2013-2016
The purpose is to inform and
communicate
State Definition of AIG Students,
Article 9B (N.C.G.S. § 115C-150.5)
Academically or intellectually gifted
(AIG) students perform or show the
potential to perform at substantially
high levels of accomplishment when
compared with others of their age,
experiences or environment.
State Definition of AIG Students,
Article 9B (N.C.G.S. § 115C-150.5)
Academically or intellectually gifted
students exhibit high performance
capability in intellectual areas,
specific academic fields, or in both
the intellectual areas and specific
academic fields.
State Definition of AIG Students, Article 9B
(N.C.G.S. § 115C-150.5)
Academically or intellectually gifted
students require differentiated educational
services beyond those ordinarily provided
by the regular educational program.
Outstanding abilities are present in
students from all cultural groups, across
all economic strata, and in all areas of
human endeavor.
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ACADEMICALLY OR
INTELLECTUALLY GIFTED
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CONTACT
Sneha Shah-Coltrane, Director,
Gifted Education and Advanced
Programs

http://www.ncpublicschools.or
g/academicservices/gifted/
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 Dr.
Lynn Warren – Director of
Special Programs and Projects
 Karen
Foushee-Cameron
District AIG Lead Teacher
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4th Grade: May Dell Floyd
5th Grade: Angela Spurlin (Language Arts)
Brandon Morehouse (Math)
** AIG Committee : Representatives from each grade level,
an administrator, ESL, psychologist or
guidance, AIG lead contact.
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Revised Spring of 2013
AIG Advisory Council
Surveys to students, parents, and educators
Subcommittees:
◦ Parent Communication
◦ Review of the Lee County AIG Plan
Reviewed by the Curriculum and Instruction
Committee
Board of Education adopted June 11, 2013
Begins with teachers observing students for
gifted characteristics using the Teacher’s
Observation of Potential in Students (TOPS) form
 Categories include:
Learns Easily
Show Advanced Skills
Displays Curiosity & Creativity
Has Strong Interests
Shows Advanced Reasoning & Problem Solving
Displays Spatial Abilities Shows Motivation
Shows Social Perceptiveness
Displays Leadership

