TEXAS ASSOCIATION FOR THE GIFTED AND TALENTED VOLUME XI ISSUE 3 Member, National Association for Gifted Children (NAGC) SUMMER 1991

REGULAR FEATURES Literature

From The President Adelle McClendon 2

Legi8lative Update And The Gifted CO/wie McLendon 3

OUI' Editorial Focus Bob Seney 4 Literature . .. is our reservoir ofinsight into the human Spotlighting Parent Affiliates 17 condition, the pool ofperceptions and conceptions from which we draw our own visions of what it is to be The Book Shelf 20 human. TAGTNews 22 -ROBERT E. PROBST University Network News 26 If we accept this definition of literature, then we can Can For Articles 27 readily see the importance of connecting the gifted reader with appropriate literature. A quick review of the various THEME SECTION lists of characteristics of gifted students is enough to remind Us of their qualities which make them more A Conversation sensitive to the world, to their own feelings, and to the With Karen Harri, Ma/y Seay 5 feelings of others. It may well be that literature provides the only guide that many gifted students have to "distill, Reading Isn't Just for Writing expand, deepen, recall, and relate to social, biological, and Kylene Bee,., 6 cultural history" (Dr. Karen Harris, Interview which A Baker's Dozen: Treat8 FOl' The follows). Because many of our gifted learners are avid Gifted Reader readers, we must be informed on how to guide them in Tel; S, Lesesne 8 their reading. We must learn to ask the right questions, such as; What is appropriate reading for the gifted? Why Litemture For '1'he Gifted: do we need to guide our gifted readers? What are impor­ Choice And Celebration A,,,, McCraJY Sullivan 10 tant characteristics of literature for the gifted reader? and What should we be looking for? Leade1'ship Through Literatur, Betty Henderson 11 In finding anSwers to these questions, we have turned to Every Doggie Should Have authorities both national and local. This issue of tempo His Day addresses our concern in matching the gifted reader with Patricia A. Leadbeater 12 the appropriate literature. Our lead article is the result of a recent interview with Dr. Karen Harris by Dr. Mary Seay. Dr. Harris' book, Books for the Gifted Child (written SPEClAL with Dr. Barbara Baskin), is an important resource in guiding our gifted readers. 199) l\xecutive Board Candidates' Statements 18 THE EDITORS I WRIJ~ II; Ia W3 M:J II) m~11 - .. Adelle McClendon ..••. ~.. ~ A VOLUME XI ISSU£: 8 The Three R's of Summer $UMMEll 1991 EDITOR Bob Seney

LIKE MOS1' EDUCATORS, and I sup­ MANAGING EDITOR pose all students, I very much Donna TO'Wn8end ASST. MANAGING EDITOR look forward to the summer Linda Norelli months. Schedules are not quite as in­ 'Me,.,,,.,. flexible as those of the school year and time spent with family and friends takes PRESIDENT Adelle McClendon precedence over budgets and deadlines. I also take the time to replace the tradi· PRESIDENT-ELECT Amanda. Ba.tI$on tional 3 R's with my 3 R's of summer. I share them with you in the hope that you FIRST VICE-PRESIDENT will find time this summer to Rest, Re· Bob Seney flect, and Regroup. SECOND VICE-PRESIDENT Ann Trull Rest THIRD VICE-PRESIDENT Dixie Kingston For me, summer offers a time to refuel and relax whether by catching up on reading, attending an opera, cheering for a favorite tea.m, or SECRETARY Ann Weiss simply by doing nothing. Rest becomes a priority and not simply a lUXUry. As adults who serve as role models for the children we love, I IMl\.umIATEl PAST-PRESIDENT believe it is incumbent on us to help them learn ~he importance of rest Margaret Kress in keeping both a sound mind and a sound body. EXECUTIVE DIRECTOR Connie Mcl...@ndon Reflect During the school year, I seldom seem to have time to think about i ••••W. anything but survival from one hectic day to the next. Summer offers OFFICE MANAGER/ADMINISTRATIVE ASSISTANT Beth Tracy a time to slow down and think about the goals we have set for ourselveSi which ones we have met, and which ones still need work. With the ACCOUNTANT/BOOKKEEPER slower pace of summer, it is possible to celebrate all the accomplish. DOUJJanoky ments ofthe past school year. In fact, reflecting over this first year of mandated programs for the gifted, I celebrate the numberofeducators who are receiving specialized training in the education of the gifted. I

likewise celebrate that more and more school districts are taking a The Texa~ As.sociation for the Gifted l\nd Talented (TAGT) is a positive stand on meeting the special learning needs ofthe gifted. I also nonprofit organization of parents and professionals promoting celebrate the cooperative efforts among parents, communities, and appropriate education for gifted and talented in the State of'rexas. schools on behalf of the gifted. Of course , we still have much to do, but TAGT tempo is the official journal of the Texas Association for the reflection reminds us that we are making progress. Gifted and Talented. It is published four times a year in February, April, July and September. The cost of a ~ubS(ription is included in the association's annual membership aues of $15. Single copies are Regroup available upon request. Summer allows us the time we need to rethink priorities. With rest and Contributions should be sent by the 15th dayofthe month preceding publication. Send i!t computer disk if available (any format; specify reflection, we are able to redetermine what actually is important soft/ware used). Opinions expressed by individual authors do not during times of stress. I personally find that I can face a new school necesMrily represent official positions of the Texas Association for the Gifted and Talented. Material appearing in tempo may 'be year with freshness of heart and spirit when I have regrouped, reprinted if not protected by copyright or reprinted alreadY from established new priorities, and reestablished the importance of past another source. Please credit tempo and send a coPY of your priorities. As important as the basic 3 R!g are to those of us who love publication containin" the repl:'int W the tempo editor. and work with children, the 3 R's of Summer may be equally as Address all oorl:'espondenee and inquires to TAGT tempo, P.O. Box important. My wish for you this summer is to find the time to rest, 9802 0614, Au.Mn, TX 78766·9802. 512/343·1886. Fax, 512/a4a· 1936. reflect! and regroup; and then to face another school year of challenge and opportunities with renewed energy and enthusiasm. • @1991 TAGT

2 tempo SUMMER 1991 LEGISLATIVE UPDATE Connie McLendon State Board of Education Adopts GfT Rules

ON MAY 11, 1991, THE STATE BOARD OF EoucmON minimum of thirty hours of staff development for approved for final adoption the rules for implementing teachers of the gifted prior to assignment in the HB1050, Enrolled as law in 1987, this bill mandated program for gifted students.) that "each Texas school district shall adopt a process for identifYing gifted and talented students in the 2. The authority given to the commissioner of educa­ school district's population and, not later than the tion to waive rules and regulations for school dis­ 1990-1991 school year, shall establish a program for tricts. (Depending on the criteria established for those students in each grade level." (Section 21.652, granting waivers! this measure could pose some Texas Education Code) uncertainty about the implementation of the g/t rules recently adopted by the State Board,) The recently adopted SBOE rules for gifted and tal­ ented are tbe compliance regulations that school dis­ tricts should follow in the implementation ofHB1050, [SBOE rules forg/t, approved May 11,1991, are quoted Governor Richards Calls Spacial Sassi on on page 23,) On July 15, 1991, Chlvernor Ann Richards called Texas legislators back to Austin to write the 1992- 72nd Session of Texas Legislature 1993 state budget, One of their most challenging tasks will be to determine the resources needed for SB351, the school finance reform bill authored by funding the school finance bill. According to Lieuten­ Senator Carl Parker of Port Arthur, was the most ant Governor Bob Bullock I'an absolute minimum of important piece of educational legislation to come out $1.4 billion is needed to fund the school finance ofthe 72nd Session, This bill consolidates the tax bases equalization bill required by the Texas Supreme of the 1,058 Texas school districts into 188 county Court ruling. jj education districts (CEDs) wbich rougbly follow county lines, The combined tax revenues from the 188 consoli­ In the early part of July State Comptroller John dated tax districts are to be distributed to component Sharp released a performance audit report of state school districts witbin the larger tax areas, As SB351 government agency spending and identified areas was written, the state's poorer school districts were where budget cuts could be made. Chlvernment agency projected to receive $1.5 million of new money from the reorganization to reduce duplication of services is a funding formula changes in the way that state aid will mojor item on the Comptroller's list of cost-saving be distributed" " but that was as things stood in May, measures, Suggested budget cuts, coupled with in­ at the close of the regular session. come"producingmeasures proposed by the Chlvernor's Task Force on Revenue, could produce some of the On June 21 the Austin American Statesman reported needed dollars for the school finance bill and other that "the House: Appropriations Committee ... voted state supported programs, 11-8 to cut $1 billion from the school bill for the next two years." If this should occur, state spending for The good news for glt at this time, although informa­ schools would increase less than one-tenth of what was tion for this column has been altered daily to refiect promised in SB35L the latest news about the state budget, is that nei­ ther SB351 nor Comptroller Sharp's report would At least two reform measures are included in SB351 alter the current allotment for funding of programs that should interest parents and educators of gifted for gifted and talented. and talented students: TAGT will continue to monitor the legislative budget 1. The addition offive instructional days to the current process through the summer (and some say fallD. 175-day school year. (This provision limits the time Your help with your legislator during the Special districts now provide faculty and staff for planning and Session will be most beneficial for continued state professional development programs. It could also im­ funding of educational programs for gifted and tal­ peril the SBOE rule requiring districts to provide a ented students. • tempo SUMMER 1991 3 OUR EDITORIAL FOCUS Bob Seney

Guiding Our Gifted Readers

One of the greatest joys in working Dr. Lesesne has suggested follow-up activities for each of the works cited. Her article also reminds us with gifted students is sharing their of three important sources that we should use in enthusiasm for reading. Many, ifnotmost, finding appropriate literature for Our gifted readers: gifted students are highly motivated readers. In­ School Library Journal, Booklist, and The Horn deed it is often this joy of reading that becomes the Book. (Dr. Beers and Dr. Lesesne both hold the coping factor in their lives. Through their reading Masters in Gifted Education; they were classmates our gifted students learn to deal with a world that is in the first class to receive this degree at the Univer­ not equipped to deal with gifted persons. By their sity of Houston.) self-directed reading, gifted students extend their We haven't overlooked OUr Texas authors in this own knowledge bases, enhance their own skills I and even specialize their capabilities in areas of ad­ issue either. If you donit know the Hank the Cowdog vanced learning. However, gifted students, like other series by John Erickson, run don't walk to the near~ students, require guidance in their learning. The est bookstore. Hank and his friends provide a won­ area of reading is no exception. It is our responsibil­ derful, warm, and humorous picture of Texas ranch ity to guide our gifted students into a positive read­ ing experience, Where, then, do we go for guidance in appropriately assisting Our gifted students? This Literature issue of tempo addresses this important concern of parents and teachers, And The Gifted One of the most important resources that I have used in guiding my gifted readers is Book8 for the Gifted Child: A Selected Guide to Intellectually De­ lif•. Patricia A. Leadbeater, who has worked with manding Books by Dr. Barbara H. Baskin and Dr. John, provides some practical classroom lessons and Karen Harris. Dr. Mary Seay has provided us with activities based on this series. an article that reflects upon this work in light of her conversations with Dr. Harris. Chapter Four of Other classroom tactics using literature are pro­ Books for the Gifted Child is especially helpful. This vided by TAGT members and teachers Betty Harrison chapter provides a list of books with rather detailed and Mary McCrary Sullivan. They share SOme of annotations. their classroom strategies in using literature in the classroom. It is important to remember that litera­ The reading/writing workshop has proven to be ture is a valuable resource in addressing various especially effective with gifted students, but in our COnCerns and issues. For example! leadership is one enthusiasm for this approach, we may have over· area of giftedness that we often neglect. The Harrison looked an important element: reading just for fun! article provides some hints on how we can address Dr. Kylene Beers, University of Houston, not only leadership in the classroom. gives us a warning based on a recent classroom experience with gifted learners, but she also pro­ Books can have a profound effect on the reader and vides three concrete classroom suggestions to help on his or her life. Most of our gifted students are avid you help your students to enjoy free reading. I think readers, and adults who live and work with these that you will find her reference list especially help­ students can use books to guide them in their acqui­ ful. sition of knowledge, their social and emotional devel­ opment, their view of the world, and their under­ "A Baker's Dozen: Thirteen Treats for the Gifted standing of themselves and their giftedness. Books Reader" by Dr. Teri Lesesne, Sam Houston State and reading are powerful tools which do influence University, provides you with an annotated list of students; therefore, we must consider the great po­ thirteen new children and young adult works that tential of this resource and prepare ourselves in are especially appropriate for the exceptional reader. effectively guiding our gifted readers. Through the The works cited provide a variety of reading in use ofliterature we can help our gifted learners to be poetry, fiction, history, and biography_ In additionl all they can be. •

