Extra Help
GIFTED AND TALENTED
Characteristics of the Gifted
The following lists some of the characteristics which may be exhibited by a gifted person. Each child, as a unique person, will display combinations of some or all of these characteristics. Use this list to help you identify “hidden” or underachieving gifted students as well as the more obvious ones!
- Exhibits a high academic achievement in one or more areas of ability.
- Uses high level of communicative skills – verbal and/or written.
- Displays an impressive store of information.
- Reads earlier and maintains an advanced reading level.
- Concentrates and sustains enthusiasm in a topic of interest.
- Evaluates facts and argues critically.
- Exhibits advanced capacity for abstract thinking.
- Exhibits high levels of ability and flexibility in thinking processes – cause and effect relationships, generalisations, logical thinking, and problem-solving.
- Displays interest in complex thought-processes for their own sake.
- Has a varied, self-directed interest and curiosity.
- Asks many questions.
- Shows great enthusiasm for learning.
- Displays a sophisticated, sometimes incisive sense of humour.
- Takes risks and is adventuresome.
- Operates at advanced levels of moral judgement.
- Has heightened self-awareness accompanied by feelings of being different.
- Displays a sensitivity to the expectations and feelings of others, which leads to frustration with self, others and situations.
- Has unusual emotional depth and sensitivity.
- Shows a sensitivity to inconsistency.
- Generates and uses original or unusual ideas and solutions.
- Exhibits one or more special talents.
Gifted children – what should I be looking for?
There are commonalities to look for in all gifted children. This is NOT a check-list, but is meant as a guide for you to determine children who should be screened further as potentials for special gifted programming.
As you learn more about your students, bear in mind the general characteristics of intellectually gifted children – “negatives” such as challenging authority or being a loner, as well as the positives. Information provided by parents is also of great help; parents at interview time may give you more information about some of the following.
Some specifics to look for:
- 1. Special hobbies or interests
- makes collection(s) or things
- building/creating (blocks/woodwork/models/art/sculptures…)
- reading for information on current focus of interest (e.g. encyclopaedias, ‘How– To’ books…)
- interests often self-motivated; works/”plays” independently
- 2. Reading Interests
- reading advanced for age (e.g. Willard Price or Narnia series at age 7t; The Hobbit/Treasure Island/Gone With the Wind and other unabridged classics at age 9-12)
- self-directed reading for information on current personal focus of interest (including encyclopaedias and “How-To” books)
- enjoys being read to – books of advanced level
- enjoys fairy-tales – a “romantic”
- 3. Interests other than reading
- creating/building activities, self-motivated (see #1 above)
- likes taking things apart to see how they work
- shows diverse, spontaneous and frequently self-directed interests
- drama
- art
- sports (frequently non-team sports, though may be highly competitive)
- music – playing an instrument
- 4. Special problems or needs
- shows less patience than others with routine procedure
- keen sense of humour, often not appreciated/understood by peers
- may write or talk of a world of fantasy (in which they can escape pressures)
- interest in questions of life or death
- a sense of “being different”
- a “loner” – difficulty with friendships
- may challenge authority (e.g. the “class clown”); also more aware of people’s “rights”.
- may become withdrawn in class
- needs encouragement and supportive environment to be a risk-taker, to use or even show any special abilities in class
- plays with much older or younger children
- advanced reading skills need to be catered for (note: older children – Y3 and up – may have writing ability far below their ability to read and express verbally; this may cause frustration at school)
- persistent questions (“How? Why? Why not? Why does… How does it work? Could we instead…?” type)
- may be perfectionist – frustration! – needs help to learn to set realistic, attainable goals.
- often doesn’t complete work – appears a “dreamer”
- 5. Special talents
- a sensitivity to beauty, music, colour, texture, shape leadership skills
- creative or innovative ideas (e.g. in language, art, maths, drama, discussions…)
- persistence (may even be labelled “dogged” or “stubborn”)
- good at problem-solving (from chess to family relationships to…)
EXTRA ENGLISH
Year 9 Extra English Option
Aims
- Developing Students English Skills so that they can achieve to the standard at which they are capable.
- To reinforce skills and ideas taught in Core English classes (including spelling).