Primary Education Thinking Skills (PETS)
Materials have been purchased for each grade level
K-3.
Begins with whole class activities to introduce the
thinking skill.
Then students are organized in flexible groups so
that students may be nurtured in areas of
strength as well as receive interventions in areas
of need.
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Primary Education
Thinking Skills (PETS)
is a systematic
enrichment thinking
skills program for 1st
and 2nd grade
students. Its purpose
is to help primary aged
students develop
higher level thinking
skills. PETS follow the
taxonomy of thinking
skills outlined by
Benjamin Bloom,
presenting lessons in
analysis, synthesis, and
evaluation.
Beginning of the
school year
Renzulli
checklists given
to teachers.
Final
decision
EOG data
CogAT test data
Team meets to analyze data
End of Third Quarter
Grade averages and
Renzulli checklists
completed and team
meets to analyze data.
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AIG Identification Criteria
Measuring Tool
Weighting
Student Achievement
EOG
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Score
95th -100th Percentile
88th-94th Percentile
80th-87 Percentile
Points
25
20
15
25%
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Student Aptitude
CogAT
*Use the Age Score %
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90th -99th Percentile
85th -89th Percentile
80th -84th Percentile
25
20
15
25%
93-100
85-92
80-84
25
15
5
25%
25
20
25%
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Student Performance
Grades
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*Use third quarter averages
Observable Student Behaviors
Renzulli AIG 9
very high 128-172
Checklist of
high
112-127
Displayed
Characteristics
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Total 100%
Range to qualify
70-100 points.
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4th & 5th grade AIG cluster classes
-Directly served in regular classrooms with formally
identified students and grade level peers
-Jacob’s Ladder materials created by The College of
William & Mary
-students will be taught Common Core in reading and
math
-students will be expected to work 1-2 years beyond
grade level in the core areas of reading and
mathematics
Jacob's Ladder Reading Comprehension Program
Intended as a supplement to the William & Mary language arts units,
Jacob's Ladder targets reading comprehension skills in high ability
learners. In the form of three skill ladders connected to individual
readings in poetry, myths/fables, and nonfiction, students move from
lower order, concrete thinking skills to higher order, critical thinking
skills. For example, Ladder A moves students from Sequencing to Cause
and Effect to Consequences and Implications. These materials are now
available from gifted education publisher, Prufrock Press.
Ladder A
Ladder B
Ladder C
Sequencing
Cause and Effect
Consequences &
Implications
Details
Classification
Generalization
Elements
Inference
Theme/Concept
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Describe how students are grouped4th and 5th Cluster-grouped by homeroom.
4th Grade: AIG/Enrichment students will
switch to Mrs. Floyd’s class from 8:15-11:30
to be served in math, reading/language arts.
5th Grade: Mr. Morehouse and Mrs. Spurlin
Block to provide enriched instruction for AIG
and high ability students.
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Computer-Based
Instruction/Telecommunications Computerbased instruction can be used both to enrich
the curriculum and to remediate specific skill
deficits. This is particularly appropriate for
gifted students having specific skill gaps
(e.g., gifted underachievers, learning
disabled, culturally diverse, and credit
accrual).
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Thematic Units Thematic units deal with
information from various disciplines that is
integrated under a broad based theme such
as conflict, power, patterns, etc. Because it
provides the opportunity to deal with content
at a highly abstract level of sophistication, it
is an appropriate way to modify curriculum
for gifted students.
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Curriculum Compacting Curriculum compacting
is modifying or streamlining the regular
curriculum in order to eliminate repetition of
previously mastered material, upgrade the
challenge level of the regular curriculum, and
provide time for appropriate enrichment and/or
acceleration activities while ensuring mastery of
basic skills. Curriculum compacting can be
implemented at any grade level and with
minimum additional funding. Teachers do require
training and support during implementation.
During compacted time, students may pursue
activities in their classroom, media center, or
special resource center.

Mastery Learning Teachers design units of instruction with
enrichment activities that students choose to pursue once
they have demonstrated content mastery (85%) of the basic
material. Reinforcement activities are also designed for
students needing additional work or performing below
mastery. The units are “learner based” but “teacher paced.”
This allows teachers to appropriately pace the instruction
for the entire class for an extended period of time (a
marking period) and yet provide differentiation and an
incentive for high performance. By “testing out”, students
gain access to the enrichment activities. In a team
situation, one teacher might take the “reinforcement
group” and one the “enrichment group.” At the end of the
unit, everyone begins again at the same place. In this way,
enrichment and reinforcement groups remain flexible. This
process is a district-wide option with the date of full
implementation three to five years after initiation of plan.