4 tempo SUMMER1991 Literature And The Gifted

A Conversation With Karen Harris

Conducted by Mary L. Seay San Angelo ISD

As one of the best known authorities on books, and especially concepts be established early so that both the reo on book8 for the. Sifted, Ka.ren Harris was the obvious choice to sponsibility and the pleasures oflearning will reside interview on the problems associated with gifted adolescen-t8, where they belong-with the student. books, and choices. She is the Chairman ofthe Department of Library Scien.ce: a.t the UTtif)f!:rtJity of New Orleans and also Concept books provide the means for the ordering of teaches courses related to gifted education., Her adtJocl;LCY for experiences. They show not only specific relation· the gifted, her charm, and her delightful quick wit made ships, but, even more critically, how the process of conuersation with her a rewardinc experience. She is one of organizing takes place. Here convergent thinking those e8pecially gifted people who elicits from an ordinary can be readily promoted. Even at a fundamental person a gifted response. levelj books shape observational skills; organize in­ formation according to some patternj provide the THROUGH BOOKS, stimuli for attempts at independent decoding; facili· tate acquisition of knowledge; interpret and in other GIFTED ADOLESCENT ways communicate information about what one can­ READERS CAN GAIN A not see as well as what one can; and categorizej FIRM AWARENESS OF THE generalize, and reveal data that excite and stimulate the imagination. INTERRELATIONSHIPS AMONG THE BRANCHES SEAY: Do gifted readers tend to enjoy the same OF WHAT IS KNOWN, THE kinds of books? Are they such voracious and curious readers that they will read almost anything? INEXTRICABLE LINKS AMONG POETRY, MATH­ HARRIS: Any single book suitable for gifted readers EMATICS, SCIENCE, HIS­ may be unequivocally rejected by a particular young person. Factors such as prior knowledge, timing, TORY, AND MYTHOLOGY. maturity, stylistic preferences, and above all, inter­ est, will influence receptivity. Matching the right book to the individual student can never be an SEAY: We are aware that a studenee world is inevita­ automatic process since a myriad of circumstances bly limited in the numberj variety, and quality of foster or impede the communication that takes place experiences that she or he can directly participate in. between author and reader. We know that books offer a way to expand knowledge through vicarious experience. As long as they're read­ That old expression about the value of computer ing, is the type of book that the gifted read as important data, "garbage in-garbage out," might be relevant as the fact that they are reading? here. Since many parents of gifted children describe them as reading machines, concern about what goes HARRIS: Very definitely. Beginning with the very in is quite in order. In the interest of ingestion of young child, picture books often provide the initial great quantities of books, for example, awards for contact with concepts of number, size, color, spatial numbers of titles accumulated in summer reading relationships, time, weather, and much more. This clubs place little emphasis on the quality of what is introduction can be purely expository or can encourage read. Reading, then, seems to be something to be children to identify, discriminate, deduce, and ana­ gotten through rather than an experience to savor, lyze. As the child matures, it is even more crucial that prolong, consider, and reconsider at length, discuss, a pattern of active participation in comprehending (See SEAY, p. 14) tempo SUMMER 1991 5 LILel'CiLul'e Aud The GIfted

Reading isn't just

Kylene Beers University of Houston

I RECENTLY VISITED a 4th and 5th grade every day. We only get free reading time when we've finished a project.!! I was! of course! concerned about classroom of gifted students. The their comments! and later visited with the teacher teacher left me alone with the students asking her how much time was devoted to recre· to talk about their gifted program. ational reading: Eventually, I asked them to talk to me about read· ing. Did they like to read? Did they read often? What IINot much. We've got to cover the basic material and did reading mean to them? I expected their answers then move on into the extension curriculum. These children are capable of so much and they really enjoy to mirror the answers I had recei"ed in the past when talking with gifted children. I expected to learning. They complete six major projects a year [one per six weeks] and do several mini-projects as well, hear that reading is fun, that they LOVE to read l Each project requires an extensive amount of library that they read all the time, that they read more than research, they do a lot of reading with that.... Now one book at a time, and so on and so on. I expected so them to do what other students had done: to talk they do do several book reports, and whenever they read on their own they are expected to log it in their about specific books that were favorites, about char­ book logs. Also, we study six classroom novels. So they acters that they had identified with, about places do quite a bit of reading,!! the books had taken them. I expected to know their replies; I was shocked to find that I didn't. Indeed. These students were doing quite a bit of A silence hung over the room when I casually tossed reading, but most of it was what I'll call academic out the comment, 'iOK, let's talk about reading. Who reading! reading to fulfill an academic requirement. in here likes to read?" After a few seconds, someone Even though the teacher mentioned that fostering a asked, 'Well, what kind of reading?" ''What do you love of recreational reading was a main goal of hers, mean, what kind ofreading?'j I responded. iiI mean, her daily plans left little time for this activity. Other like, you know, like, reading for fun, or for projects, studies indicate a similar paradox. or for homework?" the voice replied. "Oh, So, it means different things depending on what you're In a sUNey of parent, principal, and teacher attitudes doingT I asked. ''Yeah and ...!! "But in here/! toward the development ofvoluntary reading at school! another voice interjected! IIReading mostly means Morrow (1983, 1984) found that the promotion of writing.n voluntary reading ranked last when rated against other reading skills, such as study skills or compre· Tim!s comment must have made sense to the other hension. Teachers in the study reported that the studentsl for several began to share similar senti­ school day had little or no time for the development of ments: ''You know, I love to read, but now that I'm recreational readers; instead, the time was allocated in this gifted class, we never get to do any fun to reading skill development. reading. Welre always doing projects and stuff,l' ''Yeah, we read all the time, but it's always for a Additionally, in a survey of 101 elementary grade report! or a discussion! or for our reading log.!! iiI teachers, Heathington and Ale"ander (1984) found liked it better before I was gifted. Then, we had time that teachers spent little time trying to foster good to readjust for fun. Nowl it's like Tim saidl when I attitudes toward reading. While the majority of the read I always have to write something about what teachers stated that encouraging a positive attitude I was reading. The only time I get to just read is at for reading was important, in practice the majority of home and by the time I finish all my homework, their time was spent on comprehension! phonics! oral thaes not a lot of time,l' readingl and silent reading skills, However 1 this might be because when asked how to promote a positive Their comments continued! and as they did, I heard attitude toward reading, teachers most frequently a real frustration at the lack of time they were given responded that the best method was to develop at school for recreational reading. One student children's reading skills. summed it up best: "I'd rather not be in the gifted class, My friends in the regular classl they get free Finally, in A Place Called School (1984), Goodlad reading time a lot, and their teacher reads to them reports that only six percent of an elementary school

6 tempo SUMMER1991 Lltel'ature Anc1 'rile Gift.p.o for writing

day is spent reading. That number drops "I'd like to give them more time to read Smith calls this aversion to readingllone to less than three percent in junior high on their own. However, the state has of the great tragedies of contemporary and less than two percent in high school. mandated certain essential elements education ...." that must be covered and on top of that, Reports such as these are disconcerting the district has created a gifted curricu­ Often teachers of the gifted presume, for several reasons_ First, there is a lum that we also must cover. There's not even expect, that their students are avid strong correlation between an enough time in the week to do all the readers. The thought that they would adolescent's interest in reading and his required work plus have free reading." develop an antipathy toward reading or her later adult interest in reading Another teacher echoed the same senti­ and become a part of Smith'. (1988) CHimmelweit and Swift. 1976). Ifschools ments but then added an additional rea- great tragedy seems absurd. However, are creating a disinterest for reading either because it is given little time or steps for keeping voluntary readJng alive because of the reading-means-writing :In your classroom: syndrome, then we may be creating a lasting negative impression. Second, 1. Decide how much time in a week you can let the students enjoy free reading. Smith (1971) explains that readers be­ Then discuss with the students how much time they have and let them help come fluent readers as a result of sus­ you decide how that time should be allocated. Some students, especially older tained practice with print. If teachers ones, may vote that they want their time all on one day, or perhaps divided don't offer time for sustained silent read­ equally among two days. Younger students may choose to read every day for ing, then fluency diminishes. This re­ a shorter period of time. Let the class vote or try different arrangements sults in less enjoyment as reading be­ throughout the year. comes a chofe:. 2. Set up a book-chat corner where students sit and talk about their books Nancy Atwell (1987) suggests that teach­ with friend •. No grades, no reports, no logs,just talk. This helps them become ers are inadvertantly giving students a part of a community of readers where they exchange ideas, talk about negative messages about reading. She responses, and explore feelings. explains that our teaching practices ha.ve, among other things, convinced stu­ 3. Offer a new-genre list. Often, gifted students become very absorbed in one dents that "reading requires memori~a· author or one type of book. As a result, they miss other genres and authors we tion and mastery of information, terms, would like them to meet. You can help them vary their reading by posting, and conventions~ and theoriesj~ and is fol­ then periodically changing, a list of books that highlight a particular genre. lowed by "writing to test reading-book You might include a science-fiction list, a poetry list, an historical fiction list, reports, critical papers, essays ..." And and a nonflction list. as Tim explained to me, reading that means writing is no fun at all. son: III don't see a need to give them a lot after listening to the 4th and 5th grad­ No teacher intends to create a distaste of time to read. They already can read ers I visited, rm convinced that in some for reading. The reasons they offer for and enjoy reading. Now they need to be cases, gifted students are getting the not providing more time for recreational using their reading skills. j~ message that reading isn't for pleasure, reading are valid: the need to complete but instead is for work. Gifted students, texts~ to prepare students for standard­ Two beliefs appear to be developing: like all students, need a time to enjoy ized testing, to get students ready for first, that gifted students already like to reading for readings sake. Giftedne.s the next grade, to flnish the curriculum. read so they don't need much encourage­ does not automatically ensure a love of In a study of middle school avid readers ment in this area and second, since they reading. As with other students, teach­ (Beers, 1988) the teachers of gifted stu­ are gifted, all their reading needs to be ers of the gifted need to encourage recre­ dents talked specifically about the pres­ tied to some sort of project. The ramifi­ ational reading by providing time for it. sures they felt to meet curricular de­ cations of both beliefs are serious. Stu­ In this time of accountability, it is easy mands and parent expectations. One dents who are not encouraged to keep to become caught up in gifted programs, teacher explained why she provided only reading~ or who continually must tie independent projects, and higher level

