTIONS: Work with a partner to pronounce and define each “mystery word” (words in
capital letters), read the sentence as it appears, and translate it into simpler words.
We live near a GROTESQUE, HIDEOUS, DETERIORATED old house filled with TORTUOUS,
IMPENETRABLE hallways which give me EERIE, GHASTLY feelings of CLAUSTROPHOBIA
and TREPIDATION, especially when I hear the FORMIDABLE CACOPHONY of BABBLING
voices when no one else is there.
Word Pronunciation Meaning
Translation:
Reprinted from Super Sentences. Creative Learning Press, PO Box 320, Mansfield Center, CT 06250. Used with permission in Teaching
Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis,
116 MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323.
SUPER SENTENCE: LEVEL TWO
DIRECTIONS: Work with a partner to pronounce and define each “mystery word” (words in
capital letters), read the sentence as it appears, and translate it into simpler words.
The TRUCULENT, OPPIDAN LICKSPITTLE SEQUESTERED himself from the BROUHAHA

caused by the PUSILLANIMOUS MOUNTEBANK, and MACHINATED a MACHIAVELLIAN
PREVARICATION to METE to himself some of the mountebank’s LUCRE.
Word Pronunciation Meaning
Translation:
Reprinted from Super Sentences. Creative Learning Press, PO Box 320, Mansfield Center, CT 06250. Used with permission in Teaching
Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis,
MN; www.freespirit.com. This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. 117
VOCABULARY WEB MODEL
Synonyms:
Sentence: Definition:
Antonyms:
Word:
Part of Speech:
Example: Analysis
Word Families: Origin: Stems:
Source: Center for Gifted Education, College of William & Mary, Williamsburg, Virginia. Used with permission in Teaching Gifted
Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, MN; www.freespirit.com.
This page may be photocopied for individual or classroom work only. For other uses, call 800-735-7323. 119
EXPOSITORY WRITING
EXTENSIONS MENU
Write an expository essay Develop a lengthy piece of Prepare to speak at a gov-

to submit to the editorial writing of your own ernment meeting to con-
page of a local newspaper. choosing. Contract with vince legislators to support
the teacher regarding your position.
feedback.
Present a debate on a Prepare to speak at a

topic of your choosing school board meeting to
with one or several other convince members to sup-
students to an appropriate port your position on a
audience.
Student school-related issue.
Choice
Evaluate the effectiveness Write an expository para- Rewrite a paragraph or

of several expository paragraph in another language. page from a textbook to
graphs in a current non- make the expository
fiction bestseller. language more effective.
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THE GREAT FRIDAY
AFTERNOON EVENT
How It Works:
1. The class is divided into 4 teams. Teams stay together for 4 weeks.
2. On Fridays, each team presents a different program to the class.
3. Teams rotate categories and captains every week.
4. After 4 weeks, all 4 teams will have presented all 4 types of programs.
Poetry Declamation Play Newscast
Week 1 A B C D
Week 2 B C D A
Week 3 C D A B
Week 4 D A B C
Poetry: Each team member reads or recites a poem. You can choose a poem by
someone else or read a poem you have written.
Declamation: Each team member reads aloud or recites an excerpt or piece of prose
writing. You can choose an essay, speech, book chapter, etc. by someone else or read
something you have written.
Play: The team works together to read or act out a play or part of a play.
Newscast: The team works together to broadcast a 5–10 minute radio or TV show
about a current or historical event.
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TAXONOMY OF THINKING
Category Definition Trigger Words Products
Re-form individual Compose • Design • Lesson plan • Song •

parts to make a new Invent • Create • Poem • Story • Adver-
whole. Hypothesize • Con- tisement • Invention •
Synthesis
struct • Forecast • Other creative
Rearrange parts • products
Imagine
Judge value of some- Judge • Evaluate • Decision •

thing vis-à-vis criteria. Give opinion • Give Rating/Grades •
Evaluation viewpoint • Prioritize • Editorial • Debate •
Support judgment.
Recommend • Critique Critique • Defense •
Verdict • Judgment
Understand how parts Investigate • Classify • Survey • Questionnaire

relate to a whole. Categorize • Compare • Plan • Solution to
• Contrast • Solve problem or mystery •
Analysis Understand structure
Report • Prospectus
and motive. Note
fallacies.
Transfer knowledge Demonstrate • Use Recipe • Model •

learned in one situa- guides, maps, charts, Artwork • Demon-
tion to another. etc. • Build • Cook stration • Craft
Application
Demonstrate basic Restate in own words • Drawing • Diagram •

understanding of con- Give examples • Response to question •
Comprehension cepts and curriculum. Explain • Summarize • Revision • Translation
Translate • Show
Translate into other
symbols • Edit
words.
Ability to remember Tell • Recite • List • Workbook pages •

something previously Memorize • Remem- Quiz or test • Skill
learned. ber • Define • Locate work • Vocabulary •
Knowledge
Facts in isolation
Adaptation from “Bloom’s Taxonomy” from TAXONOMY OF EDUCATIONAL OBJECTIVES book 1 by Benjamin S. Bloom. Copyright
1956 by Longman Inc. Copyright renewed 1984 by Benjamin S. Bloom and David R. Krathwohl. Reprinted by permission of Addison-Wesley
Educational Publishers. Inc. in Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc.,
Since Free Spirit Publishing allows educators to adapt this form to their needs, it may have been modified from its original format and content. 133
136
CURRICULUM DIFFERENTIATION CHART
Unit: _________________________________________________________________________________________________________________________________
Auditory/ Tactile-
Key Concept Visual/Global Extension
Analytic Kinesthetic/Global
#1
#2
#3
#4
#5
#6
#7
#8
#9
# 10

Classroom
Teaching Susan
2001. Free MN;
or classroom work only. For other
MN;uses, call 800-735-7323. This
www.freespirit.com. Sincepage
Free may
SpiritbePublishing allows
photocopied foreducators
individualto or
adapt this formwork
classroom to their needs,
only. it mayuses,
For other havecall
been800-735-7323.
modified from its original format and content.
NUTRITION EXTENSIONS MENU
Locate studies that have Research the history of Investigate eating disor-
been done with babies nutrition in the last mil- ders. Discover the similar-
who are allowed to choose lennium or over several ities and differences in
their own foods from a millennia. Notice how the overeaters and under-
high-chair tray. Discover attitudes toward what eaters. Find information
the results and hypothe- people eat have changed about treatment programs
size the reasons for them. over time. Hypothesize and their rates of success.
Should parents insist that the reasons for these Which “cures” seem to last
their children eat balanced changes. for 5 years or longer?
meals at all times?
Dietary supplements (for Invite a panel of profes-

general health, weight sionals from local agencies
control, and muscle that offer physical fitness
strength) have become programs to speak to your
very popular in recent
years. Investigate supple-
Student class. Help students pre-
pare questions to ask at
ments and hypothesize
reasons for their popular-
ity. Discover some
Choice the end of the panel’s
presentation. Moderate
the panel.
negative effects of various
supplements.
Investigate the attitudes Design a menu of fitness Project the eating habits
and behaviors of Ameri- activities that you think of Americans in the year
cans and Europeans would appeal to people who 2025. Include futuristic
toward regular exercise are reluctant to exercise. sources of food, such as
and physical fitness from products from aquaculture
1950 to the present day. (food grown in oceans)
Hypothesize reasons for and complete meals that
the similarities and differ- are available in nontradi-
ences you find. tional formats.
From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis,
MN; www.freespirit.com. This page
Since Free Spirit Publishing allows may be
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137
NUTRITION EXTENSIONS MENU
FOR OTHER SUBJECT AREAS
Science Reading Writing

• Find pictures in maga- • Read information on • Write a letter to your
zines that represent the nutrition from several parent(s) describing good
food groups. Place them sources. nutrition.
in categories on a chart. • Create several challenging • Write a story about a
• Explain the concept of questions about nutrition food-related topic.
calories to the class. for the class. • Write about your need
• Predict how people’s • Read a novel or story to eat in school during
eating habits may change about a person with an times other than lunch.
by 2025. eating disorder. Give a Present your request to
talk about it to the class. your teacher.
Talking Social Studies