- To give more exposure to texts and specifically build on developing student’s weaknesses
Entry and Exit level
- Pre entry consultation
- End of year examination or optional to continue in Year 10
Delivery modes and Learning methods
- Routined and structured.
- Key concepts reinforced and practised
- Sustained reading and writing practice
- Pair/share and group work
- Written and audio visual resources
- Development through SOLO taxonomy
Assessment
- Pre and post tests
- Formative – self assessment, peer assessment, teacher observation, practice tasks
- Summative -End of unit tests, running records, mid year and end of year examinations
Feedback
- Progress reports as requested
- Parent interviews
- Reports (twice yearly)
Monitoring progress
- Weekly spelling tests
- Folders of entry tests, running records, work samples
Year 9 Extra English Long Term Plan
Term 1
Me Myself and I
Goals, Letter of introduction, survey and questionnaire on reading and writing attitudes. Coat of Arms shield about hobbies, favourite foods etc
Every New Day – Guided reading, close reading. School introduction
Identifying language features that make good writing
Personal writing Description - My first day at school (sentence structure, editing
Descriptive language using specific language techniques of similes, metaphors, personification etc (using models from JYPW)
Description- My favourite place
Description – People
Base on Roald Dahl and Frank McCourt writing excerpts
Parts of Speech/Proof reading and Language features (to support Core programme) using Every New Day , Boy and Angela’s Ashes extracts as motivation.
Spelling – Testing weekly (five per week) taken from Fast Forward Spelling list.
Term 2
Short Stories – Compare and contrast two short stories ( e.g Blue Humber 80/ It used to be green once ).
Literary essay writing on theme. Static image of theme
Poetry – Main poetic features – Compare and contrast two poems
Literary essay writing practice on use of language techniques to create vivid imagery
e.g Concrete Mixers / Kitchen Sink.
Poetry writing - Write your own poetry assignment- cinquain, Haiku, diamante etc using techniques learned in poetry analysis.
Spelling – Testing weekly (five per week) as above
Half -year course. Approx 15 weeks
Year 10 Extra English Option
Aims
- Developing Students English Skills so that they can achieve the standard at which they are capable.
- To reinforce skills and ideas taught in Core English classes (including spelling).
- To give more exposure to texts and specifically build on developing student’s weaknesses in preparation for NCEA Level 1 Year 11 English
Entry and Exit level
- Pre entry consultation based on Year 9 performance
- End of year examination in Year 10
Delivery modes and Learning methods
- Routined and structured.
- Mind mapping, note taking, study skills
- Key concepts reinforced and practised
- Sustained reading and writing practice
- Pair/share and group work
- Written and audio visual resources
Assessment
- Pre and post tests
- Formative – self assessment, peer assessment, teacher observation practice tasks
- Summative -End of unit tests, running records, mid year and end of year examinations
Feedback
- Progress reports as requested
- Parent interviews
- Reports (twice yearly)
Monitoring progress
- Weekly spelling tests
- Folders of entry tests, running records, work samples
YEAR 10 Extra English Long Term Plan
Term 1 Survival (Solo Taxonomy)
Goal setting, survey, questionnaire, Probe running record entry test.
Novel – Going Solo
Comprehension exercises leading up to a literary essay on biographical style.
Creative writing – Diary writing in first person – War/ Dahl
Spelling – Year 10 word list of ten words per week (NZ Spelling age list)
Basic spelling/punctuation, figures of speech and proof reading. Vocab specific to War .
Term 2 Heroes (Solo Taxonomy)
Journals unit on Heroes. – Key words, predicting, note taking and note making
R A P and T.I.P.P.S
Heroes Poetry - My Father began as a God and Stop the Clocks
Literary essay technique. PEC. Three body paragraphs on two poems.
Personal writing on own hero. (Show, Don’t Tell).
Spelling – Year 10 list Fast Forward list of fifty words.
Basic spelling, punctuation, figures of speech, improving vocabulary, proof reading.
Term 3 Adventure
Short Stories – Two NZ adventure theme short stories.
Static Image / Game/ on theme of the short stories.
Creative writing – Interview with a favourite adventure star .e.g Bear Grylls.
Basic spelling, punctuation, questioning technique, vocab (action and emotive words)
Term 4
Revision
Practise essays
End of year Probe and spelling exit testing.