Curriculum presentation for Owen Elementary Project Arrow 13-14

Project Arrow Elementary Program

Orientation

Mrs. Cossa 22nd Year of teaching. Currently at Builta and Clow Hobbies: music, golfing, and reading. Favorite pastime: shopping with my

daughters! One hates it the other one loves it.

“The surest path to high self-esteem is to be successful at something one perceived would be DIFFICULT!

Each time we steal a student’s struggle, we rob them of an opportunity to build self-efficacy.

Students must experience success with difficult tasks to feel capable and competent.”

Dr. Sylvia Rimm

VisionAt Indian Prairie School District, we believe that

gifted program services should encourage

students to: • value and utilize their individual talents

• apply and value learning and knowledge

• communicate their ideas effectively

Mission

The mission of gifted program services is to address individual academic needs, provide an environment

that allows risk-taking and personal growth, and offer an enriched, accelerated, in-depth and diverse

curriculum.

Program Goals• Provide consistent and challenging direct

instruction• Promote excellence and rigor throughout the

curriculum• Promote effective communication between

District and community

Elementary Service Delivery

Grade 2 Grades 3,4 and 5

150 minutes per week pull-out gifted

resource

200 minutes per week pull-out gifted

resource

Complimented by on-going collaboration with classroom cluster teachers

Bright Child vs. Gifted Learnercreated by Jane Szaby and published by Good Apple to help parents recognize some of the subtle differences.

• Knows the answers• Is interested• Is attentive• Has good ideas• Works hard• Answers the questions• Top of group• Listens with interest• Learns with ease• 6-8 repetitions for mastery• Understands ideas• Enjoys peers• Grasps the meaning• Completes assignments• Is receptive• Copies accurately• Enjoys school• Absorbs information

• Asks the questions• Is highly curious• Is mentally involved• Has wild and silly ideas• Plays around, yet tests well• Discusses in detail• Beyond the group• Shows strong feelings and opinions• Already knows• 1-2 repetitions for mastery• Constructs abstractions• Prefers adults• Draws inferences• Initiates projects• Is intense• Creates new designs• Enjoys learning• Manipulates information

Characteristics of Gifted Learners• Knowledge of basic skills• Has ability to concentrate• Enjoys academic pursuits• Is persistent• Enjoys the challenge of difficult activities• Is curious• Is perceptive• Is verbally fluent• Is able to approach ideas and problems from a different perspective• Creates products of unusual character• Is imaginative• Is logical; can generalize• Follows problem solving steps

Adapted from information by Susan Winebrenner (Education Consulting Service) and May V. Seagoe (“Some Learning Characteristics of Gifted Children”)

Curriculum Goals• To broaden knowledge and skills through increased

pace, depth, and level of learning• To develop advanced critical thinking• To develop advanced research methods• To develop advanced creative thinking• To develop advanced oral and written

communication skills• To apply problem solving processes in a variety of

situations• To understand characteristics unique to the gifted

population

Elementary Gifted Education Instructional FrameworkProject Arrow Program

 Literary Critical

Thinking

Problem Solving

Research Methods

Creative Thinking

Literary critical thinking is defined as the application of the following processes in written and oral expression: •Analytical thinking •Problem solving•Interpretion •Judgment•Evaluation•Synthesis of information•Formulation of inferences

Problem solving is defined as engaging with a task for which a solution is not known in advance

Research methods include the BIG 6 Information Literacy Model. The expectations for researching within the Gifted Program are usually accelerated and advanced because of the nature of student interests, inquisitiveness and final products

Creative thinking is defined using the Torrance Model which includes fluency, flexibility, originality, and elaboration

Affective and communication skills are addressed throughout each strand and at each grade level.

InvestigateQuestionAnalyzeCompare/ContrastCriticizeJustifyVerify

Critical Thinking

A habit of mind:DivergentIntuitiveArtisticExpressiveImaginative

Creative Thinking

Common Core State Standards

http://www.corestandards.org/the-standards/english-language-arts-standards/

CommunicationCollaboration

Critical ThinkingCreativity

Incorporating 21st Century

Skills

Concept Based Instruction

SYSTEMS CHANGE

Grade 2 Ancient GreeceAthenian Secret

Literature Exploration

Grade 3 Ancient Egypt Literature Journeys

Grade 4 Neurology Literature Reflections

Grade

5Economics Literature Connections

Core Curriculum Units

Owen ElementaryYear Long Map

Grade Quarter 1 Quarter 2 Quarter 3 Quarter 4

2 Ancient GreeceAthenianSecret

Ancient GreeceAthenianSecret

Literature Exploration

Literature Exploration

3 Ancient Egypt Ancient Egypt

Literature Journeys

Literature Journeys

4 Literature Reflections

Literature Reflections

Neurology Neurology

5 Literature Connections

Literature Connections

Economics Economics

Streamlined Units

Literature Units• 2nd Grade• 3rd Grade• 4th Grade• 5th Grade

Systems• 2nd Grade-Ancient Greece• 3rd Grade-Ancient Egpyt• 4th Grade-Neurology• 5th Grade- Economics

Systems2nd GradeStudents will independently be able to use their

learning to…Understand that civilizations throughout time

contribute to one another.3rd Grade

Students will independently be able to use their learning to…

understand that our world is a collection of interdependent systems that shape and define our lives.

Becoming familiar with some common terminology….

Grammar Highlights

Written especially for gifted students by:

Michael Clay Thompson

3rd grade: Grammar Island4th Grade: Grammar Town5th Grade: Grammar

Voyage

• A month long study• Engaging story told

in creative way.• A way to teach

grammar in context.• Level 4 analysis

Cluster Grouping

A group of identified gifted students who are “clustered” in the classroom of a teacher

who has been trained in curriculum differentiation.

Differentiation

The process of adapting the curriculum according to the ability level of the student.

It is specifically geared to:

CONTENT PROCESS

PRODUCT

Curriculum Compacting

Process of compressing the required curriculum into a shorter time period so students who master the basic content faster can use the

time to do alternative activities.

Acceleration Refers to the strategy of teaching content at a

faster pace, and usually a year ahead of the designated instructional grade level placement.

Communication

Quarterly Progress Reports

Edline/ E-mails: Parent Activation letters will be sent in October.

Parent –Teacher Conferences

IPPA PTA

Advocacy• National Association of Gifted Children

• Illinois Association of Gifted Children

• Project Arrow PTA (IPPA PTA)

What is Project Arrow like at Owen?

Schedule

Grade Levels Mondays Tuesdays Wednesdays Thursdays Fridays

2nd 9:30-10:20 2:30-3:20 B 9:30-10:20

3rd 2:30-3:20 2:30-3:20 10:20-11:10 U 10:20-11:10

4th 9:30-10:20 10:20-11:10 9:30-10:20 I 12:15-1:05

5th 12:15-1:05 12:10-1:05 11:50-12:40 L 2:30-3:20

Time Requirements T

2nd Grade 150 minutes A

3rd Grade 200 minutes

4th Grade 200 minutes

5th Grade 200 minutes

How is my child graded?

E= Exceeds StandardsM= Meets StandardsN= Falls just a bit shortDNM= Not meeting the requirements

Supplies

• Binder and Loose Leaf Paper• School box: pencils, markers, glue sticksWe could use some help with

prizes, rulers, markers, glue sticks and ect.