• Interview your parents • Clip articles about global
about your family’s shop- or local food problems.
ping/eating habits. Chart Present a brief summary.
your findings.
• Survey classmates about Student • Show how advertising
affects food choices.
their eating habits. Chart
your findings.
• Prepare and present a
Choice • Demonstrate how
regional dishes rely upon
regional agricultural
debate about school products.
lunches.
Mathematics Medicine Politics

• Determine your average • Find information in • Locate information
daily caloric intake. Keep medical journals or on about major candidates’
track of the calories you the Internet describing positions regarding
consume every day for a the annual costs of health care in this
week and divide by 7. people losing work time country. Hypothesize
• Compute the percentage due to illness. Create a how their concerns may
of your family’s weekly tool to share this infor- reflect nutritional issues.
income spent on food. mation with the class.
Hypothesize which
problems may be related
to poor nutrition.
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BUILD BLOCKS TO THINK
Create
Compose
Invent
Hypothesize
What would happ
en if… SYNTHESIS—Create
Design
Be original
Combine froms
several source
Give an opinion
Judge
, etc.
Rate—best, worst EVALUATION—Judge
Choose
Recommend
rently…
What to do diffe
Categorize
t
Compare/contras
Alike/d ifferen t
Cause/effect
ANALYSIS—Relationships
Relevant/irrelevant
Find fallacies
Fact/opinion
ned in
Use what you lear
r place
school in anothe
or situation. APPLICATION—Use
Tell
Find
Summarize in your KNOWLEDGE, COMPREHENSION
own words
Locate
Name
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GUIDELINES FOR CREATING
STUDENT-MADE
LEARNING CENTERS
1. Form a committee of at least two students.
2. Gather references. Research your topic.
3. Make a list of vocabulary words related to your topic.
4. Using the vocabulary words, create puzzles and games. Make copies. Create
answer keys when necessary.
5. Create learning activities at all levels of Bloom’s Taxonomy. Use your Build
Blocks to Think chart.
6. Create a Bloom symbol for each activity card.
7. Copy the activities onto cards. Use marker. Include the appropriate Bloom
symbol on each card. Laminate the cards if possible.
8. Find or make pictures, diagrams, photos, charts, and clippings to decorate the
learning center. Prepare titles.
9. Arrange everything for display on poster board or in a one-gallon plastic bucket

(such as an ice-cream container). Put cards and puzzles in plastic folders.
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
• The committee presents the learning center to a class.
• Students sign a contract to do a certain number of activities and puzzles within

a given time frame. Rewards are given on completion. Examples: computer time,
bonus points, free time, etc.
• The class has an exhibition to display students’ projects. Invite parents and
other classes to visit.
From Gifted
Kids Kids
Regular by Susan by
copyright © 2001. © Free
2001.Spirit
Minneapolis,
Used with
Used withpermission
permission of DarielMcGrath.
of Dariel McGrath. 141
EXAMPLES OF STUDENT-MADE
LEARNING CENTERS
BOTANY
1 2
3 5 6
1. Games and Puzzles 4. Diagram

2. Trivia Questions 5. Photograph
3. Plastic Pockets 6. Clipping
with Activity Cards
packet
packet
packet
Packets for activity
cards and games
BOTANY
MN;Free
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Spirit Publishing allows may be
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142 Used with
Used withpermission
permission of DarielMcGrath.
of Dariel McGrath.
INTEREST SURVEY
1. What kinds of books do you like to read?
2. How do you get the news? What parts of the newspaper do you look at regularly?
3. What are your favorite magazines or Web sites?
4. What types of TV programs do you prefer? Why?
5. What is your favorite activity or subject at school? Your least favorite? Why?
6. What is your first choice about what to do when you have free time at home?
7. What kinds of things have you collected? What do you do with the things you collect?
8. If you could talk to any person currently living, who would it be? Why? Think of 3
questions you would ask the person.
9. If you could talk to any person from history, who would it be? Why? Think of 3
questions you would ask the person.
10. What are your hobbies? How much time do you spend on your hobbies?
11. If you could have anything you want, regardless of money or natural ability, what
would you choose? Why?
12. What career(s) do you think might be suitable for you when you are an adult?
13. If you could spend a week job-shadowing any adult in any career, which would
you choose and why?
14. Tell about your favorite games.
15. What kinds of movies do you prefer to see? Why?
16. Imagine that someday you will write a book. What do you think it will be about?
17. Describe 10 things that would be present in a perfect world. Describe an invention
you would create to make the world a better place.
18. What places in the world would you most like to visit? Why? Tell about your
favorite vacation—one you’ve taken or wish you could take.
19. Imagine that you’re going to take a trip to another planet or solar system. You’ll be
gone for 15 years. List 10 things you will take with you to do in your spare time.
20. What questions do you think should be on this survey that aren’t already on it?
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ACCEPTABLE STUDENT PROJECTS
For primary students: 6. Write a diary or journal of an important historical
event or person. Write a speech a person might
1. Draw or trace pictures that represent learning onto have made at the time.
transparencies. Show them to an audience and 7. Create a time line of events. They might be
narrate them. personal, historical, social, or anything else you
2. Show your learning on a graphic map or chart. choose.
You might use a story map, character chart, or 8. Working with several other students, create a
advance organizer. panel discussion about a historical topic. Or play
3. Survey others. Transfer the information to a chart the roles of historical figures reacting to a current
or graph. problem of today.
4. Create a game that others can play to learn the 9. Create an invention to fill a personal or social
information you researched. need.
5. Create a mobile, diorama, display, or other visual 10. Present biographical information about a person
representation of your learning. from the past or present, dressed as that person.
6. Create dictionaries for specific topics. Or translate 11. Write a song, rap, poem, story, advertisement,
words into another language. or jingle.
7. Draw attribute webs. Write brief topic ideas on 12. Create a travel brochure for another country
the spokes of the web. or planet.
13. Create an imaginary country from papier-mâché.
Locate essential features.
14. Make a model. Describe its parts and the func-
tions of each.
su t
m es
9t
15. Create a chart or poster to represent synthesis of

n
fro arth
h
information.
pla
F
ne
16. Write a script for a play or a mock trial.

t
3 billion miles 17. Write a journal of time spent and activities

completed with a mentor.
God of Dead from sun
PLUTO 18. Collect materials from a lobbying or public service
agency. Summarize the information. (Tip: Use the
er et
Internet or the Encyclopedia of Associations found

ov an
ed
sc pl
in the reference section of most public libraries.)

Co
di st
19. Write to people in other places about specific

ld
La
topics. Synthesize their responses.

20. Create a learning center for teachers to use in
their classrooms.
21. Rewrite a story, setting it in another time period,
after researching probable differences.
For students in all other grades: 22. Gather political cartoons from several sources.
Analyze the cartoonists’ ideas.
1. Choose an idea from the primary section above. 23. Critique a film, book, television show, or video
2. Make a filmstrip on blank filmstrip material. program. Write a letter to the editor and send it
Narrate your filmstrip. to your local newspaper.
3. Create and present a puppet show. 24. Write a how-to manual for people who need
4. Create a radio or television broadcast, video instruction on how to do or use something.
production, or Web page. 25. Contact publishers to find out how to get
5. Hold a panel discussion, round-robin discussion, something you’ve written published.
or debate. 26. Come up with your own ideas.
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TOPIC BROWSING PLANNER
Student’s Name: _________________________________________________ Date: ____________________
General Topic to Explore: __________________________________________________________________
On a separate sheet of paper, list the things you already know about this topic. Staple that list
to this form.
Subtopics I May Want to Learn More About:

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Professionals I Might Interview:

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Experiments or Surveys I Might Conduct:

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Specific Subtopic I Will Focus My Project On:

_____________________________________________________________________________
_____________________________________________________________________________
Teacher’s Signature: ______________________________________________________________________________

Student’s Signature: ______________________________________________________________________________
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RESOURCES RECORD SHEET
154
Specifics
(call number, author’s name,
Sources of Information Title Where I Found It
publication date, Internet
address, etc.)
Books
(reference books, biographies,
histories, first-person
accounts, etc.)
Periodicals
(magazines, newspapers,
newsletters, etc.)
Internet Resources
(Web sites, newsgroups,
online encyclopedias,
Internet magazines, etc.)
Other Sources
(TV, radio, etc.)