Differentiated Units One of the most effective
ways to deliver differentiated curriculum to
gifted students is through designing
differentiated units that incorporate
individual learning abilities and levels of
content and skill. This instructional design
has proved to be an effective planning tool
and is appropriate for gifted students in
regular classrooms, part-time classes,
resource settings, and full-time placements.
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Tiered Assignments The teacher uses
different levels of activities within a class to
accommodate the needs and prior knowledge
level of the student. Students may explore
basically the same content but at different
levels of complexity.
If a Differentiated Education Plan (DEP) is not
meeting the needs of a student and a more
specific individual plan is needed, an Individual
Differentiated Education Plan (IDEP) should be
developed to support student growth. The
purpose of the Annual Review is not to reevaluate the student by taking him/her through
the entire identification process. If the student is
performing satisfactorily, complete the AIG 17
Yearly Performance Review of Progress
indicating services to be continued and notify
parents.
The purpose of the Annual Review is not to reevaluate the student by taking him/her through
the entire identification process. If the student is
performing satisfactorily, (80 % or higher on
EOG, EOC, or grades) complete the AIG 17
Yearly Performance Review of Progress
indicating services to be continued and notify
parents.
Sent home in the final report card.
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Survey results reflect that this is an area
which needs to be improved.
Examples of how we will communicate with
you:
Lee County Website
Teacher Web Pages
Class Dojo / Calendar
Weekly Newsletter (4th)
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PAGE sponsors the Lee County Spelling Bee.
This year the Lee County Spelling Bee will be
in February.
PAGE is asking that each school have their
school Spelling Bee before Christmas
If you would like more information about
PAGE please sign up at the end of the
meeting to be placed on a communication
list.
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Rising sixth graders
Two weeks in June
8:00 – 12:00 at one of
the middle schools
Parents provide
transportation
Optional Washington,
D.C. trip
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Registration for camp is around $30.00.
If you are interested in your child going on
the Washington, D.C. trip start saving now.
The trip for June 2014 will be around
$697.00 if at least 70 students sign up for
the trip.
More information will be provided for this
year’s fifth graders in September.
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Service Options:
Learning Environment
____ Enrichment
____ Cluster Grouping
____Math
____ Reading
____ Resource Class
____Math
____Reading
____ Cross-Grade Grouping
_____Math
_____Reading
____ Grade Acceleration
____ Dual Enrollment
____ Other (Please specify):
_________________________________
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Service Options:
Content Modification
Learning Centers
Computer-Based Instruction
Thematic Units
Curriculum Compacting
Mastery Learning
Differentiated Units
Tiered Assignments
Contracts
Independent Investigations
Individualized Differentiated Education Plan
(IDEP)
Other (Please specify):
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At this time Or
At an individual parent conference
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Additional slides follow which you may or
may not decide to use.
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All teachers will be given the Renzulli
checklist.
The checklist is to be completed over
time.
What are the opportunities within
your classroom for the student to
demonstrate these behavior?
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CogAT scores - Use the Age Score %
You will not use or enter the Composite score.
Enter scores for Verbal, Quantitative, and Nonverbal scores even if the score is below the
criteria cut off score.
For math, during the decision making stage, you
will use the higher of the two - Quantitative or
Non-verbal.
Invite all third and fifth grade teachers to the AIG
Team meeting to analyze the data and discuss
the students.
Is there a student who should be added to the
pool?
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The averages for the first three quarters
for reading and math for all of the
students who are in the pool or for any
students who you think should be
considered for the AIG program.
Complete and enter the Renzulli
checklist for all students who are in the
pool.
Analyze the data and discuss the
students.
Is there a student who should be added
to the pool?
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Enter the End-of-Grade % for math and
reading.
Analyze the data and make a final decision
for each student in the pool.
Complete the AIG 11 database and e-mail a
copy of the file to Dr. Warren, one to your
principal, and one to your NCWISE operator.
 Use
AIG 17 Year Performance
Review of Progress (Annual
Review)
 Send home a copy in the final
report card.
“Selection of students for
special programs should be
based on a relatively
equivalent balance of tests
and non-test based
information.”
Joseph Renzulli
 “The
ultimate test of any
identification system is the degree
to which it has successfully
identified students who can and
do profit from and succeed in the
educational programs that are
provided.”
Joseph Renzulli
“Some young people
show their potential at
certain times and
under certain
circumstances.”
Joseph Renzulli

page vii of the manual
Gifted behaviors can be
found "in certain people (not
all people), at certain times
(not all the time), and under
certain circumstances (not all
circumstances).“
Joseph Renzulli
Observation is useful in recognizing
children with high potential who are :

Culturally or linguistically diverse

Economically disadvantage

Twice exceptional
 Over
multiple time periods
 Natural learning
environments
 Across settings
 Across tasks

