Greek Mythology in SAGE

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Welcome to
TARGET
3rd – 5th Grades
Mary Jo Groeneveld
Ashley Dorsey
Anna Dickinson
Learning Characteristics of Children
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Is interested
Has good ideas
Learns with ease
6-8 repetitions for mastery
Good memorizer
Answers the questions asked
by teacher
Enjoys straightforward
presentation
Is pleased with his/her
learning
THE BRIGHT CHILD
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Is highly curious
Has wild, silly ideas
Already knows
1-2 repetitions for mastery
Good guesser
Discusses in detail,
elaborates
Thrives on complexity of
issues
Is highly self-critical
THE GIFTED CHILD
Fixed Mindset
…think that “they are the way they are” and will often
avoid challenges and stick to what they know they can
do well
Growth Mindset
…believe that intelligence can be developed, that the
brain is like a muscle that can be trained. This leads to
the desire to improve.
Our Target Program
CCGPS + ALP standards = Target
Gifted Standards
G1 - Critical Thinking
G2 – Convergent Thinking
G3 - Algebraic Thinking
G4 - Divergent Thinking
G5 - Evaluative Thinking
G6 - Relationships &
Students will utilize higher order
reasoning and reflect upon their
thinking.
Students will reason logically using
induction and deduction.
Students will reason algebraically.
Students will think creatively to
generate innovative ideas,
products, or solutions to problems.
Students will evaluate and solve a
variety of authentic problems.
Students will make relationships
and connections among various
topics and disciplines.
a. Apply the core critical thinking
skills to various situations:
metacognition, observation,
questioning, prediction, analysis,
interpretation, inference,
summarize, evaluation, synthesis,
explanation, transferring.
a. Solve problems using logical reasoning.
a. Search for patterns, order, and
regularity in mathematical situations.
a. Assess ideas, products and solutions
for the components of divergent
thinking to modify original work.

Fluency

Flexibility

Originality

Elaboration
a. Implement the evaluative thinking
process.
a. Explore and demonstrate an
understanding of the relationships
within and connections across
topics and disciplines.
b. Apply components of divergent
thinking to ideas, products, and
problem-solving situations.
c. Choose appropriate problems and
dilemmas to research and resolve.
Connections
b. Cultivate critical thinking through
the use of: clarity, accuracy,
precision, relevance, depth,
breadth, logic, significance, and
fairness.
b. Support opinions, theories,
conjectures, and conclusions with logical
reasoning.
c. Analyze logic to determine if it
sufficiently supports opinions, theories,
conjectures, and conclusions.
b. Symbolically represent situations
involving patterns and mathematical
relationships.
c. Solve algebraic problems and
equations with and without context.
c. Recognize that the components of
divergent thinking improve ideas,
products, and solutions.
b. Apply and adapt a variety of
strategies to resolve problems and
dilemmas, and evaluate their
effectiveness.
d. Develop tools to assess
performance-based products and
personal goals.
b. Formulate thought-provoking
questions to explore relationships
and connections.
c. Research topics or real-world
problems to develop a body of
knowledge and depth of
understanding beyond the grade
level CCGPS.
d. Seek opportunities to become a
productive/proactive community
member.
1st Grade
Explore
2nd Grade
Develop
Recognize
Identify
Know
3rd Grade
4th Grade
5th Grade
Describe Investigate Solve Implement Evaluate Create
Demonstrate
Apply
Formulate
Adapt
Infer Assess
G7 – Communication
G8 - Collaboration
G9 - Self-Reflection
G10 - Respect For Others
G11 - Self-Directed Learner
Students will interact and exchange ideas,
feelings, information, thoughts, and
knowledge with others.
Students will work toward a common goal
with shared accountability for the final
outcome.
Students will reflect upon their abilities.
Students will be respectful members of
their communities.
Students will be self-directed learners.
a. Effectively communicate both verbally and
nonverbally using a variety of modalities.
a. Develop a shared sense of responsibility for
participation, decision making, and outcomes.
b. Understand and adjust communication for a
given audience.
b. Engage in exchanges of constructive/critical
feedback for instructional purpose.
a. Develop areas of strength in self.
a. Respect the input of others.
a. Establish and work toward short and long
term goals.
b. Recognize areas of weakness in self and
develop strategies for improvement.
b. Recognize the value of individual
differences.
b. Persevere in the face of obstacles.
c. Recognize multiple intelligences in self.
c. Recognize the strengths of others.
c. Advocate for self.
d. Reflect upon personal learning styles and
use the knowledge to facilitate self-growth.
d. Actively listen to others in various
situations.
d. Set appropriately high standards for work
and behavior.
c. Read and respond to a variety of texts.
d. Write for a variety of purposes.
e. Use knowledge of language and appropriate
conventions when writing, speaking, reading,
and listening.
e. Take initiative to pursue opportunities to
share and use abilities.
f. Seek opportunities for self-growth through
risk-taking, curiosity, and use of complexity
and imagination.
Gifted Standards
(the “what” we are teaching/assessing)
Cognitive Growth Strand
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•
•
•
Critical Thinking
Convergent Thinking
Algebraic Thinking
Divergent Thinking
Evaluative Thinking
Relationships and Connections
Affective Growth Strand
•
•
•
•
•
Communication
Collaboration
Self-Reflection
Respect for Others
Self-Directed Learner
Cognitive Growth Strand
Critical Thinking
Students will utilize higher order reasoning and
reflect upon their thinking
Convergent Thinking
Students will reason logically
using induction, deduction,
and abduction.
Divergent Thinking
Students will think creatively to generate innovative
ideas, products, or solutions to problems
Cognitive Growth Strand
Evaluative Thinking
Students will evaluate and solve a
variety of authentic problems.
Relationships and Connections
Students will make relationship and connections
among various topics and disciplines.
Affective Growth Strand
Self-Reflection
Students will reflect upon their innate and developed abilities.
Respect for Others
Students will respectful members of their communities.
Self-Directed Learner
Students will be self-directed learners.
Communication
Students will interact and exchange ideas, feelings, information, thoughts,
and knowledge with others.
Collaboration
Students will work toward a common goal with shared accountability for
the final outcome.
Typical Target Day
Cognitive Growth Activities
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Problem Solving
Hands On Equations
Creative Thinking
Brainstorming
Affective Growth Activities
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Goal setting
Collaboration with other students
Learning Styles
Communication with others
Self-Reflection
Inquiry
Research
Connections
Debate
Spring
Unit:
Target Student
Expectations
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Has necessary materials
Has completed assignments
Returns signed papers (Tally) in a
timely manner
Is prepared to work when class begins
Demonstrates independent learning
Communication
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Target Tallies
E-mail
Progress
reports
Tally:
Cobb County Elementary Gifted Progress Report: 20
Progress
Report:
Student:
Target Teacher:
Grade:
School:
HR Teacher:
Consistently and independently demonstrates outcomes
supporting grade-level standards and elements.
Demonstrates outcomes supporting grade-level standards
and elements with support.
Successful (S)
Progressing (P)
1st Quarter
Attendance:
2nd Quarter
Attendance:
3rd Quarter
Attendance:
4th Quarter
Attendance:
Limited progress in demonstration of outcomes supporting
grade-level standards and elements.
Does not meet (D)
STANDARDS
Critical Thinking
Q1
Q2
Q3
Q4
Annual
Review
Students will utilize higher order
reasoning and reflect upon their thinking.
Convergent Thinking
Students will reason logically to solve
problems and dilemmas using induction
and deduction.
Algebraic Thinking
Students will reason algebraically.
Divergent Thinking
Students will think creatively to generate
innovative ideas, products, or solutions to
problems.
Evaluative Thinking
Students will evaluate and solve a variety
of authentic problems.
Relationships &
Connections
Students will make relationships and
connections among various topics and
disciplines.
Communication
Students will interact and exchange ideas,
feelings, information, thoughts and
knowledge with others.
Collaboration
Students will work towards a common
goal with shared accountability for the
final outcome.
Self-Reflection
Students will reflect upon their abilities.
Respect for Others
Students will be respectful members of
their communities.
Self-Directed Learner
Students will be self-directed learners.
Quarterly Review
A minimum of 7 out of 11 S’s and P’s indicates student is currently meeting essential
requirements for continued placement.
M = Meets continuation criteria for this quarter
D = Does not meet continuation criteria for this quarter; probation in effect.
Q1:
Q2:
Q3:
Q4:
Annual Review
Gifted services are recommended for the following year if:

student has met continuation criteria 3 out of 4
quarters
AND

received a minimum of 1 “S” per standard in at
least 7 out of 11 standards over the course of
the academic year.
Yes
Yes
Probation
No
Prevailing Practices
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Gifted students should not be expected to
make up missed regular classroom work or
homework on scheduled Target day
Target homework permitted on Target day
Q&A
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