15 minutes per week for recreational their reading to a report or a project j thinking exercises. In doing so, reading reading: may develop an aversion to reading. (See BEERS, p. 15)

tempo SUMMER 1991 7 LILeI'CLtUI'e And Ttle Cifted

A Baker's Dozen: Treats

Teri S. Lesesne Sam Houston State University

READING is an activity typically pre­ 2. Brooks, Bruce. Everywhere. Harper/Collins, 1990. ferred by the gifted student. Books offer Just the phrase "heart attack" proves frightening to unique opportunities for gifted students a ten-year-old boy. He is willing to try anything to

to direct their Own learning experienceSi to individu­ save his beloved grandfather!slife. When the nurseis alize instruction. Finding appropriate reading ma­ son! Dooley! suggests a "soul switch/' the boy enters terial for these students, however, is often a chal­ a world of superstition and lore in which he discovers lenge for teachers. Gifted readers have specific needs the wondrous healing power of love. As with all of in both the cognitive (intellectual) and affective Brooks! prior works! this is a beautifully written (emotional) domains. Books which meet the chal­ novel whose images and language are spellbinding. lenge in both domains, then, are those which stimu­ FOLLOW UP late thinking at the Same time they encourage per­ Cormier's Other Bells for Us to Ring is a natural tie· sonal response. This annotated booklist provides in to this book as each novel deals with growing up thirteen titles from 1990 which are eminently suit­ and the sacrifices involved in maintaining relation­ able for exceptional readers. They tap into both the ships with those we love. Students may wish to intellect and the emotions of readers. investigate the folklore Dooley presents in the story. Another possible activity might involve an analysis Additionally, books for gifted readers should possess ofthe imagery and symbolism used by Brooks in the languagel structure, and content which are unique novel. and complex. These thirteen books provide rich langu.age experiences, non-linear structures, and a 3. Bunting, Eve. The Wall. Clarion, 1990. wide variety of content. In addition, each has been This picture-story book recounts the story of a young recognized in 1990 as making a significantcontribu­ boy!s visit to the Vietnam Memorial with his father. tion to literature by reviewing sources including As they search for his grandfather's name, the boy School Library Journal BookUst and The Horn Book. encounters a Vietnam vet, a troop of school girls, and Following each annotation are suggested readings a young boy with his grandfather. In simple yet and activities which might serve as follow.up to the powerful language, Bunting conveys the emotional reading. As with any list, teachers will want to adapt force of a visit to this wall. these materials and suggestions for use in their FOLLOW UP classrooms and with their own students. As part of a thematic unit on Vietnam or war in general, this book provides the opportunity for stu­ dents to discuss the impact war has on individuals. l.Av!' The True Confession. ofCharlotte Doyle. Therefore! it might be used as a beginning point in a OrchardlWatts,1990. discussion of conflict and its consequences. Students A young girl traveling alone in 1832 was a rarity. As may want to read other children's books about vari­ Charlotte Doyle travels from England to America, ous wars such as InnocentiisRose Blanche or LOwrylS she becomes involved in a mutinous plot to over­ Number the Stars (World War II) or I Ain ~ Gonna throw the captain ofthe ship. Later, she finds herself Study Wor No More: The Story of America's Peace accused of murdering this villainous captain. This Seekers by Milton Meltzer. historical adventure rivets readers' attention from its terse beginning to its almost ironic ending. 4.Emberley,MichaeI.Ruby.Little,Brown, 1990. FOLLOW UP This contemporary version of Little Red Riding Hood Students may wish to read other Avi works set in the features a mouse named RubYi her grandmother past such as The Man Who Was Poe. Research into who lives atop Beacon Hill, her grandmother's friend sailing vessels of the era Or the treatment of women Mrs. Mastiff, and a sneaky stranger. On her way to in the early 1800s is also a possibility. Students grandmotherig house with tripe cheese pies! Ruby could consult the Rappaport work cited later in this encounters a grimy reptile whose breath smells of article for information about the treatment of women dirty gym socks. She is rescued from this situation by in the 19th century. Writing Charlotte's story from a stranger who inquires as to her destination. Never the perspective of another character in the novel fear! Ruby is a very intelligent mouse who warns her may prove challenging for students. grandmother's friend of the impending danger. This

8 tempo SUMMER1991 Literature A no 'T'he Gifted for the Gifted Reader

tongue-in-cheek retelling of a classic folk and Graven I mages and would be good FOLLOW UP tale is sure to delight with its subtle and recommendations for further reading, Shoebag would be an excellent way to not-so-subtle humor. introduce readers to Kafka's Metamor~ FOLLOW UP 6. Gallo, Donald (ed.). Center Stage. phosis. It also serves as a wonderful A natural activity is to compare this Harper and Row, 1990 example of how point of view can change version to the classic telling or other This collection of one-act plays is in­ a story. Students may write one of the versions of Littie Red Riding Hood. Roald tended for classroom use. Each play may incidents in the story from the point of Dahl's rhymed version in Revolting be staged with a minimum of costume) view of one of the Biddies. They could Rhymes offers another humorous twist set, props, etc_ The plays, additionally, also continue the narrative by picking on the familiar story as well. There are are written by popular young adult au­ up the story of Gregor Samsa, another many contemporary versions of this and thors such as Walter Dean Myers and roach in human form. other traditional tales which students Susan Beth Pfeffer. From picking up can compare and contrast easily. girls in aerobics class to futuristic drama 8. Janeczko, Paul. The Place My to failing the driving exam, these plays Word. Are Looking For. Bradbury, 5. Fleischman, Paul. Saturnalia. deal with topics of interest to adoles­ 1990. Harper/Collin., 1990. cents. Do not relegate this book to the This anthology of poetry presents the A Saturnalia was a traditional Roman drama classroom but include it in the work of various contemporary poets on feast in which master and slave traded study of plays as literature. These plays topics as disparate as skateboarding and places for a day. In the Boston of 1681, are appropriate for individual reading computers, all topics which should ap­ SOme families still adhered to this cus­ as well as for performance. peal to the adolescent reader. Following tom despite the disfavor it found with FOLLOW UP many of the poems are comments by and the church. The main character in this The logical follow up is to have students a picture of the poet. Students gain tre­ story is a fourteen-year.old Indian boy produce one or more of the plays for the mendous insight into the creative pro­ named William, a Narragansett cap­ class. They may be videotaped or per­ cesses of the poets as they discuss their tured at the end ofthe Indian war, who formed live. Once students have read craft, the inspiration for particular po­ is serving as an apprentice to a printer, several plays, they may wish to try their ems, or where they get their ideas. As in He is besieged by the local tithingman hand at writing One. the case of all Janeczko's work, this who sees him as a savage pagan like collection provides some insight into the those responsible for the deaths of his 7. James, Mary. Shoebag. Scholas­ writing processes of various poets. It grandsons. He makes every attempt to tic, 1990. serves to illustrate also that poets come portray William as an untamed child Mary James is a pseudonym for M. E. in many shapes, sizes, and varieties. who would like nothing better than to Kerr and this book is typical Kerr fare: FOLLOW UP slit the throat of his master. Nothing lots of satirical humor used to convey This anthology make. poetry come alive could be furtber from the truth. This important messages to readers, This is for students who may wish to read other youngman is an intelligent student who the story of Shoebag, a roach who awak­ of Janeczko's works such as Petspeak is treated with resped by his master and ens one morning to find his dream of and Pocket Poems. Students may put the master's family, He is haunted, how­ being a human has come true. He ap­ together their own collections based on ever, by his Indian heritage and the pears in the closet of the Biddle family the format of the Janeczko book. Vari­ memories of the brutal attack his tribe who quickly adopt him. The Biddle's ous poems may be utilized as models for suffered at the hands of the white men in seven-year-old daughter Eunice, better student compositions, the community in which he now lives. known as Pretty Soft, is the star of a FOLLOW UP bathroom tissue TV commercial. 9. Jonas, Ann. Aardvarks, Disem­ This novel would make an excellent ad­ Shoebag, now called Stuart Bagg, en­ bark! Greenwillow, 1990. dition to the history text's account of rolls in school and begins leading a nor­ An alphabet book and so much more. Indian-settler relationships in early mal life. He soon longs, however, for his Aardvarks, Disembark! is the latest book America. With the popularity of tbe old home; he misses his roach family and from graphic artist Jonas whose previ­ movie Dances with Wol~es, it would also their late night raids in the Biddle ous works have delighted youngeters serve as a tie-in to a unit on Native kitchen. Even though a return to his with their unusual format. This book Americans and their treatment. Other roach life may mean encounters with recounts the tale of Noah who, after the Fleischman novels deal with similar time spiders and deadly insecticides, Stuart flood waters have receded, dismisses periods such as Coming and Going Men wants to be Shoebag again_ (S.... LESESNE, p. 16)

tempo SUMMER1991 9 T.iteT'at.UT'H Aml The (:hfted

Literature For The Gifted: Choice And Celebration

Ann McCrary Sullivan Former Teacher of the Gifted, Robert E. Lee High School, G008e Creek ISD

LITERATURE FOR THE GIFTED IS , OR admired. Clearly, she had engaged with that text, empathized with its subject, distilled its essence. All should be, quite simply whatever they of us benefited from her experience. want to read. It's not our job, or it shouldn't be, to control what they read. When I think back and try to recapture the most memorable written responses to literature in my What our students need from us is to learn how to classroom, I remember poems, stories, dramatic reflect upon their reading, make meaning of it, and see the patterns that arise from their choices and scripts! childreds books~ journal entries, personal essays, prefaces to personal anthologies. I can't re­ insights, member a single expository essay-a specific one, I mean, that was a real piece of communication) that In our efforts to do this, it is important that we not made me feel enriched~ and that stands out in memory use literature to teach resentment of writing. If an overtime. (Yes, I did assign expository essays. Some­ expository writing assignment looms at the end of times. I still do. Occasionally.) every work of literature, writing becomes punish. ment and the motivation to read (or, at least, to read what one is "supposediito read) is diminished. James Moffett, in Coming on Center, advises: I will never forget the vi­ Using litera.ry critical writing as a way of talityandpathosthatDavid testing literature does a disservice to both in literature and composition. Essays on litera~ captured "Penelope," his ture should come only after much experience composition for the cello. It with ... other activities ... and should be done only occasionally, not routinely. was a response to his read­ ing of Tile Odyssey. He laments~ and I lament with him, that "... vivisections and postmortems on texts .. . have turned so many youngsters against the study of literature.'1 This world is full of more worthwhile literature than anyone individual, no matter how gifted~ can ever We need a wide-ranging repertory of possible re­ hope to read. Choices must be made. The question sponses to literature, non-verbal as well as verbal. "Who will choose?" is a significant one. According to Some of my most memorable classroom moments tradition, in the early years of my experience I made and-judging by their comments when I cross path~ most of the decisions about what my students would with them years later-aome of my students' most read. Increasingly over time, I have learned from my memorable moments, have arisen £rom assignments students how better to facilitate their pleasure in that permitted responses to literature that were not writing. reading and their appreciation of literature. I have listened to their pleas for choice, allowed them to I will never forget the vitality and pathos that David read what they will, usually offering choice within very broad guidelines. I have also learned to offer captured in "Penelope/' his composition for the cello. many options for responding~ options that generate It was a response to his reading of The Odyssey. His performance of the piece and his talk about the full engagement with a text, the making of meaning, process of composing it clearly demonstrated that he and the sharing of literary experience. had made meaning of his reading. He had also made Moffett says it well: j' .. .literature is not written so art. much for cerebration as for celebration.~' It~s time now Nor will I forget Stacy, draped in a lacy shawl, in our classrooms for the gifted, to celebrate. Ii delivering (without notes) her dramatic monologue Reference in the persona of Agatha Christie. This was her Moffett. James. Coming on Center: Essays in English Education. Portl!i" response to a biography of the mystery writer she mQuth, N,H,; Boyntt)n/Cook, 19S8, 194-195.

