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Curriculum presentation for Owen Elementary Project Arrow 13-14
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Curriculum presentation for Owen Elementary Project Arrow 13-14


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  • Include info on Grammar, Vocab as indicated
  • Edit to fit your CURRICULUM plans for the year
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    • 1. Project Arrow Elementary Program Orientation
    • 2. 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.
    • 3. “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
    • 4. Vision At 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
    • 5. 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.
    • 6. Program Goals • Provide consistent and challenging direct instruction • Promote excellence and rigor throughout the curriculum • Promote effective communication between District and community
    • 7. 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
    • 8. Bright Child vs. Gifted Learner created 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
    • 9. 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”)
    • 10. 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
    • 11. Elementary Gifted Education Instructional Framework Project 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.
    • 12. Investigate Question Analyze Compare/Contrast Criticize Justify Verify Critical Thinking
    • 13. A habit of mind: Divergent Intuitive Artistic Expressive Imaginative
    • 14.
    • 15. Incorporating 21st Century Skills
    • 16. Concept Based Instruction
    • 17. SYSTEMS CHANGE Grade 2 Ancient Greece Athenian Secret Literature Exploration Grade 3 Ancient Egypt Literature Journeys Grade 4 Neurology Literature Reflections Grade 5 Economics Literature Connections Core Curriculum Units
    • 18. Owen Elementary Year Long Map Grade Quarter 1 Quarter 2 Quarter 3 Quarter 4 2 Ancient Greece Athenian Secret Ancient Greece Athenian Secret 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
    • 19. 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
    • 20. Systems 2nd Grade Students 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.
    • 21. Becoming familiar with some common terminology….
    • 22. Grammar Highlights Written especially for gifted students by: Michael Clay Thompson 3rd grade: Grammar Island 4th Grade: Grammar Town 5th Grade: Grammar Voyage • A month long study • Engaging story told in creative way. • A way to teach grammar in context. • Level 4 analysis
    • 23. Cluster Grouping A group of identified gifted students who are “clustered” in the classroom of a teacher who has been trained in curriculum differentiation.
    • 24. Differentiation The process of adapting the curriculum according to the ability level of the student. It is specifically geared to: CONTENT PROCESS PRODUCT
    • 25. 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.
    • 26. Acceleration Refers to the strategy of teaching content at a faster pace, and usually a year ahead of the designated instructional grade level placement.
    • 27. Communication Quarterly Progress Reports Edline/E-mails: Parent Activation letters will be sent in October. Parent –Teacher Conferences IPPA PTA
    • 28. Advocacy • National Association of Gifted Children • Illinois Association of Gifted Children • Project Arrow PTA (IPPA PTA)
    • 29. What is Project Arrow like at Owen?
    • 30. 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
    • 31. How is my child graded? E= Exceeds Standards M= Meets Standards N= Falls just a bit short DNM= Not meeting the requirements
    • 32. Supplies • Binder and Loose Leaf Paper • School box: pencils, markers, glue sticks We could use some help with prizes, rulers, markers, glue sticks and ect.