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TOPIC BROWSING PLANNER
FOR PRIMARY GRADES
Student’s Name: _________________________________________ Date: _________________
General Topic to Explore: _____________________________________________________
On the back of this paper, list the things you already know about this topic.
Subtopics I May Want to Learn More About:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Specific Subtopic I Choose to Learn More About:
_____________________________________________________________________________
_____________________________________________________________________________
How I Will Share What I’ve Learned with the Class:
_____________________________________________________________________________
_____________________________________________________________________________
Teacher’s Signature: ___________________________________________________________________
Student’s Signature: ___________________________________________________________________
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RESOURCES SUGGESTIONS
Books Organizations Periodicals
Almanacs Chambers of Commerce Brochures
Atlases Clubs Catalogs
Biographies Encyclopedia of Associations Diaries
Dictionaries Groups Journals
Encyclopedias Teams Magazines
First-person accounts Troops Newsletters
Histories Professional associations Newspapers
Nonfiction books Trade magazines
Reference books _________________________
Yellow Pages _________________________
_________________________
_________________________ _________________________
_________________________ Other
Documentaries Places
Field trips Antique shops
Internet Resources Films Art galleries
Chat rooms Videos Businesses
Internet magazines Cemeteries
Newsgroups _________________________ Colleges and universities
Online encyclopedias _________________________ Historical sites
Web sites Historical societies
’Zines Houses of worship
People Living history sites
_________________________ Museums
Experts in the field
_________________________ Faculty members Schools
Family members Smithsonian Institution
Friends Travel agencies
Libraries and Archives Friends’ parents Weather stations
Company libraries/archives Government officials _________________________
County records Historical reenactment groups
Indexes to free materials Neighbors _________________________
Indexes to periodicals Parents
Library archives Professionals in the field
Maps Senior citizens Software
Microfiche/microfilm Teachers CD-ROM encyclopedias
Newspaper files/archives Youth group leaders Databases
Public libraries Simulation programs
Reference libraries _________________________
School libraries _________________________
_________________________
Specialized libraries _________________________
Specialized bibliographies
Specialized encyclopedias
State records
_________________________
_________________________
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RESIDENT EXPERT PLANNER
160
Student’s name: ______________________________________ Date project work begins: ______________________________

My topic: ___________________________________________ I am contracting for a grade of: __________________________
My 6 subtopics and 3 questions for each:
1. _________________________________________________________________ 4. __________________________________________________________________
a. _________________________________________________________________ a. __________________________________________________________________
b. _________________________________________________________________ b. __________________________________________________________________
c. _________________________________________________________________ c. _________________________________________________________________
2. _________________________________________________________________ 5. _________________________________________________________________
a. _________________________________________________________________ a. __________________________________________________________________
b. _________________________________________________________________ b. __________________________________________________________________
c. _________________________________________________________________ c. _________________________________________________________________
3. _________________________________________________________________ 6. _________________________________________________________________
a. _________________________________________________________________ a. __________________________________________________________________
b. _________________________________________________________________ b. __________________________________________________________________
c. _________________________________________________________________ c. _________________________________________________________________
more
FromFrom
Teaching Gifted Gifted
Teaching Kids inKids
the Regular Classroom
in the Regular by Susanby
Classroom Winebrenner, copyright ©copyright
Susan Winebrenner, 2001. Free ©
Spirit Publishing
2001. Inc., Minneapolis,
Free Spirit MN; Minneapolis,
Publishing Inc., www.freespirit.com.
MN:This page may be photocopied
866/703-7322; for individual
www.freespirit.com.
This page may be photocopied for individual or classroom work only.
RESIDENT EXPERT PLANNER continued
Materials or supplies I need for my project:

What I need: Where to get it:
_______________________________________________________________ ______________________________________________________________
_______________________________________________________________ ______________________________________________________________
_______________________________________________________________ ______________________________________________________________
_______________________________________________________________ ______________________________________________________________
The format I will use for my report: ____________________________________________________________________________________
The part of the project I will complete at home (optional): __________________________________________________________

______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
Potential problems: Possible solutions:
___________________________________________________________________________ __________________________________________________________________________
___________________________________________________________________________ __________________________________________________________________________
___________________________________________________________________________ __________________________________________________________________________
Student’s signature: ___________________________________ Teacher’s signature: __________________________________

161

Classroom
Teaching Susan
2001. Free MN;
RESIDENT EXPERT PLANNER
162
FOR PRIMARY GRADES

Student’s name: ______________________________________ Date project starts: ____________________________________
My topic: ________________________________________________________________________________________________
My 4 subtopics and 2 questions for each:

1. _________________________________________________________________ 3. __________________________________________________________________
a. _________________________________________________________________ a. __________________________________________________________________
b. _________________________________________________________________ b. __________________________________________________________________
2. _________________________________________________________________ 4. _________________________________________________________________
a. _________________________________________________________________ a. __________________________________________________________________
b. _________________________________________________________________ b. __________________________________________________________________
Materials or supplies I need for my project:

What I need: Where to get it:
____________________________________________________________________ __________________________________________________________________
____________________________________________________________________ __________________________________________________________________
____________________________________________________________________ __________________________________________________________________
How I will give my report: ________________________________________________________________________________
Student’s signature: ___________________________________ Teacher’s signature: __________________________________

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CHECK-OFF SHEET FOR
RESIDENT EXPERT PROJECT
Student’s name: ______________________________________ Topic: ______________________________________________
DATE COMPLETED DATE COMPLETED DATE COMPLETED

163

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PERSONAL INTEREST INDEPENDENT
STUDY PROJECT AGREEMENT
Read each condition as your teacher reads it aloud. Write your initials beside it to show
that you understand it and agree to abide by it.
Learning Conditions
______ I will spend the expected amount of time working on my Personal Interest
Independent Study Project.
______ I will complete all required forms and keep them at school.
______ If I want my project to be graded, I will complete an Evaluation Contract

and work at the agreed-upon level.
______ I will leave my project to participate in designated whole-class activities or

lessons as the teacher indicates them—without arguing.
______ I will share progress reports about my project at regular intervals with the
class or other audience. Progress reports will be 5–7 minutes long. Each will
include a visual aid and a question for the class to answer.
Working Conditions
______ I will not bother anyone or call attention to the fact that I am doing different
work than others in the class.
______ I will work on my project for the entire class period on designated days.
______ I will carry this paper with me to any room in which I am working on my
project, and I will return it to my classroom at the end of each session.
______ I understand that I may keep working on my project as long as I meet these
Learning and Working Conditions.
Teacher’s Signature: _______________________________________________________________
Student’s Signature: _______________________________________________________________
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SELF-EVALUATION CHECKLIST
Student Teacher
During My Research:
I selected a topic that held my interest. _________ _________
I understood the Working Conditions. _________ _________
I followed the Working Conditions. _________ _________
I worked well independently. _________ _________
I asked for help when I needed it. _________ _________
________________________________________ _________ _________
________________________________________ _________ _________
________________________________________ _________ _________
For My Report to the Class:
I created an interesting question for the class

to answer. _________ _________
I had someone listen to my report before giving

it to the class. _________ _________
I was able to explain what I learned to others. _________ _________
My report had an attention-grabbing beginning. _________ _________
My report was well-organized. _________ _________
I spoke loudly and clearly with good expression. _________ _________
I made frequent eye contact with others. _________ _________
I held the class’s attention during my report. _________ _________
I answered questions clearly. _________ _________
________________________________________ _________ _________
________________________________________ _________ _________
________________________________________ _________ _________
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DIFFERENTIATED LEARNING PLAN
188
Student’s Name: _______________________________________________ Grade: _______________________________________________________
Teacher’s Name: _______________________________________________ Date Plan Begins: ______________________________________________
Student’s learning strengths Student’s areas of interest
____________________________________________________________ ____________________________________________________________
____________________________________________________________ ____________________________________________________________
____________________________________________________________ ____________________________________________________________
Learning Goals Extended Learning Resources Results/Comments

and Needs Experiences
Student’s signature: ____________________________________________ Teacher’s signature: ____________________________________________
Parent’s signature: _____________________________________________
From Teaching Gifted Kids in the Regular Classroom by Susan Winebrenner, copyright © 2001. Free Spirit Publishing Inc., Minneapolis, MN; www.freespirit.com. This page may be photocopied for individual
MEETING RECORD SHEET
Student’s Name: _______________________________________________ Grade: _______________________________________________________
Teacher’s Name: _______________________________________________ Date Plan Begins: ______________________________________________
Date Topic(s) Suggested Change(s)