10 tempo SUMMER1991 LiteraLul'e And The Gifted

Leadership Through Literature

Betty Harrison Jack Hays High School, Hays CISD, Buda

IN ELEVEN YEARS OF TEACHING leadership from one of position to one of Blackberry, the problem solver; Bigwig, English in a gifted and tal­ the individual faced with an absence of the strong arm) just as Cassius did in freedom. Julius Caesar and Simon and Piggy did ented program, I have devel­ in Lord of the Flie8. oped many curriculum units. The final work in the unit moves from One of the unit. that has been especially the bleak world of a 1984 Oceania to the In the years I have been involved in devel­ successful with gifted and talented tenth rolling hills of England, from the Party oping curriculum for gifted and talented graders focuses on leadership, The unit member. and the proles to rabbits that students, there has been a concern for is fun to teach because it encompasses a talk. Richard Adams' allegorical including leadership training as a compo­ diversity of literary works and offers Watership Down provides opportunities nent of the program. Because of the vari­ unlimited options for students' responses to look at leadership in the abstract. The ety of responses available for students­ to the works. Additionally, it allow. the kind and just Hazel contrasts with the discussion, creative or expository writ­ students opportunities to develop skills demagogue General Woundwort. Ad­ ing, visual artistic expression, to name a in literary analysis as well as in deter­ junct characterS enhance the ability of rew-literature provides an excellentcata­ mining and evaluating leadership styles. others to lead (Fiver, the visionary; lyst for learning about leadership. •

The first work in this unit is one tradi­ tionally taught in tenth grade, Julius Caesar. After reading this classic, stu­ dents discuss leaders whose power is If I Had AWish weakened by egotism (Caesar) as well as leaders whose idealism contributes to their defeat (Brutus). They also see that Who are these with ragged clothes? For the forgotten, this nourishment problems of leadership in the twentieth Tattered and torn, no elegance shows. means. century are not unlike those a sixteenth Who are these pushing shopping carts? Food I would grant them, if! had a Wish. century Sha.kespeare presumed existed Slow and plodding with heavy hearts. in ancient Rome, Ashamed, fearful, despaired, these are Shame is written on their faces, the Homeless. Of happier days gone are the traces. Moving from the Roman battlefields to Anguished and sad their cry is heard, an unidentified tropical island, students Their only address a cardboard shack, As the world walks by with nary a word. next read William Golding's Lord ofthe Style and luxury they certainly lack. Flies. As the boys on the island begin to Cringing close against the cold, Respect I would grant them, if! had a evolve their own governmental struc­ Huddled like sheep in their pitiful fold. Wish. ture, two conflicting leadership styles emerge: the rational, democratic Ralph Shelter I would grant them if I had a Bereft ofshelter, food and respect, versue the autocratic, violent Jack. Look­ Wish. Such a condition must I accept? ing back to Julius CaeBar, students may The forsaken faces I can not ignore, wonder if an idealistic leader is always Hunger and mieerytheiI'constsant curse, Their affliction begs that I do more. doomed to failure, Human existence could be no worse. Diluted coffee, a can of beans, The torment erased, if I had a Wish. The third work in the unit changes the political environment from one of ab­ sence of government to one of total gov­ BROOKE ROBERTSON ernment: 1984 by George Orwell. While 7th grade, Creekwood Middle School there are definite parallels in the abso­ Humble lSD, Kingwood lute rulers (Caesarl Jack, and Big Brother). this novel shifts the focus on tempo SUMMER 1991 11 L itflT'f],tU J'fl Ami The Gifted

Every Doggie Should Patricia A. Leadbeater Engine-Uity, Ltd., Phoenix, AZ

LITERATURE-BASED READING IS A TEACHING hOwever: you will have to kiss a lot of frogs before you strategy which uses novels written for children as the find the princes you want to use. There are SO many fundamental reading-program. The emphasis in grades wonderful pieces of children's literature from which to

four through eightj unlike the primary grades, should choose that you may find that you are overwhelmed, not be on word attack skills. Rather, the emphasis Better than the alternative! !fyou need help in select­ should be placed on understanding the elements of a ing appropriate novels! talk to the children's librarian novel to enhance the enjoyment of reading. at your school or public library.

When I was a child, there were few novels writtenjuat 4. Write the lesson plan•. for us. Instead, we wound up reading what was in There are five elements in the unit to include as you reality adult fiction: Tom Sawyer, Heidi, Treasure construct your lesson plans: I8land. Not $0 ~mymore:. There are a number of authOTS L the concepts you want the students to know who write almost @xclusivelyfor children, incorporat­ 2. the literary terms you plan to use ing nearly all or the techniques, strategies, and styles 3, the reading list from which they are to choose of "adult" authors. Th@se include Konigsburgj Pater­ 4. the details of what you are going to teach sonl Mowat! Byars; Blume; Cleary-the list goes on 6. the items you will USe for evaluation and on, We need to bring these authorsl works into perspective for our students-to teach the fundamen­ 6. Design a classroom management system which will tals of good literature, the nuances of style and tech­ be functional but life-sustaining for yourself. You may niques, the development of character and plot, the do one of two possible patterns, Treat your class as one imagery of settings, and the evolution of situational reading group, in which all students meet together to literature. discuss what they have read and to complete the same assignments. Or, divide your class into several differ­ Bringing Literature Into The Classroom: ent groups (four do nicely) based on ability so that the A Five Step Approach assignments can be differentiated, The reading group(s) meet once a week, or twice, if they need extra help with 1. Select the literary terminology you will teach. the tasks. The rest of the reading time is spent reading By the time your students graduate from the eighth the novels and working at the Porta-Centers. grade, they should be familiar with nearly all the literary concepts and terminology in classic literature! Using "Hank The Cowdog" learned not from The Iliad and The Scarl,t Letter, but from children!a and young adult literature such as In developing the following unit, rve chosen the Hank Johnny Tremain and Harriet the Spy. the Cowdog series by John Erickson for several r@a­ sons: 2. Choose an infrastructure to deliver the concepts. You will need to deliver theae conceptsl terms, and 1. Th@ characters are wellwdrawn, three dimensionalj novels in some coherent format that is relatively easy with recognizable personality traits. to use and that has consistency. Bloomjs Taxonomy is a good choice for this for the following reasons: 2. The technique of personification is used to its quint~ essentiaL Although the dog Hank is personifiedl he • It is a simplej straightforward, systematizedl retains many dog-like characteristics and he is recog­ cohesive theory. nizable first as a dogj then as a rational, thinking • It is easy to incorporate into a step-by-step critter with ideas; motivations, and feelings, strategy. • It is familiar to most teachers. 3. Hank is "Every Man/I taking serioualy his self­ • It covers a range of thinking skillsj including appointed task of Ranch Security-he defends his higher level skills. actionsl is self~importantj frequently fails in his "ap_ • It can be taught to the students quickly and pointed rounds/' wins often enough to receive encour­ efficiently. agement for his attitude; makes mistakes, tries to be the jjperfecf! example, feels he is taken for granted by 3. Identify the books you will use. the human characters on the ranch! has likes (Beullah, This step is the most enjoyable. A word of warningj Drover\ has dislikes (Platoj Pete), has no sense of

12 tempo SUMMER 1991 LiLel'aLul'e And TllH Gift.HO

Have His Day

humor or of the absurd (especially when As you continue with a literature-baaed view, first person narrative. Then, look at viewing himselD, and suffers from righ­ reading program, tryorganizingyourunits the literary terms you hav@chosen, From teous indignation. We see a little of our­ by genre (fantasy, real life, survival), or by The Case of the Missing Cat, you might selves in Hank. content topic (western pioneersj things select: dramatic illusion (suspension of that wriggle and aquirmj characters with disbelief); episod@;parody,fantasy,mono­ 4. The entire series is a parody of the fur). Whatever you do, remember it must logu8j conflict, foreshadowing, and pro­ "western" experience in terms of ranching be fun and just do it! tagonist! antagonist, Using verbs from and the image oftha "western psyche," the Application, Analysis, Synthesis, and Construction of a Porta-Center Evaluation levels, construct tasks which 5. Erickson includes an extra fillip of vo­ end in a product, You will need eil;[ht cabulary, and be plays with the language­ You are writing a Porta-Center for one tasks, Ekamples: using spoonerisms, made-up worda, mis­ book in the Hank seriesj The Ca.se of the understood homonyms, incorrect defini~ Missinc Cat. Take a sheet of paper, and Application: jj tione, and aCljectives. The aeries is also an divide it in half. Put ((FACTS over the • Illuetrate one episode in the story j excellent introduction to colloquialisms. left-hand column; and ((CONCEPTS , over by making a movie in a box. the ril;[bt-hand column, Begin with the • Write a paragraph in which you CONCIilPrS: facts: Hank and Pete enter into a wager; apply the concept of fantasy to the story. The concepta should be limited to no more Hank is duped by Pete into a wager he Give two examples to prove your point. than five. The ones I've chosen for the unit cannot win; Hank looses hisjob as Head of on Hank the Cowdog are: Ranch Security; Drover claims there has Analysis: 1. An original world has been created, and been a murder ofa jjdisheartenedjj chicken; • Discover one incidence offoreshad­ the author assumes that world is the true Drover sits in the water from the septic owinl;[ in the story, As tbe Lumber-pile universe. The stories are FANTASY. tank; Hank takes Pete off the rancb into Bunnyj deliver a monologue about the 2. The society within that world is ex­ coyote country; Hank rescues Pete. Using event. plored to give it credibility. only the verbs that give Knowledge and - If Hank i. the protagonist and Pete 3. AIl eventsj other characters, and epi­ Comprehension tasks, complete the the Barncat is the antagoniatj examine sodes are told from the point of view ofthe worksheet. Remember, you can use only their relationship, As Drover, give an oral main character (Hank). The stories are the facts the students glean from reading observation report to Hank, first person narratives. the atory. Examples: 4. AIl the main animal characters are Syntbesis: personified. • Summarize the terms of the wager • Incorporatingwhatyou know about between Hank and Pete. Hank, write another episode for an en­ LlTl!:RARY TERMS: • Explain why Hank cannot win the counter with Pete and the Lumber-pile Choose no more than twelve literary terms wager. Bunny, for a four-week unit. For this unit: • Tell what Hank must give up. • Imagine a new sleeping place for cliche conflict • Record the solution to the murder of Hank. Draw a picture of his new accom­ j dramatic illusion episode the "disheartened ' chicken. modations, fantasy foreshadowing • Recall the reason why Drover sits in imagery monologue the water from the septic tank, Evaluation: narrator parody - Explain why Hank take. Pete into • Recommend anew j permanent resi­ personification protagonist/antagonist coyote country and then rescues him. dent for the ranch with whom Hank can share his feelings and attitudes. Write a READING LIST. Be sure to write an answer key. It will help brief personality profile for this character. Tbe readinl;[ list is all of the Hank the you to remember tbe details of the story, • Criticize Mr. Erickson's use of per­ Cowdog series. The students may read and, eventually, you will want the stu­ BOnification. Write a literary critiqu@fora any combination ofth@ books in the seriesj dents to chock their own work rather than children's magazine, detailing your point but it would be wise to begin with the first checking their answerS yourself. of view. book, Hank tbe Cowdog. You might want to read the first book to the studentsj Under Concepts, list the ideas you want Design a task card shapej and write a task givinl;[ them clues about what they should the students to understand from the story, on each of the cards. For this unit; you will be lookinl;[ for as they road the other ad­ They might include: the creation and ex­ write a Porta-Center for each of the books ventures. ploration of an original worldj point of you choose to use from the series. •

