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By Linda Smith

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The student can share his/her ideas in a way that others will listen. • Work as a Group Member By the end of Grade 5 The student can gather and organize learning materials while remaining focused on developing outcomes. To deal with consequences, the student can develop a sense of control over his/her behavior. The student can remain focused to complete an outcome. The student realizes that actions can have consequences. • Work as an Individual Work as a Leader By the end of Grade 3 • Rockwood School District • The student works independently to complete a task.

The Parallel Curriculum Model (PCM): The Whole Story,” in Teaching for High Potential, Volume IV, no. 1, April, 2002. pp. 1-4. , Reis, Sally (1997) The Schoolwide Enrichment Model. Mansfield Center, CT: Creative Learning Press. , Leppien, Jann & Hayes, Thomas S. (2000) The Multiple Menu Model: A Practical Guide for Developing Differentiated Curriculum. Mansfield Center, CT: Creative Learning Press. Rogers, Karen B. (2002) Re-Forming Gifted Education, Great Potential Press, Inc. , Bird, Wesley, Eastwood, Carolyn, and Flakne, Larry.

9. Am I expected to write my gifted curriculum from scratch? No. As you begin this process, you should work with the material you already have on hand. In addition, it is perfectly acceptable to use published curriculum material if it is high quality and geared to the abilities and interests of your gifted students. You will, however, need to include the same template information for these materials as you would if you wrote the curriculum yourself. 10. Do I need to include actual lessons in my gifted program document?

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A Guide for Developing Gifted Curriculum Documents by Linda Smith

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