189

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GIFTED STUDENT’S CUMULATIVE RECORD FORM
190
Student’s Name: ______________________________________________________________________________________________________________
Date of Birth: ________________________________________ Year/Age/Grade Student Was Identified as Gifted: __________________________
Grade Year and Teacher Compacting Opportunities Independent Project Work

Level

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CATEGORIES CHALLENGE: FOR GIFTED STUDENTS
190
U. S. Presidents World Rivers Poets’ Last Names Precious Stones Inventors

Student’s Name: ______________________________________________________________________________________________________________

M

Level
or classroom workGifted
From Teaching ForinFrom
only.Kids other Teaching
uses, call
the Regular Gifted by
Classroom Kids
800-735-7323.in Since
Susanthe Regular
Winebrenner, Classroom
Free Spirit
copyrightby©Susan
Publishing allows
2001. Winebrenner,
educators
Free copyright
to adapt
Spirit Publishing © 2001.
this form
Inc., Free
to their
Minneapolis, Spirit
needs,
MN: Publishing
it may Inc., Minneapolis,
have www.freespirit.com.
800/735-7323; been modified from its page
This original
mayformat and content.
be photocopied
MN; www.freespirit.com.
for individual or classroom work only. Since FreeThis
Spiritpage may beallows
Publishing photocopied
educatorsfor
to individual or classroom
adapt this form work itonly.
to their needs, mayFor
haveother
been uses, call from
modified 800-735-7323.
its original format and content.
CATEGORIES CHALLENGE: FOR THE ENTIRE CLASS
190
Birds Book Titles Mammals U. S. States Teachers

Student’s Name: ______________________________________________________________________________________________________________

M

Level
or classroom workGifted
From Teaching only.Kids
ForinFrom
other uses, call
Teaching
the Regular 800-735-7323.
Gifted by
Classroom Kids in Since
Susanthe Free Spirit
Regular
Winebrenner, Publishing
Classroom
copyright allows
by©Susan
2001. educators
Winebrenner,
Free to adapt this form
copyright
Spirit Publishing Inc., to their
© 2001. needs,
Free
Minneapolis, MN: it may
Spirit have www.freespirit.com.
Publishing
800/735-7323; been modified
Inc., from
Minneapolis, its page
This original
mayformat and content.
be photocopied
for individual or classroom work only. Since FreeThis
Spiritpage may beallows
Publishing photocopied
educatorsfor
to individual or classroom
adapt this form work itonly.
to their needs, mayFor
haveother
been uses, call from
modified 800-735-7323.
its original format and content.
ALPHABET SOUP
Directions: Solve the following alphabet puzzles. You may take several days to work on them.
If there are any you can’t figure out, ask the teacher for clues.
Example: 20 = Q. (A. V. or M.)

CLUE: a game
SOLUTION: 20 Questions (Animal, Vegetable, or Mineral)
1. 500 = H. of B. C. (by D. S.)
2. 3 = L. K.
3. 7 = Y. of B. L. for B. a M.
4. 2000 = P. in a T.
5. 76 = T. L. the B. P.
6. 10 = D. in a T. N. (including the A. C.)
7. 100 = S. in the U. S. S.
8. 3 = P. into which A. G. was D.
9. 5 = T. on a C. (including the S. in the T.)
10. 1 = R. A. in E. B.
11. 3 = S. Y. O. at the O. B. G.
12. 9 = S. in T. T. T.
13. 15 = M. on a D. M. C.
14. 7 = D. with S. W.
15. 9 = J. of the U. S. S. C.
16. 6 = P. on a P. T.
17. 4 = S. on a V.
18. 20 = C. in a P.
19. 66 = B. of the B. (in the K. J. V.)
20. 88 = P. K.
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SILLY NILLIES
Directions: Make up two-word definitions for these phrases. The words must rhyme and have
the same number of syllables. Examples: An escaped gander is a loose goose. Chocolate bars with
nuts and caramel are dandy candy.
1. An improved wool pullover is a________________________________________________
2. An undisciplined youngster is a _______________________________________________
3. An out-of-tune chorus sings a ________________________________________________
4. A minuscule tool for unlocking things is a _______________________________________
5. An overweight feline is a_____________________________________________________
6. A girl who talks back to her parents is a_________________________________________
7. Pizza served on an airplane is _________________________________________________
8. A cart to carry a fire-breathing monster is a______________________________________
9. A meal for someone who is on a serious diet is ___________________________________
10. Coinage used to purchase items that can’t be bought with regular currency is ___________
11. A tall, strong rose on a very thick stem has ______________________________________
12. A citizen who thinks very clearly on politics is a __________________________________
13. A worker who finishes walls speedily uses _______________________________________
14. An instrument that is used only for one specialized task is a_________________________
15. Someone who’s determined to build an atomic device is on a ________________________
16. Two very ugly monsters make a _______________________________________________
17. A brave soldier on a white horse who saves a town from a dragon is a _________________
18. A jar lid that comes off with very little effort is a__________________________________
19. A display of people’s handiwork in the registration area of a hotel is a _________________
20. An opera contains a series of__________________________________________________
From Teaching
Minneapolis, Gifted
Spirit
ForPublishing
call 800-735-7323.
Since
their needs,or
it may have been
800-735-7323. 225
GENERICSILLY
EXTENSIONS
NILLIES MENU
FOR PRIMARY GRADES
Illustrate Compose Compare:
or Draw
1. An improved Alike or
wool pullover is a________________________________________________
Different

What Would Demonstrate
9. AHappen If . .who
meal for someone . is on a serious diet is ___________________________________
Student
Choice

Invent Build or Act It Out
Something Construct
Better
From Teaching
From Gifted
Teaching Kids
Gifted Kidsininthe
theRegular
Regular Classroom
Classroom bybySusan
SusanWinebrenner,
Winebrenner,copyright
copyright©©2001.
2001.
FreeFree Spirit
Spirit Publishing
From Teaching
Minneapolis, Gifted
MN;
Minneapolis, MN: Kids in the Regular
www.freespirit.com.
800/735-7323; page mayby
ThisClassroom
www.freespirit.com. be Susan
This page Winebrenner,
photocopied
may befor copyright
individual
photocopied or © 2001.work
forclassroom
individual orFree Spirit
only.
classroom ForPublishing
otheronly.
work Inc.,
uses,Since Minneapolis,
call Free
800-735-7323.
Spirit
Since
MN;Free Spirit Publishing
www.freespirit.com.
Publishing allows educators
This page
allows educators to adapt
may this
to adapt be formthis
photocopiedformfor
to their to individual
theirit needs,
needs, it may
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workmodified
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uses, call
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800-735-7323.
content. 225
GENERIC
SILLY NILLIES
EXTENSIONS MENU
Investigate Teach/ Compare
Convince

Prioritize
Demonstrate
9. A meal for someone who is on a serious diet is ___________________________________
Student
Choice