tempo SUMMER1991 13 Lltel'aLure And 'rile GiftHcJ

challenges raised by reading are beyond effectively by exposure to many examples SEAY the processing ability of an immature of excellence. Children cannot be ex­ (continued from page 5) child and that any semblance of compre­ pected to know the range of what is argue about, and perhaps even repeat. hension is illusory. available, to recognize cliche-ridden, Reflection is discouraged in our schools hackneyed, exploitive, or generally infe­ in this age, but what is worth knowing is HARRIS: Those who doubt children's rior writing, or even to prefer that which often not easily comprehended. ability to process information may be is superior. Given a choice between in­ simplistically linking chronological age tellectually nourishing books and sen­ Young people are hurried through read­ and comprehension skills. When Stevie, sational, trite stories children I like ing experiences according to schedules. an extraordinary six-and-a-half-year old, adults, are as apt to choose the latter as Where responses to reading are ;'pro­ was asked if he was encountering any the former. grammed" by the teachers, the highly problems in his home reading, he re­ able reader is apt to develop slipshod, ported that he was currently involved in SEAY: What ifthey enjoy these? casual, or superficial responses to litera­ a long-range prqject of reading the Old ture. It is not inappropriate for students Testament and had become confused by HARRIS: Children can be induced not to learn that enlightenment is not avail­ the similarities between the personages only to accept, but to prefer books which able to the indifferent dabbler: it gener­ of Abraham Lincoln and Abraham, the are inferior in quality. There need be ally requires sustained effort and COn­ patriarch. When he was prompted to little concern that young people will lack centration. However, both the result and explain, he replied that both men were sufficient contact with works of lesser the quest itself are among life's greatest leaders of nations. Probed as to his un~ quality for comparison since no reliable pleasures. derstanding of what a nation was, he reports have recently appeared announc­ responded, I'A nation is a group of people ing shortages of poor-quality material. SEAY: It has been argued that early living together, with the same govern­ reading may be damaging to the child: ment, talking the same language, using SEAY: Aren't they harmless? the child's eye muscles are insufficiently the same coins, but not always under­ mature prior to school age to withstand standing each other." It would be diffi­ HARRIS: It shouldn't ever be assumed the stress of near-point reading without cult to present a convincing argument that inferior works are harmless. Some inviting eyestrain. Further, pushing that this child's comprehension was "il­ writers have suggested that the medio­ children into premature reading would lusory." cre builds laziness. At an age when ado­ cause anxiety and emotional distress. lescents are best prepared for challenge, What response would you make to these SEAY, Educators and psychologists fre­ it is unjust to deny a challenge to them. critics? Quently refer to a state of readiness-a To suggest that they are, without guid­ period occurring in the child's develop­ ance, able to or willing to select high­ HARRIS: Blanket assertions that the ment when he or she is receptive to quality books presumes a romanticized eye is not sufficiently well developed to learning a new concept, integrating new view of youth. The obligation then re­ cope with the act of reading until first information, or gaining new insights. mains with adults to guide them into grade are simply not substantiated by encounters with the best so that they clinical studies. Bigg and Hunt in their HARRIS: Although some of these cau­ can develop their own standards. book, Psychological Foundations o{Edu­ tions may be operative for some chil­ cation: An I ntrodudion to Human De­ dren, it is obvious from biographies and SEAY: What about using books on lists velopment and Learning, cite a range of case studies of the gifted, particularly of award winners? three to eight years as being typical of the most highly successful readers, that the readiness period. The gifted have an such caveats are not applicable to them. HARRIS: Books that are selected as the even wider range. Pushing children be­ When children teach themselves to read, outstanding literary choices may make yond their abilities may indeed be anxi­ it is hard to argue that they have not yet minimal coguitive demands on gifted ety-producing. ALLOWING gifted chil­ achieved a proper readiness state, readers. Although recipients of this lit­ dren to work up to their potential may erary honor can generally be character­ alleviate frustrations rather than cause SEAY: Some educators contend that ized as requiring reading fluency, many distress. Distinction needs to be drawn highly able readers are the best judges are obtrusively didactic, highly direc­ between pressuring and permitting. of suitable reading material for them­ tive, or overly interpretive-neatly re­ What may be unreasonable expectations selves, that individual and personal pref­ solving all issues instead of requiring for the average child may be met with erences are important factors in book the creative engagement of the reader. only minimal effort by the gifted. The selection. Should the gifted student be But because a title is difficult does not concept of pushing is the superimposi­ the guide of his own reading? necessarily mean it is an appropriate tion of a set of values unrelated to the book for high ability readers. A volume perspective of an avid learner. What HARRIS: No matter how gifted children may be attractive to gifted adolescents some adults see as laborious and te­ may be, compared to adults they are because of the complexity of the subject dious-that iS learning-some children experientially poor and generally with­ matter or the mode of presentation, yet I out access to selection guides and pro­ may necessitate only cognition of mne­ see as rewarding, pleasurable I even joy­ ous. fessional tools. Even more critical is the monic responses, avoiding any higher­ problem of judgment. Taste is not a fully level intellectual demands. You see, al­ SEAY, Some argue that the cognitive developed, innate gift; it is something though the requirements may be high, that evolves over time, abetted most the returns to the reader may be modest.

14 tempo SUMMER 1991 Summer '91

Texas Educator To Serve On Prestigious Panel

Evelyn Levsky Hiatt, Director of was developed as part of the provi­ is surprisingly little information on Programs for the Division of Gifted I sions included in the Jacob K. Javits what those directions are. It has been Talented Education at the Texas Gifted Students Education Act of stated, however, that a new federal Education Agency (and a past presi­ 1988. A steering committee, com­ definition is included in the report dent of T AGT), was invited to serve posed of educators and business and as well as changes in terminology on the ten-person review panel of community leaders, has been work­ relating to gifted youth. Because of the U.S. Department of Education ing on the draft report for almost the importance of a report such as National Report on Gifted Educa­ two years. Although the report has this in guiding federal and state tion. Hiatt was selected to represent not yet been disseminated to review funding and policy issues, I am the Council of State Directors of Pro­ panel members, it promises to cre­ pleased that Texas will have a voice grams for the Gifted at the meeting ate a great deal of discussion. in shaping its outcome." of the review panelin Washington, D.c., on July 11-12, 1991. According to Hiatt, "Pat O'Connell Hiatt will provide a synopsis of the Ross, director of the Javits program meeting in the fall issue of T AGT The report, which will be the first at Department of Education, says tempo. federal report on gifted education that the report offers new directions since the Marland Report in 1972, for gifted education. However, there

Inside This Issue ... San Angelo youth Group Produces Opera

Spreadsheet News 2 By Mary L. Seay, San Angelo ISD

Calendar of Events 3 Fifty-six San Angelo fifth through The cast of students all starred in the twelfth graders wrote, produced, story of two gangs of kids making and presented their own opera, Available From choices. The final result of the action Choices in Riverside, on July 1, at the is that everyone realizes that we all TAGT 3 San Angelo River Stage. have the power within to be good Or bad in any given set of circum­ 1991 Summer The play, libretto, and score were stances. The project was jointly spon­ Scholarship Winners 4 written by the students, guided by sored by the San Angelo ISO Gifted Scott Palmer, a consultant to the Programs, the Cultural Affairs Metropolitan Opera Education Pro­ Council, and the City Recreation Search For Excellence: gram, and four teachers who re­ Department. The Fourteenth Annual cently received special training of­ TAGT Conference 6 fered by the Metropolitan Opera Company at Auburn University: AnnaMargaret Anderson, Carolyn Grants For Excellence Sunderman, Anne Mills, and Susan Application Form 8 Fike.

1 SPREADSHEET NEWS

Common Study Theme Problem Solving Unifies Breckenridge Students Program Topics

By Judy Toliver, Topics for the 1991"1992 Texas Fu­ Direclor of Instructiol1, ture Problem Solving Program Breckel1ridge ISD (FPSP) are:

At an organizational meeting of the took a chronological view of myths • Space Exploration district CIT teachers early in the and legends in Westem Civiliza­ - Legal Epidemic school year, the teachers came to the tion. A time line depicted the devel­ • Sports Ethics realization that their students, K- opments on which the projects • Land Use 12, could benefit from studying a elaborated. Stemming !tom their • Advertising common theme. Older students study of Homer' s Odyssey, the high could help create materials for school students wrote their own epic Working in teams of four, students younger ones, and all could work verses in iambic hexameter with epic apply the creative pmblem-solving cooperatively in producing a spring similes, invocations to a Muse, and process to the topic they are study­ exhibit for display at the local fine epithets. Their subjecto were their ing: arts center. modern day heroes. Verses and rep­ resentations of their heroes were I: Brainstorm Possible Solutions "Myths, Legends, and Tall Tales" presented on elaborate posters. II: Identify an Underlying was chosen as the theme for the jOint Many other projects were presented Problem project which snowballed to include by students from all levels and III: Brainstorm Alternative a great deal of parental participa­ classes. Solutions tion. IV: Choose CrjteJ'ia for Evaluating The Breckenridge Fine Arts Alternative Solutions The final products ranged from slide Museum's director's request that V: Evaluate Alternative Solutions and sound presentations to tradi­ another" theme exhibit" be sched" VI: Describe the Best Solution tional sculptures. It included larger uled for next year in the main galley than life free standing cardboard is just one of the measureS of the For additional information contad cut-outs of American legends show's succeSS. The best gauge olits the Texas FPSP Office (afte .. July 30) painted by kindergarten classes and worth, however, is the pride which at: 8xlO photographs of first graders the students experienced from see­ dressed as the mythological charac­ ing their works displayed in a fine Pleasant Hill Annex ters in stories they retold. Other el­ arts center. 305 Notlh Bluff Drive ementary campuses produced pup­ Austin, TX 78745 pets, paper mache figures, murals 512/447-0529 (one in the form of a puz~le depict­ ing the SI. Ceorge and the dragon legend), and original legends of the Texas Longhorn breed. The junior WE WANT TO HEAR FROM YOU! high school also had a mural as well as scale models of ancient Creek We would like to reco!lI1ize outstanding achievements by glt classes, architectural wonders from gl t individual student" and parent affiliates in every issue of tempo. How­ math classes. ever, w~ c.n

2 Calendar of G IT Events Available From TAGT Date: August 6-9 and 8-9 Sponsor: TEA/ Austin ISD Event: Summer Training Conference, Contact: Texas Future Problem FPSP Coaches Solving Program Site: Red Lion Hotel, Austin Pleasant Hill Annex Sponsor: TEA/ Austin ISO 305 North llluff Drive Publications Cont.

3 1991 SUMMER SCHOLA

Carole Vermillion Josh Cohagen Alison Porath David Edward Mather Award Winners WestR usk ISD ConroelSD Coppell ISD

Sunny Chu Eric Stephen Daniel Plano ISD Deer Park ISD Region 7 Region 11

Rushani Wirasinghe Paul Ellis Robin Elaine Prosser Clint Biggs HOllston ISD Bullard ISD Alvarado ISD Klein ISO I Region 4 • • Christopher Jarrell Green Amanda Slaughter Region 1 Deer Park ISD Lindale ISD • Jose Zaragosa Garcia, 1Il John Johnson Roma ISD Galena Park ISD Region 8 Robin Loftin Carrie Lovitt Melissa Browning • Harlingen ISD Katy ISD Maud ISD Becki Kay Torres Jennifer Meriwether • San Benito ISD Texas City ISD Region 9

Andrew Norton Tiffany Nicole Bonner Region 2 Klein ISD Jacksboro ISD

Colin Dodd Joshua Parkinson Summer Cheyenne Dean Gregory ISD Needville ISD Jacksboro ISD

Sarah Ashley Harkey Jennifer Lea Partin Lance Morse Portland ISD Deer Park ISD No

Megan Livingston Jesska Sammon Robin Paddack Odem-Leroy ISD Humble ISD Bowie ISD

James Murr Alisah Setenil Bishop CISD Galena Park ISD Region 10

Gabriel Eric Naranjo Brian C. Smith Safford Black Corpus Christi ISD Ft. Bend ISD Plano ISD Christie Conner Stephenville ISD Nathan Heath Shearer Jennifer Tyler Joanna Chan Bishop CISD Galena Park ISD Plano ISD Dana Nichole Delk White Settlement ISD Andrew VonKanel Stewart Chang Region 3 Deer Park ISD Carrollton-Farmers! Branch Lauren Jennifer Downing ISD White Settlement ISD Mel Cowan Victoria ISD Region 5 Sandy Chiraohanohai Angela Deanne Hodges Plano ISD Stephenville ISD James Bryan Mason Marit Babin Bay City ISD Woodville ISD Jessica Coleman Ethan W. Kale Midlothian ISD Rio Vista ISD Peter Jerome Stauber Bay City ISD Region 6 Todd Konkel Jennifer Orona Plano ISD FtWorth ISD Jennifer Oringderff R.gion~ Conroe ISD Melissa Ludwig Jamie Sanders Palmer ISD Dablin ISD

4 SHIP AWARD WINNERS

Kad Smith jeri Lenai Lee Keri Raye Lehman Alison Mellen Stephenville ISD Hamilton ISO Perryton ISO Medina Valley ISO

jay Michael Thompson Ben Turk Allison Martinez Candace Mihalski White Settlement ISD Temple ISD Hart ISO East Central ISO

Cecelia Torres Gustavo Scrola FtWorth ISD Region 13 Region 17 Eagle Pass ISD

Ashley Bangert Angela Glass Kristen Trueblood Bastrop ISD Slaton ISD Northside ISD

jeffrey Delaney Luling ISO Region 18 PARENTSANO EDUCATORS Liz Capron Region 14 Ft. Oavis ISO Joyce Baldwin Texas Womanls University Courtney Boyd Heather joy Ferguson James L. Bell Abilene ISD San Vicente ISD William Faulkner Independe:nt Study Sarie Kate Gordon Quincy Nolly Abilene ISO Midland ISO Lori Bennett Texas Woman'5 University Zan Hurley jocelyn Potter Linda N. Boyd San Vicente ISD Abilene ISD A&:. M/Dissertation/Research

Paige Robinson. Crystal Potter Doralee Castillo Abilene ISD San Vicente ISD Texas Woman's University

Erica Danielle Soli, Janis Ruth Christ~nsen Region 15 McCamey ISD DT-Austin Dotty Cooley Amy Crouch David Martin Tilton UniverSity of Houston! San Angelo ISD San Vicente ISD England P{ogtam

Vicki Crouch Linda Cox Shan Vidal San Angelo ISO Region 20 Baylor University Endorsement Georgetown ISD ]enise Cronan Emma Bribiescas Sam Houston State/G/T­ James Watkins Region 16 Harlandale ISO Supervision Birdville ISD Mark H. Erickson Amerika D. Garcia Susan Conrad Gordon Perryton ISO Eagle Pass ISO Lamar University I Practic:um; PED Region 12 Sarah Graham Alice Suzanne Gonzalez Linda. Klatt Amanda Katharine Beranek Stratford ISO East Central ISO Baylor University Temple ISO Dominick Herrald Kelly jame, Nancy Lashaway Alida Butler Perryton ISO Northside ISO Unlv

5 SEARCH FOR EXCELLENCE

FOURTEENTH ANNUAL CONFERENCE Texas Association for the Gifted and Talented November 20 - 23,1991 Hyatt Regency DFW DFW Airport, Texas

• Pre-registration required for each conference session Pre-registration Conference Session Catalogues and registration materials will be mailed in August. Pre-register for your preferred conference sessions. Register early to reserve your seat! (TAGT can not be responsible for delays in receipt of your registration from your ISD.)

TAGTwill make every effort to put the" most popular" sessions in larger rooms and/ orrepeat these sessions.

• A first for TAGT: Tickets for admittance to each session You must have a ticket for admittance to a session. Your ticket ensures you a reserved seat. Tickets will be in your 1991 TAGT Conference packet at conference check-in beginning 4:00 p.m. on November 20 at the Hyatt Regency DFW.

• Two T AGT Pre-Conference Institutes In-depth, "how-to" sessions with limited enrollments November 20 from 9:00 a.m. to 4:00 p.m. at the Hyatt Regency DFW. $45 registration fee covers materials, coffee, and lunch.

Dorothy Sisk Irving Sato Leadership: A Special Kind Programs for the Gifted/Talented: of Giftedness Management and Accountability

• Visits to exemplary G/T programs throughout the Metroplex A special event on November 20 coordinated by the Local Arrangements Committee. Limited participation-First-come-first-served. Nominal transportation fee. Visitation sites include elementary, middle, and high school programs and The Texas Academy for Mathematics and Sciences.

6 • Featured Speakers Madeline Hunter James Curry Roger Taylor Henry Cisneros Gina Ginsburg Riggs Additional special-topic speakers

• Conference registration fee-still only $75.00!

• Conference attendance may be used toward the 30 hour staff development requirement for g/ t teachers

• AA T credit available for late afternoon, evening, and Saturday sessions.

• Exhibitors from across the state and nation with the latest products for excellent instruction.

• Fun-filled shopping and entertainment forays into the Dallas-Fort Worth areas.

CONFERENCE SITE: THE TWIN TOWERS OF THE HYATT REGENCY DFW

A convenient, spacious, and service-conscious hotel with meeting rooms that will accommodate us in style and comfort

1,000 sleeping rooms reserved for TAGT

Room rate: $74.00 a night (single, double, triple, or quad!!)

Various meal options available

Free Parking and waiver on toll fee

Call 214/ 453-1234 to reserve your room.

Tell the reservations clerk you will be attending the TAGT conference; the first night's rate will serve as a deposit.

7 1991 GRANTS FOR EXCELLENCE APPLICATION

Name of Project: ______

Contact Person: ______

Address: ______

City ______State ______Zip ____

Amount requested: ______

Please respond to the following (atta~h responses to application):

1. Provide an overview of your project, explaining its purpose, the audience it addresses, and how it wil1 benefit either gifted students andl Qr the membership of TACT.

2. Explain which of the TAGT goals your project will address and how.

3. Explain specifically how the funds you are requesting will be used (for example: honoraria for speakers, printing costs, postage for surveys).

4, What percentage of the total cost of your project does this request represent?

S. How will TACT's grant be acknowledged? (Examples include recognition of grant on printed materials, presentation at conferencE', etc.)

6. Explain the time-line of your project, including beginning and ending dates, expected date of implementation, etc.

Please return application by September 1, 1991 to; TAGT Attn: Grants for Excellence Applicants will be notified by November 30,1991. PO Box 9802 #814 Awards will be distributed after January 1, 1992. AUstin, TX 78766-9802 Recipients will be asked to submit a brief evaluation on completion of the project.

Goals of the Texas Association About The Grants for for the Gifted and Talented Excellence Program

1. To influence statewide legislation concern~d with gifted and talented The T AGT Grants for Excellence programming and to increase funding for those program!:). Program was begun in 1987 to provide financial assistance to 2. To promote statewide public awareness uf pft~d educatiun. individuals and organizations in Texas. The intent of the grants 3. To increflse membership in TAGT. progtam is to encourage those tha t reach out to the gifted by helping 4. To strengthen the relationship between TACT, the Texas Education Agency them implement appropriate projects. and the State Board of Education, and other educational organizations, The Parent-Community Involvement 5. To emphasize the importance of parentaJ leadership in the educational Committee of the TAGT Executive process. Board is soliciting nominations for the 1992 Grants for Excellence Awards. 6, To publish documents that offer assi~tance to Associati.on members. Tax-exempt organizations and individuals whose projects support 7. To seek additional financial support for Assodation programs with specific the goals of T A GT are invited to emphdsb on its scholarship program for teachli'rs, parents, and students. submit proposals at this time. These awards (of up to $1,000 each) are 8. To foster improved communication between tht' Association and cQllegt:!s given to support spedfic innovative and univ~r5ities in Texas. projects, programs, or activities that address the needs of gifted students.

8 Litflra.tul'e ADd 'T'tlfl Gifted

SEAY; Some teachers and librarians SEAY: What is the moet important be lived, and to consider how the just contend that if middle schoolers are func­ ability we gain from reading? society will be formed and sustained. tioning as adults, then adult reading Through books, gifted adolescent read­ matter is the obvious choice for them. HARRIS: That ability to label. It is ers can gain a firm awareness of the essential to any effort to bring order into interrelationships among the branches HARRIS: Gifted young people are still our lives. Every experience is unique, of what is known, the inextricable links young people, and some acknowledg­ varying in components, duration, inten­ among poetry, mathematics, science, ment and concession must be made to sity, and more. Yet, if common qualities historY, and mythology. their level of maturity. Chronological cannot be identified, if generalizations age more nearly approximates predict­ cannot be made, one is trapped in what This is not as pretentious as it may able and appropriate intere.ts than does Piaget called "the manifest and irreduc­ appear since the child will only too soon mental age. The problem remain. to ible present/' and experience is not only be called upon to make critical choices. locate cognitively challenging works NOT the best teacher, it is no teacher at Let's pose this question: How intellectu­ written on an appropriate developmen­ all. ally or aesthetically readY will he or she tal level, and there are few adult titles be to exercise those options? The quality addressed to the interest and matura­ SEAY: How can the schools make a and scope ofthe literarY experience play tional stage of prepuberty youngeters. difference? a critical role in that answer. • Although biographies of geniuses have HARRIS; The problem with school li­ noted that they were avid readers of braries is that the librarian. have little adult classics, often they had the inter­ or no training in what a gifted reader is BEERS vention of a tutor~ mentor, or parent to or what his or her needs are. Studies (continued from page 7) mediate the experience~ and even more typically endorse librarians' impressions events can easily become efferent activi­ critically, their choices appeared to be that highly able readers are dispropor­ ties, ones that focus on getting informa­ either adult literature or nothing. For­ tionately represented in circulation sta­ tion (Rosenblatt, 1985). In the gifted tunately, this situation nO longer pre· tistics---consumers of more titles more class I visited, this seemed to be the vailsi and the expansion of the juvenile quickly. Better inservice training in this case, even when the students were read­ market, marked by a proliferation of area could be one answer. ing trade books. excellent books, has resulted in the avail· ability of sufficient title. to answer the The problem with classrooms i. that Jami explained, and the teacher veri­ most specialized needs. teachers do not have adequate instruc­ fied, that they wrote seven book reports. tion, training, or information about the These reports '~ust made me hate the SEAY: What should we look for? gifted. The teachers may feel challenged books." Alex reported that several of the by the behavior of extraordinarily bright projects they did throughout the year HARRIS: Books should be identified for students. The literature is replete with were based on comparing authors or high-ability students on the basis of both instances of punitive responses to the comparing books by the same author intrinsic and extrinsic qualities. They highly able. and then making evaluations about the need to be assessed not only in terms of books or authors. He quickly learned language, structure, andcontent-char­ Another troubling area is that the stu­ that when he read novels, books that he acteristics inherent in each work-but dents may be doing what they consider initially thought would mean "fun read­ also by their potential for eliciting intel­ mediocre work, but they are given high­ ing," he needed to take notes on style, lectual response from the reader, a con­ est marks for this effortle •• output. plot, and characters so he could make dition external to the book. Teachers need training in what is prob­ the comparisons later. "So it looks like it ing, inquiring, critical delving. They also ought to be fun reading, but the whole SEAY: What is the single most signifi­ need training in how to go deeply into time I have to keep reminding myself to cant component to be consideredinjudg­ literary areas, and concern themselves read for details and not just read to see ing books for these students? lees with the quantity of material taught what happened. II He's describing the than the quality. State legislatures and need to read efferently when he would HARRIS: Language. It should be rich, state school boards may need some train­ prefer to read aesthetically. varied, accurate, precise, complex, and inghere. exciting, for language is the premier Rosenblatt (1985) explains the differ­ instrumentality for the reception and SEAY: Ifyou could leave us one last idea. ence in efferent and aesthetic stances. e"pression of thought. An efferent stance focuses the readers' HARRIS; I'd have to say that books are attention on what should be remem­ An individual's knowledge and use of without rival for gifted adolescents, not bered after the reading event, while an language inhibit or facilitate the pro­ just as a substitute for active engage­ aesthetic stance focuses their attention cessing of information, as well as deter­ ment in life experiences) but as a means on what is felt during that event. A mine whether it will be noted at all. It is to distill, expand, deepen, recall, and program filled with efferent reading may essential for cognition. It allows identifi­ relate to social, biological, and cultural produce skilled readers; it may also pro· cation through the application of labels historY. Books are tools that students duce non-readers. and fosters distinctions that are crucial can use to seek knowledge ofthemselves, to synthesizing, categorizing, analyzing, to help them understand what their fu­ Without doubt, gifted students need to and generalizing. We seem to store thinge tures could be, to make intelligent deci­ read efferently. They need to carry away in our mind. as their verbal labels. sions about how one's personallifs might information and apply it to new con- tempo SUMMER 1991 15 Lltera.ture 1\ n d The Gifter]

texts. However, just because they are end of the story, Jonas provides more Margaret Sanger, Sacajawea, and Mar­

gifted does not mean they do not also information about each of the species. garet Mead to name a few, However 1 the need to read aesthetically, for recre­ FOLLOW UP glimpses into the lives of ordinary women ational purposes. Continually using lit­ This book is a must for the science class during various times in history provide erature as a springboard for indepen­ studying animals and the environment. the reader with true insight into the past.