U-STARS pages 2-3
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High Energy
Intellectual
Curiosity
Creative, original,
and inventive
Good memory,
ability to retain
information
Perfectionist
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Concern with moral
issues and fairness
Analytical and
critical thinker
Rapid learner
Sensitivity
Keen sense of
humor
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Learning or Cognition – Behaviors that reflect
an individual’s ability to perceive and acquire
knowledge
Creativity – Behaviors that reflect an
individual’s ability to produce original, novel,
and unique ideas or products
Motivation – Behaviors that reflect an
individual’s ability to bring energy to bear on
problems to task
Leadership – Behaviors that reflect an
individual’s ability to guide or direct actions
by other students
page 7
What are the opportunities
within your classroom for
the student to demonstrate
these behavior?
.
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What are the opportunities within your
classroom for the student to
demonstrate these behaviors?
1. You have not observed these behaviors.
2. You have occasionally observed these
behaviors.
3. You have usually observed these
behaviors.
4. You almost always or always have observed
these behaviors.
Creativity Characteristics
Creativity – Behaviors that reflect an
individual’s ability to produce original,
novel, and unique ideas or products
1.
Often offers unusual and unique responses to problems and questions. Puts unrelated ideas together in
new and different ways.
2.
Is a high-risk taker; is adventurous and speculative. Possesses a “let’s try” approach in play.
3.
May be non-conforming. Accepts disorder, is not interested in details; is individualistic; does not fear being
different. This could be viewed as a positive or a negative.
4.
Displays a keen sense of humor. May be the class clown.
5.
Demonstrates exceptional ability in written expression; creates stories, plays, etc.
a math class?
6.
Generates a large number of ideas or solutions to problems and questions.
7.
Enjoys exploring materials and invents new ways to work with common materials. (Is imaginative in
associating ideas with materials.)
How would this look in
Science activities or consider drawings
8.
Can make use of his knowledge of both cultural systems to influence outcomes to this advantage.
9.
Shows interest in learning more about cultural background and/or in relating his cultural experiences to
social and scientific phenomena explanations presented in the classroom.
Motivational Characteristics
Motivation – Behaviors that reflect an
individual’s ability to bring energy to
bear on problems to task
1.
2.
Becomes absorbed and truly involved in certain self-selected tasks. (It is sometimes difficult to get
him/her to move to another topic or to stop a task).
Is independent and self-sufficient. Requires little direction from others. (May resist directions.)
3.
Is self-critical; not easily satisfied with own speed or products. (Sometimes is critical of others.) This
could be seen as a positive or negative.
4.
Is easily bored with routine tasks. Requires little drill to grasp concepts. (Needs to know reason for
activity.) This could be seen as a positive or negative.
5.
Is able to concentrate for a longer period of time than other children of same age.
6.
Is quite concerned with right and wrong, good and bad. Can be argumentative.
7.
Often is self-assertive. (Can be stubbornly set in ideas.)
8.
Is consistently productive. Takes advantage of opportunities to learn.
9.
Enjoys the challenge of new and difficult activities.
10. Is interested in many adult problems. World problems - environment, fairness, tsunami, earthquake,
politics