Dramatize Synthesize Hypothesize
From Teaching
From Gifted
Teaching Kids
Gifted Kidsininthe
theRegular
Regular Classroom
Classroom bybySusan
SusanWinebrenner,
copyright©©2001.
2001.
FreeFree Spirit
Spirit Publishing
From Teaching
Minneapolis, Gifted
MN;
Minneapolis, MN: Kids in the Regular
www.freespirit.com.
800/735-7323; page mayby
ThisClassroom
www.freespirit.com. be Susan
This page Winebrenner,
photocopied
may befor copyright
individual
photocopied or © 2001.work
forclassroom
individual orFree Spirit
only.
classroom ForPublishing
otheronly.
work Inc.,
uses,Since Minneapolis,
call Free
800-735-7323.
Spirit
Since
MN;Free Spirit Publishing
www.freespirit.com.
Publishing allows educators
This page
may this
to adapt be formthis
photocopiedformfor
to their to individual
theirit needs,
needs, it may
or
may have have
classroom
been been
workmodified
modified from
only.itsFor
from itsformat
other
original original format
uses, call
and and content.
800-735-7323.
content. 225
FINE ARTS
EXTENSIONS MENU
Create next week’s version Design a new playground Use graph paper to enlarge
of your favorite comic strip. or classroom for your or reduce a favorite picture
school. Prepare a scale from a book you love, OR
model and estimate of create original illustrations
the cost of building. for that book.
Compose a song or rap, Attend a fine arts

OR write and perform a performance and share
play or puppet show to information about it with
Student
teach an audience about your classmates, OR write
a topic you love. a letter to the artists
describing your reactions.
Choice
Find out how the arts are Compose an original piece Interview a person who
funded in your city and in of music, create an original makes a living in the
the United States. Create art object, or perform an fine arts to discover infor-
new methods for artists to original dance. mation about careers in
raise money to support that field.
their work.
From Teaching
From Gifted
Teaching Kids
Gifted Kidsininthe
theRegular
Regular Classroom bySusan
Classroom by SusanWinebrenner,
copyright©©2001.
2001.
FreeFree Spirit
Spirit Publishing
Minneapolis,Minneapolis,
MN: 800/735-7323;This www.freespirit.com.
page may be photocopied
This pageformay
individual or classroom
be photocopied work only.
for individual or For other uses,
classroom workcall 800-735-7323.
only.
Since Free Spirit
UsedPublishing allows educators
with permission to adaptand
of Sarah Holmes thisLona
formKay
to their needs,
O’Brien. it may
Since Freehave
Spiritbeen modified
Publishing fromeducators
allows its original
to format
adapt and content.
Used with permission of Sarah Holmen and Lona Kay O’Brien. Since Free Spirit Publishing allows educators to adapt
this form to their needs, it may have been modified from its original format and content.
FAIRY TALES AND FOLKTALES
EXTENSIONS MENU
There are stories in almost Make a graphic organizer Rewrite a fairy tale from
every culture similar to the that shows the elements the point of view of a
story of Cinderella. Why that are common to all character other than the
do you think this is? Find fairy tales. Complete 3 narrator. Create a mock
and read 6 similar stories organizers for fairy tales trial to demonstrate the
and share your findings. you read from other differing points of view.
cultures.
Read several folktales Fairy tales and folktales

from the U.S. and other have long been used to
parts of the world. Use a teach important lessons
Student
Venn Diagram or other to children. Read several
organizational tool to stories. Then, pretending
illustrate the similarities you’re a parent, describe
and differences between
fairy tales and folktales. Choice or act out the stories’
lessons as you would for
your kids.
Write or produce a play or Choose one country or Find out about the oral
skit of an original folktale cultural group each from tradition in places where
or fairy tale. Perform this Europe, Asia, and Africa. stories are told to new
for an audience. Read folktales from each generations instead of
one and share them in being written down.
some way with an Dramatize this process.
audience.
Minneapolis, MN: 800/735-7323; www.freespirit.com. This page may be photocopied for individual or classroom work only. Since Free Spirit
INDEPENDENT READING
EXTENSIONS MENU
FOR PRIMARY GRADES
Compare the behaviors Write a different ending Select 10 challenging

of 2 of the main char- to the book, write an words from the book
acters in the book. If entirely new chapter, that you didn’t know
you like, use a Venn or write a sequel. before. Learn their
Diagram or any other meanings and share
organizer to do so. 3 of the words with
other kids.
Prepare a rap or song Create a story map for

to advertise your book the book and character
to other students. maps for your 2 favor-
Student ite characters.
Choice
Create an animated Create a visual product Write a letter to the

presentation to demon- that shows the place author describing your
strate a conversation where most of the reactions to the book.
carried on by 2 charac- action in the book Send it to the author
ters in the book. happened. (at the publisher’s
address) and ask for
a reply.
From Teaching
From Gifted Kids
Kidsininthe
theRegular
Regular Classroom bySusan
Classroom by SusanWinebrenner,
copyright © 2001. Free Spirit Publishing Inc.,
Teaching Gifted © 2001. Free Spirit Publishing Inc.,
Minneapolis, MN: 800/735-7323; www.freespirit.com. This page may be photocopied for individual or classroom work only.
Used with permission of Jen Borelli, Donya Davis, and Bev Short. Since Free Spirit Publishing allows educators to adapt
Used with permission of Jen Borelli, Donya Davis, and Bev Short.
INDEPENDENT READING
EXTENSIONS MENU
Describe the main charac- Reflect on things this book Keep track of several
ter in the book in any way made you think about, words or phrases you read
you choose. Focus on what especially things you may that you would like to
makes the character unique. not have thought much include in your personal
Include strengths and about before. vocabulary.
weaknesses. OR prioritize
the characters from most
to least important.
Compare this book to Contact the publisher to

others you have read in the find out how to get in
same genre. Think about touch with the author.
Student
reasons why you like this Write the author a letter
genre. Write a story in the describing your reactions
genre. to the book or questions
Choice you have.
Prepare a review of this Prepare and present a Find a way to improve the
book to share with other dramatic version of this book. Rewrite a section,
students in your classroom book, or of at least one add a chapter, write a se-
or in the library. Include chapter in it. Present it quel, or use other devices
reasons why others should live or on videotape. of your own choosing.
or should not read it.
LANGUAGE ARTS AND SPELLING
EXTENSIONS MENU
Use some of this week’s Combine any two spelling Choose 5 to 10 spelling or
spelling or vocabulary or vocabulary words to vocabulary words. List
words to write several form new compound all the combined letters.
quatrains—four-line poems words that may or may not Make as many words as
in which all lines rhyme. make sense. Write creative possible using each letter
OR write any other kind definitions for the words only once.
of poetry using your vocab- you have devised.
ulary or spelling words.
Discover the meaning of Create a story using as

20 or more acronyms. many spelling or vocab-
Create some new acronyms ulary words as you can.
Student
as well. Tell the story in sign
language.
Choice
Study Word Within the Write eulogies for 10 or Visit a Web site that
Word by Michael more people you admire, “plays with words.” Com-
Thompson. Teach a either living or dead. plete several activities
lesson on Latin roots. Include epitaphs for each. on the site.
SILLY NILLIES
VOCABULARY EXTENSIONS MENU
FOR PRIMARY GRADES
Create a “Word of the Teach a lesson on 3 Create an alphabetized