dent projects, writing 8ssignmentS1 or Students who are interested in the en· FOJ..l,.OWUP art activities gives students the mes­ dangerment of species may liSe: this Rappapores work serves as a model for sage that reading isn't a worthwhile book as a starting point in their re­ the use of primary sources in research, project in and of itself. To keep this from search. The format of the book may also Used in cortiunction with a study of happening, we need to provide time for provide students with a useful modeL American history, this book would recreational reading. supplement the text nicely. Students 10. Price, Leontyne.Aida. Harcourt may wish to try their hands at oral As you incorporate more recreational Brace Jovanovich, 1990. history as well. reading time into your students' day, This picture story book, lavishly illus­ you will be giving them a time to rellect, trated by Leo and Diane Dillon, re­ 12. Spinelli, Jeny. Maniac Magee. a time to explore new genres, a time to counts the story behind the opera Aida Little, Brown, 1990. encounter new ideas, and time to be­ by Verdi_ Aida, princess of Ethiopia, is This Newberry Award book is part truth, come a community of readers, And most captured by Egyptian soldiers and forced part fiction, and part "snowball" accord­ importantly, you'll be showing Tim, and into sla\'ery. She falls in love with an ing to the introduction. Maniac Magee is all others like him, that reading isn't Egyptian soldier and is torn between an orphan who travels to a town split by just for writing, loyalty to her country and the love of her racial intolerance, His feats and adven­ warrior. The tale of the Ethiopian and tures serve to bring the town closer to­ rMerell~s Egyptian conflict which leads to the gether. The \'arious adventures of Ma­ Atwell, N. In the mldd~: Writi/lf, reading, and leCJrn.ins with death of two lovers from different cuI· niac and his adopted families are by adolescents. Port~m.()uth, Nli. Heinemann. 1987 tures is a timeless one, The story re­ turns, hilarious, touching, and warm, Beers, K. Middle school avid readel's talk a/xlut reading: An tains the flavor of a traditional folktale, FOlLOw UP ethnographic (lCCQunt, Unpublished mill'lUKrlpt, UnivElrsity of Htlu!IottJl1, H~uston, 1988. and the illustrations vividly celebrate The language, rich in imagery, simile, the two cultures. and metaphor, would provide material Goodland, J"AplaceC!tJlI~ $Chool, NElw York: McGraw·HIll, FOJ.,LOWUP for literary analysis. The story, how·

HElathington, B., & Al~lIlindElr, J, "Do classroom t.ea~h/!r$ ~mphQ· This book would serve as an appropri. ever, is perfect for reading aloud to stu­ size attltude~ ttlwllrQ nlQding?" The RetJding T&i~h~r, $7{6J, 484· ate introduction to opera for children dents who will be enchanted with Ma· 488, 1984. 1984. and young adults who might want to niao and his feats of derring-do. Maniac

HimlIl~i~t, H,T" & Swift, B. "CtlI'lUnuiti~ ~nd discontinuitlea listen to a recording of Price singing the is a contemporary John Henry, Paul in mEldiQ usage and taste: Aitll'lgitut;I(n!l.1 study, ~ Journal of Sodal role of Aida, Students who are inter· Bunyan, and Johnny Appleseed all rolled Issues, 32, pp.138·156. If1'7!l. ested in opera could write their own into one; hence, a study of legends and Morrow, L. Home ant;/. ~chl)Ql correlates of early inl~l'1!lIt ill litera· children's book version of the story be· tall tales would also be an appropriate titre, JOIJ.I'I!fJl of Ecluc(ltional Research, 76(4), 221.2$0. 1983 hind the opera, Retelling the story and follow up.

M(jrt'tlw, L, Relationships b!!t~1t principp.I'1;, teacher's, and setting it in contemporary countries pannt'q attitlldes towards the deuelopmellt ofoo!unta1"Y reading. would also be an interesting variation, 13. Strauss, Gwen. Trail of Stone•• PIlp4:rprElssnted at the annual ~tlnf~~nCEI otthEl College Readll'lg Knopf, 1990. A~~ociation, Washlngtol'l, DC. Oct(lbElr, 1984, 11. Rappaport, Doreen, AmericCUI This collection of poetry explores the Smith, F. Ulid(!t~tanclill8 reading, New York: Holt, R.in~l1rt &: Women: Their Lives in their Word•• dark side of some very familiar stories Winston, 1971. Crowell, 1990. such as Cinderella and Little Red Riding Smith, F. U"dsratanding retJding~ Aps~holi"gui8tic analysis of This volume contains excerpts from dia~ Hood. The more sensuous and danger­ I"tat;/.ins and lem'ning to l'etJd. Hllllld~I~, NJ; Law~nce Erlbaum, des) letters, speeches~ articles, and in­ ous nature of these tales is revealed 19$8. terviews of American women from colo­ through Strauss' work. Cinderella draws nial times to the present. Through these the face of her prince in the ashes of the LESESNE selections and the brief introductory fireplace and reminisces about the material, Rappaport presents a li\'ely strongl warm arms of the prince as they (continued from page 9) chronicle of the significant contribu· danced at the ball. The wolf contem­ the animals from the ark by calling them tions made by women as diverse as a plates taking Red Riding Hood after her by name. After he has finished, he looks seventeen-year~old Chinese woman who walk in the woods, He muses about her around and discovers that there are still discovers that she is meant to become a innocence and the pleasure it will bring many creatures who remain and he be~ prostitute rather than a mail·order bride to him. gins to usher them from the ark. The in the New World, to Elizabeth FOLLOW UP animals which follow are 132 species Blackwell, the first woman doctor in the As in the case of Ruby, students may which are either extinct or endangered United States, to Ida B. Wells, an eigh. compare and contrast these versions of in contemporary societies. Each animal teen year old who filed a lawsuit chal­ fairy tales with more traditional ones. is labeled for the reader as well as pic­ lenging the Jim Crow laws of the rail· Students may also explore writing their tured in proportion to the other animals. road industry. Some of the women fea· own versesorpoems presenting a differ­ This book also breaks the boundaries of tured in the book are familiar historical ent slant on familiar stories. These po· design in that the reader must rotate the figures. Rappaport inciudes material ems are ideal for literary analysis in book to its horizontal position. At the on Eleanor Roosevelt, Anne Bradstreet, high school classrooms. •

16 tempo SUMMER1991 SPOTLIGHTING PARENT AFFILIATES

Tyler Friends Of The Gifted

Founded in the fall of 1982 by Myrtis D. Smith and thirty·seven parents and educators, Tyler Friends of the Gifted (TFOG) is one of the oldest and most active TAGT parent affiliates. TFOG is "in the spotlight," sharing with you some of the exciting projects sponsored by this group.

The guiding force behind TFOG's growth and success workingj from arts and crafts to weather forecasting. has been the dedicated efforts of its membership to Classes are conducted by volunteers, parents and accomplish the goals which were developed by tbe other friends of tbe gifted, often in the home or organizing steering committee: business of the volunteerj course length ranges from one to six classes. To quote from the brochure: • Publishing a newsletter 3 to 5 times each school year Star-Spangled Summer ... has been planned to offer • Locatingreeources (people, information, equipment, a variety of stimulating activities to interested stu­ money) which could help classroom teachers dents. Having fun was a major consideration in • Organizing exploratory learning opportunities on designing the program, but making new friends and Saturdays and/or in the summer discovering new fields of interest were also consid­ • Sponsoring seminars on giftsd education ered. • Sponsoring presentation. by experts in the field (Some of you may have caught TFOG'. presentation • Arranging opportunities for interchange among at last year's Annual Conference, complete with parents and between parents and educators "falling stars_") • Creating a library of matsrials about gifted educa­ tion TFOG is also active througbout the year providing • Developing a program on gifted education in tbe enrichment to students, parents, and teachers. Here community for presentation at club meetings is a sampling from TFOG's smorgasbord of activities • Disseminating information On proposed state and and programs: national legislation which would affect gifted educa­ tion • The newly-created Myrtis D. Smith Scholarship • Advising school administrator. about program needs was awarded to two teachers enabling tbem to at­ • Influencing the scbool board to support programs for tend seminars in their fields. gifted from K-12 • The Mentor Program matches students witb • Establishing an endowment fund to provide ''bo­ volunteers in different fields to give participants nuses" for outstanding teaching, extra funds for train­ some exposure to the "real_lifeii of practicing profes­ ing teachers, and scholarships for deserving students sionals. This year's 51 mentors and 29 students were honored at a barbeque dinner. One more goal was recently added: • Bright Ideas Product Fair, a one-day presentation • Giving students an opportunity for an audience of student projects to meet the goal of "giving stu­ dents an opportunity for an audience."

TFOG has developed many prQjects, activities, and Some of the energetic people who have made these programs to achieve these goals. Let's begin with the activities a reality this past year include President flagship ofTFOG's opportunities for the gifted-STAR­ N aney Patterson, Past-President Marsha Harrison, SPANGLED SUMMlmi, TFOG's summer enrichment pro­ President-Elect Debbie Lundy, Treasurer NancY gram. Bethancourt, TFOG Times Editor Jenise Hurley, and activities coordinatorsJ acque Schomerus, Debbie STAR-SPANGLEO SUMMER is a potpourri of classes offered Sword, and Kay Ellis. Myrtis Smith and Kathy during the summer to children ofTFOG members. Tbe Harry, TISD G/T Coordinator (and a 1991 TAGT 54 classes listed in this year's brocbure range from Advocats of the Gifted award winner), serve as foreign languages to recYcling, to gun safety and wood- consultants to the group. • tempo SUMMER1991 17 1991 Candidates for the Executi

Each year the membership of TAGT elects new guageArts,Hll.-rst-Eldess-BedfordISD: We've Van Carson~CPA and fa.ther of two gifted executive officers and one-half of the Regional made important progress in Texas toward ad­ sons and active member of Sa.n Angelo Aca­ Representatives; this year members in the odd­ dressing the needs of our gifted population, demicBoosterClub, TAGTparentaffiliategrDup: numbered regions will elect representatives. and this is a crucial time for excellent leader­ My goal as Third Vice-President would be to Ballots for the 1992 TAGT Executive Board Elec­ ship to see that these gains are maintained. As enhance educational opportunities for gifted tions will be ma.iled to all members later this TAGT Firat Vice-President, my priorities will and talented children in the school districts summer, be: planning and implementing effective train­ throughout the state. My hope is that enhanc­ ing programs in recogni:dng, identifying and ing education for gifted children will lead to the Reprinted below are statem.ents submitted by serving the gifted, especially the very young; improvement of education for all students. the candidates at the request OfthB Nominations networks, newsletters, and other avenues for Committee. Please take this opportunity to fa­ sharing ideas and strategies; and continued miliarb:e yourself with the candidate9 a.nd their strong advocacy for the needs and rights of our SECRETARY positions, The statements will NOT he reprinted gifted students. on the ba.llot itself Polly Jo JameB: My goals as secretary (If TAGT and Chairperson of the Finance Commit­ SECOND VICE·PRESIDENT tee would be to continue promoting the scholar­ ship and Grants for Excellence programs in EXECUTIVE Ann Weiss--G I T Consultant, Region NESC: order to benefit students, parents, and educa­ OFFICERS As Second Vice"President of TAGT my goals tors; supporting the financial guidelines for would be: greatly increased service to all mem­ TAGT; and assisting TAGT in its commitment PRESIDENT-ELECT bers through increased personal contact from to gifted education. I would wOrk to foster the their regional representatives, more printed growth of TAGT as a service organization and Ann Trull-Dil"ecto7'. Gifted Education; Direc­ infonnation available to members, and regu­ support its many endeavors on behalf of gifted tor! Elemen.tary Edu.cation. Paris IBD: In fulfill­ larly scheduled local regional meetings to share children. ing the major responsibility of President-Elect; I information. I believe I am well prepared to would provide leaderShip for planning the 1992 serve in this poSition because I have served as Ann Wink-GIT Coordinator, K-12, Killeen Annual Conference to be held at the new Austin Secretary and Chair of the Scholarship Com­ I$D: TAGT has become a strong leader in gifted Convention Center. I envision a professionally mittee for 2 years and for 2 years I was a education in our state and nation. I will work rewarding event which effectively meets the learn­ regional representative and member of the with our executive director, financial planners, ing needs of a diverse membership and brings Advocacy Committee. I have worked closely and members of the Executive Board to con­ thousands of educators, parents, and other com­ with members and believe I have an under­ tinue to broaden our services and support for munity members together as advocates for gifted atandingoftheir needs. I have been involved in gifted learners. I will strive for open communi­ children. This vision offers a challenge which I gifted education for 20years as parent, teacher, cation with TAGT members across the state. eagerly accept as both parent and educator! student, and consultant.

