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The
assortment of successful learning expereinces below
are saved as PDF files. In order to view and print
them, you will need a program such as Adobe Acrobat
Reader®. You can easily download a free copy
at:
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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 record their first three reading
choices.
• REPRINTED
FROM: Kingore, B. (2003). Literature
Celebrations, 2nd
ed Austin:
Professional Associates Publishing.
Content
Area Skills Analysis Grid
• REPRINTED
FROM: Kingore, B. (2004). Differentiation:
Simplified, Realistic, and
Effective
Austin: Professional Associates Publishing.
Cube
a Thought: Blank
Form
Cube
a Thought: Revising and Editing
Provide each
student with a copy of the revising and the editing
cubes. Students use the cubes to signify 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
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. (2004). Centers
in Minutes! Vol. 1: Grades
K-8
Austin: Professional Associates Publishing.
[Interactive CD-ROM]
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.
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.
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
• REPRINTED
FROM: Kingore, B. (2004). Differentiation:
Simplified, Realistic, and
Effective
Austin: Professional Associates Publishing.
Lesson
Variations that Increase Challenge
• REPRINTED
FROM: Kingore, B. (2008). Reaching
All Learners: Making Differentiation
Work!
Austin: Professional Associates Publishing.
Literacy
Research Resources
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. (2005). 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.
Portfolio
Captions
Have your
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. (2005). 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. (2005). 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.
• ADAPTED
FROM: Kingore, B. (2000). Parent assessment of
giftedness: Using portfolios. Tempo, XX (2),
6-8.
Promoting
Abstract Thinking, Complexity, and Depth:
Websites
Question
That! Poster
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.
Reader's
Theater: A Hunting We Will Go!
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.
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.
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. (2005). 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.
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.
TAKS
Alignment Clipboards
Four clipboard
graphics list the TAKS for reading in third through
fifth grades and writing for fourth grade.
• REPRINTED
FROM: Kingore, B. (2004). TAKS
Connections: Literature that Integrates TAKS Reading
Objectives
Austin: Professional Associates 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.
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. (2005). Assessment:
Timesaving Procedures for Busy Teachers, 4th
ed. Austin:
Professional Associates Publishing.
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