1.Day”
An improved
calendarwool
thatpullover is a________________________________________________
elements of a diction- poster of commonly
teaches a difficult ary. Make your lesson used words and a
vocabulary word for interesting and unusual. synonym for each.
3.each day of thechorus
An out-of-tune Post it for the class
schoolsings a ________________________________________________
year. to use during writing
activities.
8.Design
A cart toa carry a fire-breathing monster is a______________________________________
crossword Create “word wheels”
9.puzzle
A mealon
for the computer
someone for the class to give
who is on a serious diet is ___________________________________
that uses vocabulary other students practice
10.from
Coinage
anyused
11.studied.
unittowe’ve
Student
purchase items that can’t be bought with regular currency
with nounsis and
___________
verbs.
Include adverbs and
A tall, strong rose on a very thick stem has ______________________________________
Choice
learned about them.
adjectives if we’ve
16.Use
Twoavery ugly monsters
student thesaurusmake aFind
_______________________________________________
at least 10 words Create and tell a story
to learn synonyms and regularly used in in sign language.
antonyms for terms English that come Check it out with stu-
18.we’ve studied.
A jar lid from
that comes off with very littlea effort your dents in your school
sportisofa__________________________________
choice. who know sign lan-
guage to see if it
makes sense.
From Gifted
Kids Kids
Regular by Susan by
Winebrenner, copyrightcopyright
© 2001. © Free
2001.Spirit
Minneapolis,
MN; www.freespirit.com. This pageThis
may page
be may be photocopied
photocopied for for individual
individual or or classroom
classroom work work
only. only.
For For other
other uses,
uses, call call 800-735-7323.
800-735-7323. 225
Used with permission of Sarah Holmen and Lona Kay O’Brien. Since Free Spirit Publishing allows educators to adapt
Used with permission
this formoftoSarah
their Holmes
needs, itand
mayLona
haveKay O’Brien.
been Since
modified fromFree
its Spirit Publishing
original allows
format and educators to adapt
content.
MYSTERIES EXTENSIONS MENU
Create your own “Clue” Design a chart to help Create a comic strip with
board game using the story other students find and a mystery plot. Leave the
elements from a mystery classify clues from myster- last square blank for other
you have read. ies we read in class. kids to use to solve the
mystery.
Using the plot of a mystery Read several mysteries

you have read, create a by the same author. Make
mock trial. You be the a chart, map, picture, or
Student
prosecutor, choose a class- something else that visu-
mate to be the defendant ally describes how the
from the story, and author uses the elements
let the class be the jury.
Choice of mystery. Write a mys-
tery in the same style.
Pretend you have a detec- Learn about a mystery Read several stories by a
tive agency. Create a com- happening in the real famous mystery writer.
mercial or a Web page world. Use the elements Choose a way to describe
that describes all of your of mystery stories to help this person’s work to
services and convinces you hypothesize a solution interested classmates.
clients to use your agency. to a real-life mystery.
From Teaching
From TeachingGifted
GiftedKids
Kids in
in the
the Regular Classroom
Regular Classroom byby Susan
Susan Winebrenner,
copyright © 2001.
© 2001. FreeFree Spirit
Spirit Publishing
Publishing Inc., Inc.,
Minneapolis, MN: 800/735-7323; Thiswww.freespirit.com.
page may be photocopied
This pagefor
mayindividual or classroom
be photocopied work only.
for individual For other uses,
or classroom work call
only.800-735-7323.
Usedwith
Used withpermission
permissionof ofthe
the teachers
teachers at
at Summit School,Cherry
Summit School, Cherry Creek,
Creek,CO.
CO.Since
SinceFree
FreeSpirit
SpiritPublishing
Publishing allows
allows educators
educators totoadapt
adapt
MATH EXTENSIONS MENU
Investigate the lives of Conduct a scientific Research and describe

several mathematicians to experiment and explain the connections between
discover what it is like to the math required to mathematics and a field
be a mathematician. Com- complete the experiment. in the fine arts, such as
pare the experiences of photography, sculpture,
mathematicians from dif- music, composing, drama,
ferent backgrounds or or stage direction.
cultures.
Create a story filled with Conduct a survey of stu-

as many math-related puns dents in the class on any
as possible. The glossaries topic of interest. Translate
Student
of math textbooks might the results into statistical
be helpful resources. representations.
Choice
Investigate and describe Discover the history of the Study the use of the
the use of mathematics in use of math programs in metric system in most
athletics. Try to create a schools since 1945. Ob- countries. Hypothesize
system to improve scoring serve and describe the why it is not used in
practices. trends. the U.S., and create a
method to get the U.S.
to use it.
MATH EXTENSIONS MENU
FOR PRIMARY GRADES
Compose raps, poems, Create a questionnaire Compute the class

or songs to help kids to survey other kids average for each timed
remember number about 3 different test given for math
facts in all operations. topics. Graph your facts. Chart the class
results on a computer. progress for 1 month.
Do not use any names.
Create several math Design math activities

games to help other kids for a learning center
practice math concepts in our classroom that
we’ve studied this year.
Student will appeal to visual,
auditory, and tactile-
Choice kinesthetic learners.
Prepare 10 story Using any materials Investigate how the

problems for a specific you choose, construct math we learn is used
problem-solving three-dimensional by adults in their work,
strategy. Give them geometric shapes to in their play, and in
to other students display in the class- their homes.
to solve. room. Include some
that are complex.
Used with permission of Sarah Holmes and Lona Kay O’Brien. Since Free Spirit Publishing allows educators to adapt
NUMERATION EXTENSIONS MENU
FOR PRIMARY GRADES
Count how many Compare the popu- Survey your classmates

people are in the class lation of your town, about their likes and
today. Compare this to community, or county dislikes. Graph the
yesterday and to the today with what it was results. Create several
last 3 Mondays. 10 and 20 years ago. word problems using
this data.
When you know Study statistics from

the number facts for the newspaper for
addition, learn them your favorite sport.
for subtraction, then
multiplication, and Student Draw pictures that
show how one athlete’s
then division. Think of
creative ways to teach Choice record has changed.
these facts to other

students.
Learn about the way Learn about “magic Explore patterns of

numbers were written squares” for numbers. numbers in everyday
by ancient groups of Create several to show math, in stock market
people like Romans, your teacher. prices, or in any other
Babylonians, and area of daily life.
others.
ELECTRICITY
EXTENSIONS MENU
As the class works on con- As the class works on As the class works to con-
structing a basic circuit, constructing a basic circuit, struct a simple battery,
construct a circuit that uses construct a circuit that uses change the design to gen-
a basic switch in the path a conductor/insulator in erate the greatest amount
of the electricity. the circuit. of power.
Research the life of a Demonstrate how electric-

scientist who worked ity is transferred or moved
with electricity: from its source to its con-
Student
• Alessandro Volta sumers. Explain why prices
• Joseph Priestley for electric energy vary so
• Humphry Davy much over time.
• Michael Faraday
• Hans C. Ørsted
• others
Choice
Compare and contrast Find out about your local Gather facts and statistics
electric cells, photovoltaic power source. Compare it about lightning: causes,
cells, and generators as to other available sources dangers, yearly fatalities,
electromotive forces. of power. Investigate precautions, and potential
Demonstrate these forces pollution and other uses for its power.
to an audience. political issues related to
the ways we produce
power.
GEOLOGY
EXTENSIONS MENU
Design a classification Create drawings that illus- Design and carry out an
chart for sedimentary, trate the natural settings experiment that shows a
metamorphic, and igneous for all 3 types of rocks, volcanic eruption and the
rocks. Include the critical including several examples effect on the land the
attributes for 5 rocks in for each category. eruption covers.
each category.
Collect rocks from all Create a journal of the

3 categories in the first professional activities of a
square above. Display geologist over a period
Student
them in a way that high- of several months.
lights their different
characteristics.
Choice
Discover the effects of ero- Prepare an editorial for a Explore the geology of
sion over millions of years newspaper describing the the moon or any planet
on major mountain chains importance of continuing humans have explored.
in the world. Include infor- the study of rocks. Include
mation about the various data about ways rock
forces that cause erosion. study affects humans and
environments.
HUMAN BODY
EXTENSIONS MENU
Create transparencies or a Contruct puzzles of Create questions and

multimedia presentation to various body systems for interview someone in a
demonstrate several layers other students to assemble. health field to find out
of various body parts. how medical professionals
treat various problems
with the human body.
Compare and contrast Invent and produce a

the skeletal and organ game to help other stu-
structures of a human dents learn the names of
Student
being with those of the bones and muscles in
another mammal. the human body.
Choice
Research how medical Investigate the effects of Explore the idea of a

treatments for a particular regular exercise on human “bionic” person. Predict
disease have changed in health. Consider at least 3 how likely it is that a
the past 20 years. Predict different categories. Dis- bionic person will be
changes that will occur cover whether a person created in your lifetime.
over the next 20 years. can exercise too much. Predict the pros and cons
of being such a person.
SOLAR SYSTEM EXTENSIONS MENU
FOR PRIMARY GRADES
Make a scale model Create a crossword Predict the next planet

