Talent Development Curriculum Overview

Talent Development Curriculum Overview

Common Core
TenMarks Writing
Khan Academy Grammar
William & Mary (Beyond Words, Journeys & Destinations, Literary Reflections, Autobiographies, and Patterns of Change)
Junior Great Books K-5 Series www.greatbooks.org
Primary Analogies Grades 1-2
Ridgewood Analogies Grades 3-5
Novel Studies

Envision Math/Common Core
Khan Academy
Math Superstars
The Problem Solver Grades 1-5
Math Olympiad Grades 3-5 www.moems.org

Logic Puzzles

Below is a list of the Student Readings for each grade level:
Beyond Words (Grades 1-2) This literature unit is designed to engage primary students with high abilities in the verbal domain in challenging reading, writing, and interpretation skills in the language arts. It reflects the need among young gifted students for a greater exposure to higher-level thinking activities sooner in their school years than other students. In addition, the unit specifically focuses on literature that utilizes extensive figura­tive language, with the intent of supporting young children's develop­ment of metaphoric competence in the areas of both comprehension and production.


It Looked Like Spilt Milk Charles G. Shaw
Head in the Clouds Mary Batson
Many Luscious Lollipops Ruth Heller
Baloney (Henry P.) Jon Scieszka & Lane Smith
Frindle Andrew Clements
Owl Moon Jane Yolen
Amelia Bedelia Peggy Parrish
Cricket Never Dies Myra Cohn Livingston
Anno’s Journey Mitsumasa Anno
The Mysteries of Harris Burdick Chris Van Allsburg
Doodle Dandies J. Patrick Lewis
“Fog” Carl Sandburg
“Cobbler, Cobbler” (trad.)
“The Moon Has a Face” Robert Louis Stevenson
“The Moon’s the North Wind’s Cooky” Vachel Lindsay
“The Moon Was but a Chin of Gold…” Emily Dickinson
“Dream Maker” Jane Yolen
“Grandmother Moon” Jane Yolen
“Daisies” Christina Rossetti
“Foolish Questions” William Cole
“Nature is a Music Maker” Lillian M. Fisher
“The Train of the Stars” Abdul-Raheem Saleh-Raheem
“The Beginning of the Road” Adonis
“April Rain Song” Langston Hughes

Journeys and Destinations (Grade 3) This unit uses an inquiry-based approach to investigate literature in an interdisciplinary, multicultural curriculum. The guiding theme of the unit is recognition of change as a concept that affects people and their relationships to the world around them. An open-ended approach to the discussion process is emphasized in the search for meaning in literature selections such as Aesop's fables, The Green Book, Bringing the Rain to Kapiti Plain, and The Ugly Duckling. Vocabulary development, writing activities, oral communication, research, and reasoning are integrated into the unit.

The Green Book Jill Paton Walsh
Mission to Deep Space:
Voyagers’ Journey of Discovery William E. Burrows
Free Fall David Wiesner
Bringing the Rain to Kapiti Plain Verna Aardema
Sachiko Means Happiness Kimiko Sakai
Emma’s Dragon Hunt Catherine Stock
An Angel for Solomon Singer Cynthia Rylant
“The Wolf and the Lion” Aesop for Children
“Shells” Cynthia Rylant
“The Ugly Duckling” Hans Christian Anderson
“The Green Man” Gail E. Haley
“The Miser” Aesop for Children
Iroquois Stories (audio tapes) Joseph Bruchac

“poem for rodney” Nikki Giovanni
“Perfection” Felice Holman
“Poem” Langston Hughes

Literary Reflections (Grade 4) While all four language arts strands of literature, writing, language study, and oral communication are integrated into this unit, the core of the unit involves students interacting with literature while enhancing reading comprehension and textual analysis skills. By reading the literature and engaging in shared inquiry, students should develop an awareness about the nature and importance of change, particularly as it affects people in various circumstances, times, and cultures. The literature selections, including The Secret Garden and world-class short stories by such authors as Tolstoy and Singer, serve as a basis for discussion. Students engage in literary response and persuasive writing activities. Grammar, vocabulary, reasoning, and research are also embedded in unit activities.

The Secret Garden Frances H. Burnett
Words by Heart Ouida Sebestyen
Call It Courage Armstrong Sperry
Egypt Game

"The Power of Light" Isaac B. Singer
"The Old Man and His Affectionate Son"
"The Tongue Cut Sparrow"
"Poor People" Leo Tolstoy

"Dream Deferred" Langston Hughes
"We Live by What We See At Night" Martin Espada
"Border Towns" Roberto Duran
"The Habit of Movement" Judith Ortiz Cofer
"Monument in Black" Vanessa Howard
"Good Morning" Langston Hughes
"I never saw a moor..." Emily Dickinson
"Presentiment is..." Emily Dickinson
"Funny to be..." Emily Dickinson
"The morns are meeker than..." Emily Dickinson
"It sifts from leaden..." Emily Dickinson
"Dear March, come..." Emily Dickinson
"I'm Nobody!..." Emily Dickinson

Autobiographies (Grade 5) In this unit, students study the concept of change by reading autobiographies of writers and by looking at change in the lives of writers and other artists. As they examine life stories and self-portraits, they study literature and examine works of art from various cultures. Short stories and poetry were selected for their probing issues of identity. In order to gain insight into the development of talent, students are encouraged to explore their own identities as talented learners through discussions, research, oral presentations, and reflective writing. Elements of linguistic competency are supported throughout the unit activities.

The Girl from Yamhill Beverly Cleary
Childtimes Eloise Greenfield
How I Came to Be A Writer Phyllis Reynolds Naylor
A Day of Pleasure Isaac Bashevis Singer
The Invisible Thread Yoshiko Uchida
The Lost Garden Laurence Yep
Number the Stars
“Ghost Cat” Donna Hill
“Literary Lessons” from Little Women Louisa May Alcott
“Notes from a Translator’s Son” Joseph Bruchac
“All Summer in a Day” Ray Bradbury
“Why I Am a Writer” Pat Mora
“Charles” Shirley Jackson
“Autobiographia Literia” Frank O’Hara
“I Am Cherry Alive, the Little Girl Sang” Delmore Schwartz
“Ode to My Library” Gary Soto
“Where the Rainbow Ends” Richard Rive

Patterns of Change (Grades 5-6) This unit introduces students to some of the important approaches to literary criticism. Through reading, discussion, and written analysis of works of fiction, folktales, poetry, and essays, students develop aware­ness of the common characteristics and important differences within and among genres. While students are growing in their understanding and appreciation of literature, they are also developing skills for approaching and analyzing future readings; moreover, written assignments respond­ing to the literature help students to develop and express in-depth ideas.
The concept of cyclic patterns of change serves as a unifying theme in the unit, with explorations of cyclic patterns evident in the structure and themes of the literature selections. Interdisciplinary connections with science, history, and the arts are also explored through unit activi­ties, to strengthen understanding of the concept and its role in our lives and experiences.

The Watsons Go to Birmingham Christopher Paul Curtis
A Wrinkle In Time Madeleine L’Engle
Bridge to Terrabithia Katherine Paterson
A Long Way from Chicago Richard Peck
Maniac Magee Jerry Spinelli
My Daniel Pam Conrad
The Helpful Badger Laurence Yep
A Bouquet of Wild Flowers Laura Ingalls Wilder
Walking Linda Hogan
New feet within my garden go Emily Dickinson
On the Pulse of Morning (excerpt) Maya Angelou
all ignorance toboggans into know e.e. cummings
In the Windowsill Mary Pleiss
Frequently the woods are pink Emily Dickinson
As children bid the guest goodnight Emily Dickinson
The Wind Was Blowing West Joseph Ceravolo
Buffalo Dusk Carl Sandburg
Below Joseph Bruchac
When forty winters shall besiege thy brow William Shakespeare
Little Gidding (excerpt) T.S. Elliott
Junior Great Books Series
Find out more at: www.greatbooks.org

Read-Aloud Program for Grades K–1
"Sailing Ship" "Dragon Series"

In the Read-Aloud program, children discover the joy of reading through an engaging and interactive approach. Students hear wonderful stories and then have the chance to express their ideas about what they've heard by asking questions, drawing or painting, dramatizing scenes, and even singing! These young students discover that reading is fun, active, and for everyone. Read-Aloud helps children begin to develop the reading, writing, oral communication, and thinking skills they need to become good readers.
Junior Great Books Series 2-5
Junior Great Books is proven to help students develop the essential skills of reading carefully, thinking critically, listening intently, and speaking and writing persuasively.
Junior Great Books Grade 2
JGB Series2:
JGB Series2:
THE HAPPY LION by Louise Fatio
(from WINNIE-THE-POOH) A. A. Milne
ARAP SANG AND THE CRANES African folktale as told by Humphrey Harman
BLUE MOOSE by Daniel Manus Pinkwater
ANANCY AND DOG AND PUSS AND FRIENDSHIP West Indian folktale as told by James Berry
JACK AND THE BEANSTALK English folktale as told by Joseph Jacobs
THE MAGIC LISTENING CAP Japanese folktale as told by Yoshiko Uchida
THE JACKAL AND THE PARTRIDGE Punjabi folktale as told by Flora Annie Steel
NAIL SOUP Swedish folktale as told by Linda Rahm
Junior Great Books Grade 3
JGB Series 3:
JGB Series 3:
THE MASTER CAT by Charles Perrault
THE FISHERMAN AND HIS WIFE by Brothers Grimm, translated by Lucy Crane
THE LITTLE DAUGHTER OF THE SNOW Russian folktale as told by Arthur Ransome
THE UGLY DUCKLING by Hans Christian Andersen
THE LITTLE HUMPBACKED HORSE by Russian folktale as told by Post Wheeler
OOKA AND THE HONEST THIEF by Japanese folktale as told by G. Edmonds
THE BRAVE LITTLE TAILOR by Brothers Grimm, translated by Ralph Manheim
French-Canadian folktale as told by Natalie Savage Carlson
CAPORUSHES by English folktale as told by Flora Annie Steel
IT'S ALL THE FAULT OF ADAM by Nigerian folktale as told by Barbara Walker
TWO WISE CHILDREN by Robert Graves
Junior Great Books Grade 4
JGB Series4:
JGB Series4:
THANK YOU M'AM by Langston Hughes
THE WATER-HORSE OF BARRA by Scottish folktale as told by Winifred Finlay
THE STORY OF WANG LI by Elizabeth Coatsworth
THE ELEPHANT'S CHILD by Rudyard Kipling
VASILISSA THE BEAUTIFUL by Russian folktale as told by Post Wheeler
CEDRIC by Tove Jansson
FRESH by Philippa Pearce
ALICE'S ADVENTURES IN WONDERLAND by (selection) Lewis Carroll
Junior Great Books Grade 5
JGB Series5:
JGB Series5:
CHARLES by Shirley Jackson
GHOST CAT by Donna Hill
TURQUOISE HORSE by Gerald Hausman
BARBIE by Gary Soto
LENNY'S RED-LETTER DAY by Bernard Ashley
TRAMP by Malcolm Carrick
ALBERIC THE WISE by Norton Juster
PODHU AND ARUWA by African folktale as told by Humphrey Harman
THE BAT-POET by Randall Jarrell
Ridgewood Analogies:
Ridgewood Analogies:

RidgewoodAnalogies Series (K-12)

You can download a series sampler at:
Primary Analogies (K-3)
Primary Analogies, Books 1, 2, and 3, introduces young students to sophisticated thinking skills as they learn to read. To introduce the idea of solving analogies, a pre-analogy section gives practice in finding similarities, categorizing, making comparisons, and using Venn diagrams.
Exercises continue with picture-to-picture analogies. Two pictures that have a special relationship are connected by a line in a frame containing six pictures. Students choose two other pictures from the frame that have the same relationship and connect them with a line. As students begin to learn the letters of the alphabet, the analogies include them, combining letters and pictures or symbols, and progressing to analogies using only words—easy, phonetically regular words as well as words students meet in their reading and in their daily lives. In the culminating All-Star Level, students make up their own analogies, choosing from labeled pictures in a box and telling, in writing, how the pictures go together.
Primary Analogies groups analogous relationships into 5 categories: descriptive, comparative, categorical, serial, and causal, with 3 levels of difficulty within each category.
As they solve and create analogies, students actively process information, make important connections, use information and skills to identify relationships, construct relationships and generate new knowledge, and improve understanding and long-term memory.
Ridgewood Analogies (Grades 4-6)
You can download a series sampler at:
Students begin in kindergarten to use analogies in language arts, social studies, science, and math as a way of identifying relationships and making connections. Solving analogies helps students become independent thinkers and problem solvers. Once students learn how to solve analogies–and to create their own–they can use these abilities in any subject, as ways of learning and remembering information.
In Grammar: begin : began : : sit : sat.
In Math: subtraction : addition : : division : multiplication OR 5 : 10 : : 6 : 12
In Science: tadpole : frog : : caterpillar : moth.
In Social Studies:
Thomas Jefferson : Declaration of Independence : : James Madison : Constitution

Skills Addressed
• Categorizing
• Vocabulary across content areas
• Similarities and differences
• Analogies
• Comparison
• Critical thinking

Math Superstars (Grades K-8)
This program is purchased by school sites and is nearly identical to the Math STARS. There are two main differences:
1) Math STARS provides three boxes applicable to parents which include information about the Strategy of the Month, Setting Personal Goals, and Home Hints.
2) There are only 10 Math STARS lessons which would only be enough for one lesson per month. Math Superstars provides enough lessons for weekly practice throughout the year.
The Problem Solver
Problem Solver Series:
Problem Solver Series:
Problem Solver Poster:
Problem Solver Poster:
This series provides a simple 4 step method and 10 strategies for solving any math problem that allow students to choose, apply, and reexamine appropriate strategies.
Hands-On Equations (Grades 3-5)
Hands-On Equations® is a visual and kinesthetic teaching system for introducing algebraic concepts to students in grades 3 to 8.
For sample word problems used with this program go to:

Math Olympiad Program (Grades 4-5)
MOEM badge:
MOEM badge:

* Grade 3 serves as a practice year, students are not officially registered. To view a sample of an Elementary Level Olympiad contest/problems go to: [[http://www.moems.org/sample_files/SampleE.pdf|[[http://www.moems.org/sample_files/SampleE.pdf]]]]
To view a sample of a Middle School Level Olympiad contest/problems go to:
To view awards go to: [[http://www.moems.org/awards.htm#COP|[[http://www.moems.org/awards.htm#COP]]]]


The Story Behind Tangrams
Tangrams are ancient Chinese puzzles that are still used today by adults, as well as, children. A tangram begins with a square, which is then cut into seven standard pieces. Each pieces is called a tan. In creating a picture, all seven tans must be used, must touch, but cannot overlap. When tangrams are used in storytelling the storyteller arranges the tans to show the shape of a character in the tale. As new characters or story elements are introduced, the puzzle pieces are rearranged to represent the new character or element.

You can practice solving tangram puzzles at the following websites:

William & Mary is a Literacy program designed for Academically Gifted students by The College of William & Mary in Williamsburg, Virginia– Center for Gifted Education. The goals of the program are:
GOAL 1: To develop analytical and interpretive skills in literature
Students will be able to…
A. Describe what a selected literary passage means.
B. Cite similarities and differences in meaning among selected works of literature.
C. Make inferences based on information in given passages.
D. Create a title for a reading selection and provide a rationale to justify it.
GOAL 2: To develop persuasive writing skills
Students will be able to…
A. Develop a written persuasive essay (thesis statement, supporting reasons, and
conclusion), given a topic.
B. Complete various pieces of writing using a three-phase revision process based
on peer review, teacher feedback, and self-evaluation.
GOAL 3: To develop linguistic competency
Students will be able to…
A. Analyze the form and function of words in a given context.
B. Develop vocabulary power commensurate with reading.
C. Apply standard English usage in written and oral contexts.
D. Evaluate the effective use of words, sentences, and paragraphs in context.
GOAL 4: To develop listening/oral communication skills
Students will be able to…
A. Discriminate between informative and persuasive messages.
B. Organize oral presentations.
C. Evaluate an oral presentation, given a rubric of specific criteria.
D. Develop skills of argument formulation.
GOAL 5: To develop reasoning skills in language arts
Students will be able to…
A. Apply aspects of the Paul reasoning model through specific examples.
B. State a purpose for all modes of communication, their own as well as those of others.
C. Define a problem, given ill-structured, complex, or technical information.
D. Formulate multiple perspectives (at least two) on a given issue.
E. State assumptions behind a line of reasoning in oral or written form.
F. Apply linguistic and literary concepts appropriately.
G. Provide evidence and data to support a claim, issue, or thesis statement.
H. Make inferences, based on evidence.
I. Identify implications for policy development or enactment based on the available data.
GOAL 6: To develop an understanding of the concept of cyclical change in the language arts
Students will be able to…
A. Understand that change is pervasive.
B. Illustrate the variability of change based on time.
C. Categorize types of change, given several examples.
D. Interpret change as positive or negative in selected works.
E. Identify elements of change in a piece of literature.
F. Analyze social and individual change in a given piece of literature.