LEP population operates in two worlds.
Other students from different groups may
also.
Learning Characteristics Learning or Cognition – Behaviors that
reflect an individual’s ability to perceive
and acquire knowledge
1.
Has an advanced vocabulary for age; expresses himself/herself well. (Can put stories in his/her own words.)
(Talks in conversational manner; listens and responds appropriately.)
2.
Is curious about many activities and places outside immediate environment and experience.
3.
Tries to discover the how and why of things; wants to know what makes things work; takes things apart. Think
about your science lessons.
4.
Is a keen and alert observer. Pays unusual attention to detail. Usually “sees more” or “gets more” out of a story,
activity, etc. than others. (Spots details other children miss.) Discussions in reading groups or in class.
5.
6.
Reasons things out for self; sees logical and common answers. Recognizes relationships. Makes connections.
Shows a preference for more difficult materials; atlases, encyclopedias, etc. Examines pictures in books and
magazines to learn about things (even when he/she cannot read the material).
Technology or electronic media
7.
Has quick recall of factual information.
8.
Asks many provocative questions about topics in which young children do not ordinarily have an interest.
Generates questions of his/her own. Discussion groups Math groups
9.
Uses words in unique ways to express feelings, observations, and knowledge.
10. Has advanced number concepts and understands relationships among and between various coins. Understands
function of clocks, calendars, etc.
11. Possesses lots of information about a variety of topics (beyond the usual interests of youngsters his age For
example in brainstorming, expressed interest in reading selections. Or in casual conversations with the student.
Leadership Characteristics
Leadership – Behaviors that reflect an
individual’s ability to guide or direct
actions by other students .
1. Accepts and carries responsibility well; can be counted on to do what he/she
promises and usually does it well.
2. Adapts readily to new situations; is flexible in thought and action and does not
seem disturbed when normal routine is changed. (exceptions such as LD or
Asperger's Syndrome)
3. Is self-confident with children of own age as well as with adults. Frequently
assumes a leadership role.
4. Can express self well; has good verbal faculty and is usually well understood. Class
presentations.
5. Is cooperative; tends to avoid bickering and is generally easy to get along with.
6. Tends to dominate others; generally directs the activity in which he/she is involved.
(May be seen as “bossy” by other children.)
7. Organizes material in a way that is meaningful.
8. Expresses little fear of the unknown or of the difficulty of a task.
9. Likes to organize and brings structure to things, people, and situations.
10. Is able to predict from present information. Invents new ways to work with
common materials.
What opportunities whether small group or
whole class are available.?
Leadership Characteristics
11. Volunteers new information and ideas or presents new information about
cultural differences or similarities or about materials learned outside of
class.
12. Is able to function successfully in both cultures, or culturally relevant
activities of both cultures(i.e. help children who are less acculturated to
understand other culture’s values, etc.)
Think about the culture of your classroom- there is diversity there Home
vs. school culture.
13. Is able to generalize/transfer culture-specific skills, notions or concepts
between cultures
Respecting a person who may not celebrate Christmas or Halloween.
This is the
identification
criteria; however,
identification is a
process.

I Am Gifted
http://www.teachertube.com/viewVideo.php?video_id=
126234&title=I_am_Gifted&ref=Rebelhunter47
 “Once
the child is
admitted, performance is
always more important
than the entry criterion or
score.”
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page 25
Common Characteristics
Challenging Characteristics
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Highly motivated
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Heightened sensitivity
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Advanced communication skills
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Preoccupied with a need to understand
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Well-developed memory
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Perfectionism
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Insightful
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Asynchronous (uneven) development
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Imaginative and Creative
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Emotional intensity
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Advanced ability to deal with symbols
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Early awareness of being different
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Advanced and intense interests
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Anxiety caused by advanced knowledge
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Advanced problem solving abilities
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Need for mental stimulation
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Inquisitive
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Nonconformity
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Advanced reasoning capabilities
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Questioning of authority
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Keen sense of humor
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Overexcitability
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Introversion
http://www.twicegifted.net/id2.html
From: Methods and materials for
teaching the gifted
by Karnes & Bean, 2001, Prufrock Press.

Gifted children with Asperger's Syndrome
Neihart, M.
Gifted Child Quarterly
National Association for Gifted Children (NAGC)
Vo. 44, No. 4, pp. 222-230
Fall 2000
This article by Maureen Niehart suggests approaches for the teacher who works with young
people with Asperger's Syndrome. AS is a disorder in the autism spectrum that is observed in
some gifted children. Gifted children may be very difficult to diagnose with AS because the
disorder may resemble other problems such as a learning disability or simply just similar traits
of a gifted child. Common traits of gifted AS children are listed and compared to children who
are gifted without AS in order to help identify these individuals.
ABSTRACT
Asperger's Syndrome is a pervasive developmental disorder characterized by deficits in social
communication and by repetitive patterns of behaviors, or interests. It is observed in some
gifted children. The author proposes that gifted children with Asperger's Syndrome may not be
identified because their unusual behaviors may be wrongly attributed to either their giftedness
or to a learning disability. The article discusses ways in which Asperger's Syndrome might be
missed in gifted children and proposes guidelines for differentiating characteristics of
giftedness from characteristics of Asperger's Syndrome.
http://www.davidsongifted.org/db/Articles_id_10167.aspx
Table 1
Proposed Characteristics to Differentiate Ordinary Gifted Children from Gifted Children with Asperger's Syndrome
Differentiating Characteristic
Ordinary Gifted
Gifted with Asperger's Syndrome
Speech Patterns
Normal, but may have language of older
child
Pedantic, seamless speech
Response to Routines
May passively resist, but will often go
along
Very low tolerance for change, agitation,
aggression
Disturbance of Attention
If disturbance exists, it is usually external Disturbance is internal
Humor
Engages in socially reciprocal humor
Can do word play, but typically doesn't
understand humor that requires social
reciprocity
Motor Clumsiness
Not characteristic of most gifted children
50-90 % of Asperger children manifest
Inappropriate Affect
Not a characteristic
Nearly always observed
Insight
Insight usually good
Usually remarkably absent
Stereotypy
Not a characteristic
May be present
Identifying Gifted Children with Asperger's Syndrome
It is imperative that gifted children with AS be diagnosed so that they can effectively secure
appropriate services. Parents and teachers may agree that "something is wrong," but not
know what. Identifying these students only as gifted or learning disabled is not as effective
and can contribute not only to misunderstandings about the true nature of the child's
difficulties, but also to the formulation of an inappropriate educational plan (Barron &
Barron, 1992; Dewey, 1991; Grandin, 1992; Klin & Volkmar, 1995; Levy, 1988; Minshew,
1992; Schopler, 1985).
To identify AS in gifted children, two things are needed: a thorough developmental history
and insight into the motivation behind certain behaviors (Atwood, 1998; Levy, 1988; Tsai,
1992). Without these two, there is a danger that AS will be over--or under--diagnosed.
Symptoms of the disorder in a gifted child may be mistakenly attributed to the child's
giftedness, rather than to the disorder. At other times, an AS child's giftedness may be
discounted or considered irrelevant to his or her development.
Accurate diagnosis of AS in gifted children requires the participation of an experienced,
interdisciplinary team. Parents should be actively involved in the assessment since
developmental history is so important to confirming or ruling out the diagnosis. Table 2
provides the diagnostic criteria for AS from the Diagnostic and Statistical Manual of Mental
Disorders (DSM-IV; APA, 1994).
Tony Atwood (1998) explained that, in addition to the developmental history, a diagnostic
evaluation will usually include some formal testing, an assessment of movement skills,
observations of the child's social reciprocity in situations engineered to elicit a variety of
specific behaviors, and observations of the child's pragmatic use of language. Readers
interested in a more comprehensive discussion of diagnostic tools and procedures are
referred to his work.
Read more: http://www.primary-education-oasis.com http://www.primary-education-oasis.com/gifted-characteristics.html#ixzz1sJjMxwoi
Gifted Children
Highly curious
Has wild, crazy ideas
Plays around, yet can test well
Detail oriented
1-2 repetitions for mastery
Prefers older children or adults
Makes inferences
Extremely intense
Creates new designs
Manipulates information
Excellent guesser
Likes complexity
Is keenly observant
Highly self-critical
Asks the hard questions
Works beyond the group
Enjoys learning new things
Rebels against routine
Becomes the class clown
High Achievers
Knows the answers
Has good ideas
Works hard to achieve high scores
Answers the questions
6-8 repetitions for mastery
Enjoys peers
Grasps the meaning
Receptive and willing
Copies information accurately
Absorbs information
Excellent memorizing skills
Enjoys sequential information
Alert and on-task
Pleased with own efforts
Knows all the answers
Works in the top group
Enjoys school
Enjoys routine
Conforms to accepted behavior
 In
what ways do you
provide opportunities for
students to demonstrate
the characteristics?
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Consideration 1: There is no such thing as a perfect
identification system.

Consideration 2: The objective data vs. subjective
date trade-off.

Consideration 3: People, Not instruments, make
decisions.

Consideration 4: Avoid the multiple-criteria screening
smokescreen

Consideration 5: What will we call selected students?

Consideration 6: The relationship between
identification and programming.
Please complete the following checklist by
numbering what best represents your
observations of the student. Use the rubric
listed below to determine your rating:
1. You have not observed these behaviors.
2. You have occasionally observed these
behaviors
3. You have usually observed these
behaviors.
4. You almost always or always have
observed these behaviors
Creativity Characteristics
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1. Often offers unusual and unique responses
to problems and questions. Puts unrelated
ideas together in new and different ways.
2. Is a high-risk taker; is adventurous and
speculative. Possesses a “let’s try” approach
in play.
3. May be non-conforming. Accepts
disorder, is not interested in details; is
individualistic; does not fear being different.
4. Displays a keen sense of humor.
5. Demonstrates exceptional ability in written
expression; creates stories, plays, etc. Math
Class??
Creativity Characteristics
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6. Generates a large number of ideas or solutions
to problems and questions.
7. Enjoys exploring materials and invents new
ways to work with common materials. (Is
imaginative in associating ideas with materials.)
8. Can make use of his knowledge of both
cultural systems to influence outcomes to this
advantage.
9. Shows interest in learning more about cultural
background and/or in relating his cultural
experiences to social and scientific phenomena
explanations presented in the classroom.
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1. Becomes absorbed and truly involved in
certain self-selected tasks. (It is sometimes
difficult to get him/her to move to another topic
or to stop a task).
2. Is independent and self-sufficient. Requires
little direction from others. (May resist
directions.)
3. Is self-critical; not easily satisfied with own
speed or products. (Sometimes is critical of
others.)
4. Is easily bored with routine tasks. Requires
little drill to grasp concepts. (Needs to know
reason for activity.)
5. Is able to concentrate for a longer period of
time than other children of same age.
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6. Is quite concerned with right and wrong,
good and bad.
7. Often is self-assertive. (Can be stubbornly
set in ideas.)
8. Is consistently productive. Takes
advantage of opportunities to learn.
9. Enjoys the challenge of new and difficult
activities.
10. Is interested in many adult problems.
World problems environment, fairness
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1. Has an advanced vocabulary for age; expresses
himself/herself well. (Can put stories in his/her
own words.) (Talks in conversational manner;
listens and responds appropriately.)
2. Is curious about many activities and places
outside immediate environment and experience.
3. Tries to discover the how and why of things;
wants to know what makes things work; takes
things apart.
4. Is a keen and alert observer. Pays unusual
attention to detail. Usually “sees more” or “gets
more” out of a story, activity, etc. than others.
(Spots details other children miss.)
5. Reasons things out for self; sees logical and
common answers. Recognizes relationships.
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6. Shows a preference for more difficult materials;
atlases, encyclopedias, etc. Examines pictures in
books and magazines to learn about things (even
when he/she cannot read the material).
7. Has quick recall of factual information.
8. Asks many provocative questions about topics in
which young children do not ordinarily have an
interest. Generates questions of his/her own.
Discussion groups. Math????
9. Uses words in unique ways to express feelings,
observations, and knowledge.
10. Has advanced number concepts and understands
relationships among and between various coins.
Understands function of clocks, calendars, etc.
11. Possesses lots of information about a variety of
topics (beyond the usual interests of youngsters his
age
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1. Accepts and carries responsibility well; can be
counted on to do what he/she promises and usually
does it well.
2. Adapts readily to new situations; is flexible in
thought and action and does not seem disturbed
when normal routine is changed.
3. Is self-confident with children of own age as well
as with adults. Frequently assumes a leadership role.
4. Can express self well; has good verbal faculty and
is usually well understood.
5. Is cooperative; tends to avoid bickering and is
generally easy to get along with.
6. Tends to dominate others; generally directs the
activity in which he/she is involved. (May be seen as
“bossy” by other children.)
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7. Organizes material in a way that is
meaningful.
8. Expresses little fear of the unknown or of the
difficulty of a task.
9. Likes to organize and brings structure to
things, people, and situations.
10. Is able to predict from present information.
Invents new ways to work with common
materials.
11. Volunteers new information and ideas or
presents new information about cultural
differences or similarities or about materials
learned outside of class.