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apply knowledge of language structure, language conventions (e.g., spelling and punctuation)"

language use, patterns, and dialects

Students benefit much more from learning a few grammar keys thoroughly than from trying to remember many terms and rules.

Experiment with different approaches

show students how to apply it not only to their writing but also to their reading and to their other language arts activities.

If they know how to find the main verb and the subject, they have a better chance of figuring out a difficult sentenc

Traditional drill and practice will be the most meaningful to students when they are anchored in the context of writing assignments or the study of literary models

apply it to authentic texts.

Try using texts of different kinds, such as newspapers and the students' own writing, as sources for grammar examples and exercises.

entence combining: students start with simple exercises in inserting phrases and combining sentences and progress towards exercises in embedding one clause in another.

practice using certain subordinate constructions that enrich sentences.

All native speakers of a language have more grammar in their heads than any grammar book

If a word can be made plural or possessive, or if it fits in the sentence "The _______ went there," it is a noun. If a word can be made past, or can take an -ing ending, it is a verb

whole sentence or a fragment

verb phrase

subject

pronoun f

Students can circle the sentence subjects in a published paragraph, observe this pattern at work, and then apply it to their own writing.  

Most sentences start with information that is already familiar to the reader, such as a pronoun or a subject noun that was mentioned earlier.

end focus.

See The Webquest Page or WebQuest.org for endless materials.)

From a parent's perspective (and sometimes from the child's), this can seem like we are "de-gifted" the child.

The most important thing is that you have the "data" that shows what the student needs and that you are matching this with an appropriate service.

Be very explicit with what the differentiation is and how it is addressing the needs

A major shift with RTI is that there is less emphasis on the "label" and more on the provision of appropriate service.

When a child has met all the expected benchmarks

independent reading

reading log

small group for discussions using similar questions.

long-term solutions might include forming a seminar group using a

program like "Junior Great Books."

Ideas for differentiating reading for young children can also be found at: http://www.k8accesscenter.org/training_resources/readingdifferentiation.asp http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf

enrich potential

to plan appropriate instruction, based on data that show the learners' needs.

additional enrichment and challenge in their area(s) strength.

Tiers 2 or 3

As the intensity of the needs increase, the intensity of the services also increases.

our ability to nurture potential in students prior to formal identification

appropriately scaffolded activities through Tier 2 support.

, with high-end differentiation and expectations, we are able to support the development of potential in all students.

This body-of-evidence can be used to support the nomination process and formal identification when appropriate.

likely to be of particular benefit for culturally and linguistically diverse, economically disadvantaged, and twice exceptional youngsters who are currently underrepresented within gifted education.

Tier 1 include:

Tier 2 include:

Tier 3 include:

universal screening

Aspergers

gifted children with learning disabilities?

If we provide enrichment activities for our advanced students, won't that just increase the acheivement gap?

Educational opportunities are not a “zero sum” game where some students gain and others lose.

the needs of all learners.

One is focusing on remediation, however the second approach focuses on the nurturing of potential through creating expectations for excellence that permeate Tier 1 with extended opportunities for enrichment for all children who need them at Tier 2. With the focus on excellence, the rising tide will help all students reach their potential. This is the goal of education.

make sure that the screener is directly related to the curriculum that you are using and that it has a high enough ceiling to allow advance learners to show what they know.

recognizing that students who are above grade level, or advanced in their academics, also need support to thrive

all students deserve to attend a school where their learning needs are met

seek out ways to build the knowledge and skills of teachers to address the range of needs

This includes learning about differentiated instruction within Tier 1and creating additional opportunities for enhancements and enrichments within Tier 2.

first

This often means that the district views the school as a “high-needs” school and does feel that many children would qualify for gifted education services (thus no teacher allocation is warranted). If this is the case, then this is a problematic view as it perpetuates the myth that some groups of children are not likely to be “gifted”.

These five differentiation strategies are as follows: Curriculum Compacting (pre-assessment of learners to see what they know)  The use of Tiered Assignments that address: Mastery, Enrichment, and Challenge  Tiered Learning Centers that allow children to further explore skills and concepts  Independent and Small group learning contracts that allow students to follow area of interest  Questioning for Higher Level thinking to stretch the minds of each child.

RTI was,

first proposed as a way to help us better identify students who continue to need additional support in spite of having appropriate instructional opportunities to learn.

The primary issue is the need for measures of potential as well as performance.

an IQ measure

portfolio

that sometimes occur outside of school

children with complex sets of strengths and needs require a comprehensive evaluation that includes multiple types, sources, and time periods to create the most accurate and complete understanding of their educational needs.

a "diamond" shaped RTI model

confusing

use the same icon to represent how we address the increasing intensity of academic and behavioral needs for all learners.

English Language Learners?

Differentiated instruction is part of a strength-based approach to Tier 1, providing enriched and challenging learning opportunities for all students. However, a comprehensive RTI approach for gifted learners will also need strong Tier 2 and 3 supports and services.

Tracking, or the fixed stratification of children into learning levels based on limited data (placing children in fixed learning groups based on a single reading score), is the opposite of RTI.

off grade level trajectories

this may includ

assess the slope and speed of learning and plot the target from there.

content acceleration and content enrichment.

independent or small group project of their choice.

renzullilearning.com.

additional learning opportunities that both challenge the learner and address high interest learning topics.

How to teach quality commenting Kathleen teaches commenting skills through: Modelling and composing comments together with students on the interactive whiteboard. Teaching students about the “letter” format and editing process during writing lessons. Giving examples of a poor/high quality comments and having students vote whether the comment should be accepted or rejected. Example of a Sorting blog comments activity devised for our students here. Having students read and comment on a post on our blog as part of a literacy rotation on the computer each week. Taking students to the ICT room once a week to work on composing a quality comment with a partner. Emailing parents and encouraging them to write comments on the blog with their child.

Activities for developing student commenting skills

own or facilitate a collaborative discussion with students to create together (you could include this video as part of the process). Develop a quality comment evaluation guide.  Refer to Linda Yollis’s Learning how to comment. Write a blog post about commenting and what you define as a quality comment. Have your students practise leaving a “quality” comment on the post.

Create a commenting guideline poster (see poster example below) – develop your

“quality” comment on the post.

Create a commenting guideline for your blog.  Here’s an example.

Represent similarities and differences in graphic or symbolic form

Sorting, classifying, using metaphors and analogies

Word processing tables (Word software)

Web-based/downloadable graphic organizers

Inspiration and Kidspiration software

Beginning, middle, end

Clarifying information

Teacher-prepared and student-prepared comments

Webbing

Cornell Note-taking Forms

Inspiration and Kidspiration software

NoteStar

Read•Write•Think Notetaker

Word processing notes (Word software

5.Nonlinguistic representations:

Creating graphic representations

Drawing pictures and pictographsEngaging in kinesthetic activityGenerating mental picturesMaking physical models

Digital camerasGraph Club softwareInspiration and Kidspiration softwareKid Pix software