of the solar system to puzzle for the class to be discovered.
hang in the classroom. using the vocabulary Describe its attributes
Include the moons words we’ve learned in including size, distance
of the planets. this unit. from the sun, moons,
and unusual features.
Survey your classmates Create creatures who

about which planet might live on each
they would like to planet, showing attri-
visit. Present your
results in a graph. Student butes that would make
them adapt to each
Analyze why kids
chose as they did. Choice planet’s conditions.
Create an ABC book Pretend you are an Some scientists think

describing real and astronaut on a trip to that other solar
imaginary things in the a planet or the moon. systems exist in the
solar system. Ask other Keep a journal of the universe. Investigate
kids to guess which of entire journey. Include this and present your
these things have been day-to-day living opinions on this issue.
proven to exist and information and
which ones you have dangers.
made up.
SPACE EXTENSIONS MENU
Investigate the importance Investigate the life of a Compile a reference tool

of water as it relates to the scientist whose work is to help other kids under-
ability of planets to main- connected to the study of stand 20 or more concepts
tain life. space and the universe. about stars.
Tell the story related to at Design a space station that

least 5 constellations. would function in the year
Create original stories for 2025 based on technology
Student
2 others. that might be available at
that time.
Choice
Discover the requirements Create a method that Investigate the history

to become an astronaut. would allow space travelers of UFOs including the
Create a job description to avoid the negative effects claims that the military
that would be realistic yet on their bodies from space has hidden evidence
enticing. travel. about them from the
public.
SILLY NILLIES
WEATHER EXTENSIONS MENU
Explore the effects of Investigate the Farmer’s Investigate and report on
violent weather on people Almanac and other sources any aspect of weather that
and their surroundings. for yearly weather predic- interests you. Present your
2.Include statistics about
An undisciplined the is ations
youngster over a decade. Draw information in a way that
_______________________________________________
short- and long-term costs conclusions about the other students will learn
3.ofAn
such
out-of-tune chorus sings a accuracy
violent episodes. of the sources. from.
________________________________________________
8.Research
A cart tothe jobaof
carry meteo-
fire-breathing Use resources from a Web
monster is a______________________________________
rologist and compare it to site to create models of
9.the
A meal for someone
same job during the who is on a serious diet is ___________________________________
instruments used to predict
Student
1970s. Include the percent- and read weather signs.
10.age
Coinage used to purchase
of accurate predictions, items that can’t be bought with regular currency is ___________
11.asAwell
tall, as the changes
strong rose on in
a very thick stem has ______________________________________
data-collection devices.
Choice
16.Trace the improvements

Two very ugly monsters make aInvestigate the statistics Predict how scientists will
_______________________________________________
in devices used to predict about fatalities from several control weather 25 years
17.catastrophic weather
A brave soldier on a situa-
white horseweather-related
who saves a town types of a dragon
from from
is anow.
_________________
tions from the 1950s to tragedies. Draw conclu-
18.the
A jar lid that comes off with very
present. little
sions effort
about theisrelative
a__________________________________
danger of each type.
From Teaching
Minneapolis, Gifted
MN;
From Kids in
Teaching the Regular
www.freespirit.com.
Gifted Classroom
Kids inThis
the page may
Regular bybeSusan
Classroom byWinebrenner,
photocopied
Susan for copyright
individual
Winebrenner, or © 2001.
classroom
copyright FreeFree
work
© 2001.
Spirit
only. Publishing
For
Spirit other uses,Inc.,
Publishing call Minneapolis,
Inc., 800-735-7323.
Used Thisofpage
with permission
Minneapolis, maywww.freespirit.com.
be Donya
Jen Borelli,
MN: 800/735-7323; photocopied for
and individual
Davis,This may beor
Bev Short.
page classroom
Since work
Free Spirit
photocopied only. Foror
forPublishing
individual other
allows uses, work
call to
educators
classroom 800-735-7323.
adapt
only. 225
this form
Used with permission to their
of Jen needs,
Borelli, it may
Donya have
Davis, andbeen
Bev modified from
Short. Since its Spirit
Free original format and
Publishing content.
CITY AND STATE
EXTENSIONS MENU
Interview a person who Study newspaper or micro- Illustrate how the interests
has lived for more than 50 film articles on a specific of developers and environ-
years in your community or topic over the last 50 years. mentalists have been bal-
state. Create a product that Describe trends in educa- anced in your community
shows how things have tion, government, crime, or state over the last
changed in this person’s and other areas. 50 years.
lifetime.
Interview people involved Investigate all the ways

in the fine arts in your in which people can have
community to discover the fun in your community or
Student
variety of artistic activities state. Create a way to
available. Create travel describe and advertise
brochures or newspaper those opportunities.
ads to describe those
opportunities. Choice
Predict ways in which your Using the Creative Interview a local law-
community or state will Problem-Solving Process, maker to learn about prob-
change within the next 25 plan the solution to a lems and progress in your
years. Include housing, serious problem faced by community or state.
schools, recreation, trans- citizens of your community
portation, the environment, or state.
and other topics of your
choice.
DISCOVERY AND COLONIZATION
EXTENSIONS MENU
Some people fear there is There are good and bad Research the debate in the
nothing left for humans to aspects of exploration and U.S. over continuing to
“explore.” Investigate a colonization. Investigate celebrate Columbus Day.
place still in need of these and describe them Record your findings and
exploration. in some manner. be sure to include your
opinion on the matter.
Create a diary of a famous Create a newspaper from

explorer in any environ- a time in history when
ment. Include observa- colonization was taking
Student
tions, daily life, dangers, place. Include features on
and surprises. food, fun, political debates,
education, medical issues,
Choice dangers, etc.
Design a mural that illus- Prepare and present a Investigate the history
trates several aspects of debate with at least one of space exploration since
life in a specific colony, other student about an the flights of Alan
either past or future. issue that concerned the Shepard and Yury
people who “discovered” Gagarin. Make a case
a place and those who regarding the economic
already lived there. feasibility of continuing
space programs.
IMMIGRATION
EXTENSIONS MENU
Interview someone whose Investigate the history of Choose a country to which

family or ancestors the quota system used to you might immigrate. Pre-
immigrated to the United control immigration to the dict problems you might
States. OR interview U.S. Decide if it should be have in getting used to the
someone whose ancestors changed. If so, how? country.
always lived in North If not, why?
America. Ask about how
immigration affected the
family or group.
View the PBS video series Explore reasons why

on Ellis Island. Write a some immigrant groups
first person story about moved and clustered into
Student
that experience. certain areas of the United
States.
Choice
Create a play about a Read several novels about Investigate the foods
family in another country young people who have Americans eat that origi-
deciding whether to immigrated. Prepare a nated in other countries.
immigrate to America. composite story of their
experiences.
� Teaching Gifted Kids in the Regular Classroom �
CD-ROM to Book Cross-Reference
The page numbers listed by each form reference the page where the form is found in the
book, then the initial page(s) of explanation or instruction on the form’s use where applicable.
Form Explanation
Chapter 1: Characteristics of Gifted Students

Goal-Setting Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 . . . . . . . . . . . . . . . . . 15
Chapter 2: Gifted Students Identify Themselves

The Compactor (Teacher Form) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 . . . . . . . . . . . . . . . . . 33
Alternate Spelling Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 . . . . . . . . . . . . . . N/A
Chapter 3: Compacting and Differentiation for Skill Work

Learning Contract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 ........... 49, 52
Working Conditions for Alternate Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 . . . . . . . . . . . . . . . . 49
Chapter 4: Compacting and Differentiation

in Content Areas
Topic Development Sheet (Teacher Form) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 ................ 69
American Wars Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 . . . . . . . . . . . 67–69
American Wars Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 . . . . . . . . . . . 68–69
Extensions Menu Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 . . . . . . . . . . . 68–69
Independent Study Agreement for Study Guide Only . . . . . . . . . . . . . . . . . . . . 75 . . . . . . . . . . . . . . . . 74
Independent Study Agreement for Study Guide with

Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 ................ 74
Evaluation Contract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 . . . . . . . . . . . . . . . . 74
Daily Log of Extension Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 . . . . . . . . . . . . . . . . 74
Product Choices Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 . . . . . . . . . . . . . . . . 79
Chapter 5: Extending Reading and Writing Instruction

Contract for Permission to Read Ahead . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 . . . . . . . . . . . . . . . . 92
Contract for Reading Skills and Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 . . . . . . . . . . . 92, 94
Reading Activities Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 . . . . . . . . . . . . . . . . 94
Animal Story Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 . . . . . . . . . . . . . . . . 97
Animal Story Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 . . . . . . . . . . . . . . . . . 97
Form Explanation
Biography Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 . . . . . . . . . . . . . . . . 97

Biography Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 . . . . . . . . . . . . . . . . 97
Author Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 . . . . . . . . . . . . . . . . 97
The Circle of Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 . . . . . . . . . . . . . . . 104
Generic Circle of Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Reading Response Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 . . . . . . . . . . . . . . . 104
Teacher’s Conference Record Sheet (Teacher Form) . . . . . . . . . . . . . . . . . . . . . 107 . . . . . . . . 104, 108
Books I Want to Read . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 . . . . . . . . 108–109
Vocabulary Builders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 . . . . . . . . 109, 111
Etymologies Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 . . . . . . . . . . . . . . . 111
Etymologies Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 . . . . . . . . . . . . . . . 111
Super Sentence: Level One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 . . . . . . . . 111, 113
Super Sentence: Level Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 . . . . . . . . 111, 113
Vocabulary Web Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 . . . . . . . . . . . . . . . 113
Expository Writing Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 . . . . . . . . . . . . . . . 120
The Great Friday Afternoon Event . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 . . . . . . . . . . . . . . . 123
Chapter 6: Planning Curriculum for All Students

at the Same Time
Taxonomy of Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 . . . . . . . . . . . . . . . 130
Curriculum Differentiation Chart (Teacher Form) . . . . . . . . . . . . . . . . . . . . . . . . 136 . . . . . . . . 130–132
Nutrition Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 . . . . . . . . . . . . . . . 132
Nutrition Extensions Menu for Other Subject Areas . . . . . . . . . . . . . . . . . . . . 138 . . . . . . . . . . . . . . . 132
Build Blocks to Think . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 . . . . . . . . . . . . . . . 139
Guidelines for Creating Student-Made Learning Centers . . . . . . . . . . . . . . 141 . . . . . . . . 132, 139
Examples of Student-Made Learning Centers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 . . . . . . . . 132, 139
Chapter 7: “I’m Done. Now What Should I Do?”

Interest Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 . . . . . . . . . . . . . . . 146
Acceptable Student Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 . . . . . . . . . . . . . . . 146
Topic Browsing Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 . . . . . . . . 150–151
Resources Record Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 . . . . . . . . . . . . . . . 151
Topic Browsing Planner for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 . . . . . . . . 150–151
Resources Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 . . . . . . . . . . . . . . . 151
Form Explanation
Resident Expert Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160–161 . . . . . . . . 157–158

Resident Expert Planner for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 . . . . . . . . 157–158
Check-Off Sheet for Resident Expert Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 . . . . . . . . . . . . . . . 158
Personal Interest Independent Study Project Agreement . . . . . . . . . . . . . . . . 164 . . . . . . . . . . . . . . . 159
Self-Evaluation Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 . . . . . . . . . . . . . . . 159
Chapter 9: Et Cetera: Related Issues

Differentiated Learning Plan (Teacher Form) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 . . . . . . . . 186–187
Meeting Record Sheet (Teacher Form) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 . . . . . . . . 186–187
Gifted Student’s Cumulative Record Form (Teacher Form) . . . . . . . . . . . . 190 . . . . . . . . . . . . . . . 187
Appendix A: Language Arts Activities

Categories Challenge: For Gifted Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 ........ 219, 221
Categories Challenge: For the Entire Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 . . . . . . . . 219, 221
Alphabet Soup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222 . . . . . . . . 221, 223
Silly Nillies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 . . . . . . . . 223, 224
A DDITIONAL CD-ROM O NLY

R EPRODUCIBLES (B Y S UBJECT A REA )
Explanation
Generic
Generic Extensions Menu for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69
Generic Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69
The Arts
Fine Arts Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69
Reading and Language Arts

Fairy Tales and Folktales Extensions Menu
for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69
Independent Reading Extensions Menu
for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69
Independent Reading Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69
Explanation
Language Arts and Spelling Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69

Vocabulary Extensions Menu for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69
Mysteries Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69
Math
Math Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69
Math Extensions Menu for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69
Numeration Extensions Menu for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69
Science
Electricity Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69
Geology Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69
Human Body Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69
Solar System Extensions Menu for Primary Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69
Space Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69
Weather Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69
Social Studies
City and State Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69
Discovery and Colonization Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69
Immigration Extensions Menu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68–69

Teaching Gifted Kids in The R PDF

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Teaching Gifted Kids in The R PDF

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Reading and Language Arts

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Explore, enjoy, and, as always, let me know what you think.

Date Goal for This Work Period Work Actually Accomplished

Joseph Renzulli and Linda Smith

Student’s Name: ______________________________________________________________________________________________________________

Areas of Strength Documenting Mastery Alternate Activities

From Teaching Gifted Kids in theFrom

Using New Words 4. Create a crossword or an acrostic puzzle on

Student’s Name: __________________________________________________________________________________

� Page / Concept � Page / Concept � Page / Concept

Extension Options: _____________________________________________________________________________

Teacher’s Signature: _______________________________________________________________________

2. Don’t talk to the teacher while he or she is teaching.

6. Never brag about your opportunities to work on the alternate activities.

7. If you must go in and out of the room, do so as quietly as you can.

9. Don’t bother anyone else.

10. Don’t call attention to yourself.

Teacher’s Signature: ___________________________________________________________________

Student’s Signature: ___________________________________________________________________

Topic or unit to be learned: _____________________________________________________________________________

Key Concepts Related Topics

1. Discuss the political, social, and economic causes of the war.

� CHECKPOINT: ________________: Assessment for 1–2 �

3. Give the meanings of all designated vocabulary words.

� CHECKPOINT: ________________: Assessment for 1–5 �

6. Describe typical battle conditions experienced by soldiers and commanders.

7. Narrate a first-person biographical sketch of a person connected to the war effort.

8. Write a newspaper account of a non-battlefield event related to the war.

9. Describe the peace plan—its location, components, and effects.

� CHECKPOINT: ________________: Final Assessment for 1–10 �

Present a detailed biogra- Research the patriotic Locate information about

Discover how military Investigate battles in

______ I will keep a Daily Log of my progress.

Student’s Signature: _____________________________________________________________

Teacher’s Signature: _____________________________________________________________

______ I will keep a Daily Log of my progress.

______ I will work on an independent project and complete an Evaluation Contract to

I am choosing a grade for my project based on these criteria.

3. I will be learning on the higher levels of Bloom’s Taxonomy: Application, Analysis,

This is the project I will do: ___________________________________________________

This is the grade I intend to earn: ________

Student’s Name: _______________________________________________________________

Project Topic: _________________________________________________________________

Today’s What I Plan to Do During What I Actually

Auditory Visual Tactile-Kinesthetic

Audio recording Advertisement Acting things out

I will not participate in prediction activities.

CONTRACT FOR PERMISSION

I will not participate in prediction activities.

Student’s Name: ___________________________________________________________________________________

� Page / Concept � Page / Concept

Vocabulary Words for Unit

Student’s Signature: ________________________________________________________________________________

Student’s Name: ___________________________________________________________________________________

___________ Create and perform a puppet show of the story or book.

___________ Interview another person who read the book.

___________ Write a letter to the author.

___________ Write another chapter.

___________ Write a different ending.

___________ Using a thesaurus, find synonyms for your 6 favorite words.

Today’s Date: _ Pages Read Today: