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Learning Experiences
Action Figures
• REPRINTED FROM: Kingore, B. (2006). Integrating Thinking, 2nd ed Austin: Professional Associates Publishing.


Administrators' Roles in a Support System

• REPRINTED FROM: Kingore, B. (2013). Rigor and Engagement for Growing Minds Austin: PA Publishing.


Ant

This graphic organizer can be used to record a story or sequence's beginning, middle, and end.
• REPRINTED FROM: Kingore, B. (2003).
Literature Celebrations, 2nd ed Austin: Professional Associates Publishing.


Choice Slip

Students use the choice clips to select their book club reading choices.
• REPRINTED FROM: Kingore, B. (2003).
Literature Celebrations, 2nd ed Austin: Professional Associates Publishing.


Cube a Thought: Blank Form

Use the template to create skill cubes, such as elements of literature in a novel, six verb phrases to promote high-level thinking, or six attributes of a species.
• REPRINTED FROM: Kingore, B. (2002).
Just What I Need! Learning Experiences to Use in Multiple Ways on Multiple Days Austin: Professional Associates Publishing.


Cube a Thought: Revising and Editing

Provide each student with a copy of the revising and the editing cubes. Students use the cubes to designate the skills they are applying as they work through the writing process.
• REPRINTED FROM: Kingore, B. (2002).
Just What I Need! Learning Experiences to Use in Multiple Ways on Multiple Days Austin: Professional Associates Publishing.


Curriculum Compacting form

• REPRINTED FROM: Kingore, B. (2004). Differentiation: Simplified, Realistic, and Effective Austin: Professional Associates Publishing.


Differentiation for Innovation and Deeper Learning: References


Differentiation Strategies Matched to Instructional Needs

• REPRINTED FROM: Kingore, B. (2004). Differentiation: Simplified, Realistic, and Effective Austin: Professional Associates Publishing.


Design-A-Game

Design a board game, and write the game's objectives, rules, and directions. Sequence and number the directions, and add art or graphics to make your game more attractive and appealing.
• REPRINTED FROM: Kingore, B. (2011).
Tiered Learning Stations in Minutes! Austin: Professional Associates Publishing.


Flexible Grouping with Advanced Learners in Mixed-Ability Classrooms

This chart compares the advantages and disadvantages of whole-class instruction, mixed-readiness small groups, similar-readiness small groups, and individual work.
• REPRINTED FROM: Kingore, B. (2004).
Differentiation: Simplified, Realistic, and Effective Austin: Professional Associates Publishing.


Gifted Readers' Bill of Rights

The result of ignoring gifted readers is educationally and emotionally unjust to these children. The Gifted Reader's Bill of Rights is proposed here to prompt your thinking abut the reading rights and needs of gifted students.
• REPRINTED FROM: Kingore, B. (2004).
Differentiation: Simplified, Realistic, and Effective Austin: Professional Associates Publishing.


Goal Examples

• REPRINTED FROM: Kingore, B. (2007). Assessment: Time-Saving Procedures for Busy Teachers, 4th ed. Austin: Professional Associates Publishing.


High Frequency Words

• REPRINTED FROM: Kingore, B. (2002). Just What I Need! Learning Experiences to Use in Multiple Ways on Multiple Days Austin: Professional Associates Publishing.


Increasing the Educationalo Value of Games

• REPRINTED FROM: Kingore, B. (2013). Rigor and Engagement for Growing Minds Austin: PA Publishing.


Interview Questions

Use these sample questions to facilitate students' planning for interviews.
• REPRINTED FROM: Kingore, B. (2007).
Assessment: Time-Saving Procedures for Busy Teachers, 4th ed. Austin: Professional Associates Publishing.


Kite Pattern

Children can use this simple pattern to make a kite that actually flies! All you need is a sheet of paper, a straw, tape, and string.
• REPRINTED FROM: Kingore, B. (2002).
We Care: A Curriculum for Preschool Through Kindergarten, 2nd ed. Tucson: Goodyear/Scott Foresman.


KWRDL

Use this form to record what you know, what you want to know, the resources you will use, what you will do to learn, and what you did learn.
• REPRINTED FROM: Kingore, B. (2002).
Just What I Need! Learning Experiences to Use in Multiple Ways on Multiple Days Austin: Professional Associates Publishing.


Learning Standards Captions

• ADAPTED FROM: Kingore, B. (2004). Differentiation: Simplified, Realistic, and Effective Austin: Professional Associates Publishing.


Learning Strategies Varied for Engagement and Rigor

• REPRINTED FROM: Kingore, B. (2013). Rigor and Engagement for Growing Minds Austin: PA Publishing.


Lesson Variations for Struggling Students

• ADAPTED FROM: Kingore, B. (2008). Reaching All Learners: Making Differentiation Work! Austin: Professional Associates Publishing.


Lesson Variations that Increase Challenge

• REPRINTED FROM: Kingore, B. (2008). Reaching All Learners: Making Differentiation Work! Austin: Professional Associates Publishing.


Look What I Can Do!

This set of half-page-sized book of prompts has ample writing and drawing space for young hands. Staple the finished sheets together to create a Look What I Can Do! book.
• REPRINTED FROM: Kingore, B. (2007).
Assessment: Time-Saving Procedures for Busy Teachers, 4th ed. Austin: Professional Associates Publishing.


Nomination Slip

"I/we nominate this word as a good word to know. It is useful or important to us because:"
• REPRINTED FROM: Kingore, B. (2003).
Literature Celebrations, 2nd ed Austin: Professional Associates Publishing.


PMI (Plus, Minus, Interesting)

• REPRINTED FROM: Kingore, B. (2007). Assessment: Time-Saving Procedures for Busy Teachers, 4th ed. Austin: Professional Associates Publishing.


Portfolio Captions

Have your primary students use these four illustrated, quarter-page-sized caption strips to record why they are including an item in a portfolio.
• REPRINTED FROM: Kingore, B. (2007).
Assessment: Timesaving Procedures for Busy Teachers, 4th ed. Austin: Professional Associates Publishing.


Portfolio Chart

Reproduce this illustrated poster and hang it in your classroom to remind students to fill out a caption strip, staple it to the product, and file it in the back of their portfolios.
• REPRINTED FROM: Kingore, B. (2007).
Assessment: Timesaving Procedures for Busy Teachers, 4th ed. Austin: Professional Associates Publishing.


Portfolio Product Examples

This list of examples of portfolio products for young children includes explainations and purposes for including items such as audio tapes, computer products, dictations, research, and video tapes in a portfolio.
• REPRINTED FROM: Kingore, B. (2008).
Developing Portfolios for Authentic Assessment Thousand Oaks, CA: Corwin Press.


Question That! Poster

• REPRINTED FROM: Kingore, B. (2013). Rigor and Engagement for Growing Minds Austin: PA Publishing.


Questioning for High-level Thinking

• REPRINTED FROM: Kingore, B. (2013). Rigor and Engagement for Growing Minds Austin: PA Publishing.


Quick Writes

Use these quick question and prompts to stimulate thinking.
• REPRINTED FROM: Kingore, B. (2002).
Just What I Need! Learning Experiences to Use in Multiple Ways on Multiple Days Austin: Professional Associates Publishing.


Readers Theater: A Hunting We Will Go!

Children love to "ham it up." Reasers Theater motivates children to want to read and practice fluency skills. Readers theater provides the fun of drama production without the time-intensive pressure of students memorizing parts and preparing costumes or scenery.
• SEE: Kingore, B. (2003).
Literature Celebrations, 2nd ed Austin: Professional Associates Publishing.


Readers Theater: Sioux City Sue

Children love to "ham it up," and plays motivate children to want to read. Readers theater provides the fun of drama production without the time-intensive pressure of students memorizing parts and preparing costumes or scenery.
• SEE: Kingore, B. (2003).
Literature Celebrations, 2nd ed Austin: Professional Associates Publishing.


Reading Contract

This example of a reading contract provides an opportunity for students to work independently with some freedom while maintaining the teacher's objectives.
• REPRINTED FROM: Kingore, B. (2007).
Assessment: Timesaving Procedures for Busy Teachers, 4th ed. Austin: Professional Associates Publishing.


Reading Recommendations for Advanced Readers

This list was compiled by the Texas Reading Initiative Task Force for the Education of Primary Gifted Children.


Research Translated into Effective Practice


Research Translated into Gifted Instruction


Staff Discussion Questions

Faculties determined to meet the needs of their brightest students may find these questions a useful focus when assessing attitudes and determining most appropriate strategies.


Standards Grid (Customizable)

• ADAPTED FROM: Kingore, B. (2004). Differentiation: Simplified, Realistic, and Effective Austin: Professional Associates Publishing.


Story Map

Using this graphic organizer, students report the setting, characters, problem, solution, and sequence of events for any story.
• REPRINTED FROM: Kingore, B. (2004).
Reading Strategies for Advanced Primary Readers. Austin: Texas Education Agency.


Student Proposal for Replacement Task

• REPRINTED FROM: Kingore, B. (2004). Differentiation: Simplified, Realistic, and Effective Austin: Professional Associates Publishing.


Supporting High-ability in All Classrooms

• REPRINTED FROM: Kingore, B. (2013). Rigor and Engagement for Growing Minds Austin: PA Publishing.


Taping Logs

• REPRINTED FROM: Kingore, B. (2004). Centers in Minutes! Vol. 1: Grades K-8 Austin: Professional Associates Publishing. [Interactive CD-ROM]


Teach Us About Your Child

• REPRINTED FROM: Kingore, B. (2008). Developing Portfolios for Authentic Assessment Thousand Oaks, CA: Corwin Press.


Thinking Triangle (English and Spanish)

• REPRINTED FROM: Kingore, B. (2008). Teaching Without Nonsense: Translating Research into Practice, 2nd ed. Austin: PA Publishing.


Websites: Promoting Abstract Thinking, Complexity, and Depth


What I Want My Teacher to Know About Me

• REPRINTED FROM: Kingore, B. (2008). Developing Portfolios for Authentic Assessment Thousand Oaks, CA: Corwin Press.


Writing Rubric

This rubric includes the following criteria: conventions, idea development, language, organization, and sentence fluency.
• REPRINTED FROM: Kingore, B. (2007).
Assessment: Timesaving Procedures for Busy Teachers, 4th ed. Austin: Professional Associates Publishing.