Gordon Doe-eett-Assistant Principal, Spring Marcy V088-GIT Coordinator, La Grange GardenElementary,Hur8t-Eules8-BedfordISD: ISD: One yes.r after the mandate, advocacy of REGIONAL Gifted education is fast becoming the curriculum gifted education continues to be a critical is­ REPRESENTATIVES standard in the state of Texas. Strategies devel­ sue. As Second Vice-President, I hope to pro­ oped to lead, guide, and facilitate gifted learners mote advocacy through increaSing member­ ESC I are producing creatively inspired, contributing ship, communicating with members, and sup­ future leaders at all levels. TAGT continues to porting members in their efforts. Through the Ann WilliBm~G / T Coordinator, McAllen play an integral role as advocate and facilitator membership, I hope to build support for gifted lSD~ As an advocate for gifted students and of gifted education and a leader in the educa­ education at the local, regional, and state leg­ gifted education, I am aware of how necessary tional community islative levels. TAGT is. through serving on the Professional Development Committee, Ihave acquired knowl­ edge and experience about how TAGT can serve FIRST VICE-PRESIDENT THIRD VICE· PRESIDENT the needs of gifted children throughout the state of Texas. As Region rs representative I Bob Seney...... c / T Coordinator, Spl'ing Branch Dixie KinWiton-San Antonio mothe,' and plan to continue to serve as a resource person ISD: I have served on the Editorial and Research businesswoman: I am currently seI'Ving as the for gifted students, parents, and teachers and Committee for the past three years. I have as­ first Third Vice-President in TAGT history. In increase communication between TAGT and its sisted in planning for the continued improve­ this new position, I have spoken at two re­ membership. ment of the TAGT tempo. AB our organization gional institutes, teacher in-services; and sev­ grows, so must our official '\7oicel!; tempo must eral parent organization meetings. I am re­ Willl81ltRublnk---p",~ntof8ifted,tudent: Bill reflect the quality and professionalism ofTAGT. sponsible for the first ever joint TEA-TAGT is the first President of the Challenge Support I would like to continue to work to improve our Parent Conference to be held in Austin on Association of McAllen, e. new parent affiliate journal not only as Our m~or communication August 10, 1991. I have set in motion plans for group. He has led the group in establishing a instrument, but also as an important source of the first ever parent reSOurce guide and hope summer enrichment program schols.I'ship fund information for advocacy, parents, and teachers. to have it available by fall, I would very much for promising math/science students and in appreciate the opportunity to see this good sponsoring Jaime Escalante, the highly suc­ Benny Hicker8on~G / T Coordinator, Lan- beginning through. cessful mathematics teacher featured in the

18 tempo SUMMER 1991 ~ Board: Statements of Position

movie Stand and Deliver; as a speaker in the assessing and meeting needs of g/t education, in the upcoming years is the trend toward McAllen area, He is interested having TAGT identifying and influencing organizations in· heterogeneous grouping in the classroom. I think foster activities the.t stimulate parents and en­ volved in g/t education, and how to be more we must continue to recognize gifted students tice them to become more involved with their effective advocates. as people with special needs which can only be children. met in,special programs.

ESC III ESC IX Gwendolyn Thomas Fori-Secondary En­ glish Teacher, Round Rock ISD: I pledge to Debra Baro&-Principa'! HuntE/ementary, Cuero Renata Otterbach-G I T Specialist, Region create a communications network for idea ex· ISO: I would Ilk. to activate the Mldco.st Assocla· IX ESC; I would like to have a TAGT -sponsored changes and information about conferences and tlon for Gln.d and Talented In Region III, provido conference for both teachers and parents here impending legislation to insure quality input working knowledge for constituents' concerns in Wichita Falls. I also would work to increase from teachers, parents, and the general public. through my active participation on the Policies and parent participation in TAGT. Also, since many Further, I will be a disciple for organizing, Practices Committee of TAGT, and be an avid of our schools are small, many of our students facilitating, coordinating, and assisting teach­ encourager of creative learning so that creativity and parents lack the opportunity to meet other ers to serve fully the needs of g/t students, our can be enhanced ratherthan denied in our culture Grr students or parents. I would like to set up hope for tomorrow. so that gifted students become involved in some­ Cluster Days that would give both students and thing meaningful In lifo. parents an opportunity to meet and share infor­ mation and experiences. ESC >01 Annette Scott-Principal, Stroman High School, Victoria ISD: We must continue to raise Rebecca Gary-G / T Coordina.tar, Bowie Jr. Mary Seay-G/T Coordinator, San An.ge.lo the level of awareness of all people who are High, Bowie IBD: The use of creative a.nd ISD: I would like to see TAOT broaden our responsible for educating gifted and talented critical thinking techniques in each of my efforts: children, I see that my role is to be a voice for classes, whether it be with a regular or a gifted • to develop materials for better mOre accurate those children and the people who serve them. group, has enhanced student learning skills identification of young children, We must articulate their needs and find etrat­ and made my teaching an exciting experience. • to work toward a certification requirement for egies and resources to help them soar. As a TAGTboard member; I would promote the teachers of gifted, availability of sta.ff development in gifted edu­ • to expand tempo in order to encourage the cation techniques as a non·threatening experi­ growth of research ideas among our teachers, ESCV ence for educators through a variety of meth· • to advocate a training team for school boards ods, Above all else, I bring a love oflearning and and legislatures to help them realize why we MarianneFiorenz&---G / T Coordinator, Bealt­ an enthusiasm for sharing knowledge with oth· need a special environment for some special montISD; M.Regional Representative ofTAGT, ers e.s qualifications for my candidacy. kinds of youngeters. I will continue the work already begin in estab· lishing a strong network Of advocates for gifted education in Southeast Te::!as. I will encourage ESC XI ESC >0111 TAGT to support regional efforts through the provision ofwork.$hops or seminars for glt edu­ Ann Brock-Ts8cher and GfT Coordinator, Jean Gilles cators and parents in the Region V area, BurfBson ISD: As Region 11 Representative to TACH my goal would be to continue to work diligently to Improve communication and services ESC XIX ESC VII from the organization. I want to inorease the opportunities for glt teachers to network, as we Madeleine Bullock--G / T Teacher, Adminis­ Karen Dickson~G/T Coordinator, Union work to facilitate more parental Involvement in trative Intern, Yselta ISD: I am committed to Grove ISD: My family consists of a husband, TAGT. A major focus would be to continue to TAGT's dynamic role as an advocate of gifted three daughters, and a dog. My goal, if elected serve as a resource person as well as to make all etudents. TAGT must remain the front runner to be your representative, will be to :make sure the opportunities and servIces available to TAGT in shaping innovative programs, building re­ your voice is heard. Let's use the motto j'Great members known to everyone In Region 11. sources, and promoting community support for Expectations/! as it pertains to the advances in gifted education throughout Texas. It is my goal gifted education that each of us desires. Pat Miller: As TAGT Representative for Re" to provide an informed leadership voice frOm g10n 11 I would continue the work that has Region XIX to the Executive Board, Marsha HarrilKln-Parent and active com­ enabled g/t education to flourish in Texas and munity volunteer; President of Tyler Friends of be cognizant and active in the role g/t education Eli;z;abeth Montes-Con8ultant, Language the Gifted: I heartily support parents and can play in the process of educational change. Art" grtUles 6-8, El Paso lSD; I hope to help the teachers becoming strong advocates of g/t edu­ educational institutions in Region XIX align cation. Networking and monitoring legielation themselves more closely with those in other can make a difference. Supporting the teaching ESC XIII geographic regions, Although West Texas is staff as they assist g/t students in reaching their isolated from the mainstream of the state, it can full potential either through academic and cre· Mary Etheredee-Counselor and GIT Coor­ contribute to and benefit from a better network­ ative genius will be a thrust for my tenure. I see dinator, Jack C. Hays HS, Hays CISD: Ibelieve ing system, TAGT should be more far-reaching three major, long-term challenges for TAGT: that one of the most important issues facing us in its impact. •

tempo SUMMER1991 19 The Book Shelf

Perchance To DreaDl.: Good B~

list of books in these categories: 1) iden· GUIDING GIFTED READERS: HANK TIlE COWDOG SERIES tity; 2) aloneness; 3) getting along with FROM PRESCHOOL TIlROUGH By John Erickson others; 4) developing imagination and HIGH SCHOOL. A Handbook for using abilities; and 5) the drive to under­ Reviewed by Jallet Slaughter Parents, Teachers, Counselors! and Librarians stand. In a small Texas Panhandle community, By Judith Wynn Halsted John Erickson continues to write the The book concludes with a subject index, an author index! and a title index. This popular Hank the Cowdog series. These Reviewed by Karen M. Fitzgerald books have motivated many readers who book is an excellent resource on reading for the gifted that you will want to read, never had time to read Of, for some If you are looking for suggestions on study, and refer to frequently in your reason, never had experienced the joy of the use of literature with gifted chilo involvement in a good book. Gifted stu" dren, this book is for yout The author work with gifted children. dent. comment On how these books, believes that "books and reading can based on the humorous antics of the have a profound effect on the lives of Ohio Psychology Publishing Company canine Head of Ranch Security, enable gifted children." Teachers and parents 131 North High Street, Suite 300 them to become a part of the story. As will find a wealth ofinformation in this Columbus, Ohio 43215 students read the many adventures, they handbook. 1988 begin to parallel their lives with those of $18.95. the characters. Erickson peraonifies each This book consists of four main parts. character so wonderfully that readers Part one gives background informa· FOUR SPECIAL BOOKS easily identify with them. Then reading tion on the emotional and intellectual Selected by Bob Selley becomes enjoyable and fun. developmental needs of gifted children. Part two discusses reading patterns Like many of you, I have searched for As students race through the pages of and bibliotherapy. In parts three and appropriate literature that speaks to gift. these illustrated books, they experience four the focus is on books. Here you will edness. These special books help us to many feelings as they find themselves find the criteria for selecting books for hook our audiences and to focus our re­ involved in solving Hank's problems. gifted readers and an annotated bibli· marks in Our advocacy for gifted educa· They feel the frustration oflosing iden· ography. tion and in the classrooms for gifted stu· tity, as Hank does when the new baby dents. I have found four works in children's COmes home from the hospital. They feel The author strongly believes that teach· literature that readily lend themselves to

a sense of pride as they become part of ers and parents can use books to guide read-aloud j to discussions of giftedness j the process in helping Hank make deci· the intellectual and emotional devel· and/or to sensitize audiences to issues in sions, such as returning home after run­ opment of gifted children. She discusses gifted education. These four books are ning away from punishment which was reading interests at different gradelev· shared for your information. unjust (thanks to his pal, Drover). els from preschool to senior high. Of special interest is the sections on resis­ THERE ARE THOSE Teacher. of gifted students have discov· tant gifted readers and on by Nathan and Janet Levy ered that the educational value of bibliotherapy. Halsted states, "The use Erickson's writings is limitless. The se­ of books to generate discussion with This illustrated poem depicts the expe· ries inspires students' writing skills and gifted youngeters about the emotional riences of those few 'Who see much more their creativity. Many begin to create aspects of being gifted is a form of than others do." The brightly colored their own songs or raps. The format of bibliotherapy." In Chapter 4 she out· designs beautifully illustrate the unique the books also lends itself to be read in lines certain techniques to lead book nature and sensitivities of those few play form, thus students can become discussions. Halsted believes that for among us who see and hear Ilmuch mOre characters for the day. gifted children ''bibliotherapy is a way than melody" and who experience more of building on the strengths of their in the world around them. This poem The Hank the Cowdog series by John reading abilities, analytical skills, and provides a wonderful introduction to a Erickson is published and managed by: heightened sensitivity.!! consideration of the uniqueness of the gifted individual. A discussion of the Cheryl J. Smith, Marketing Assistant Chapter 7 includes a short course in poem with gifted students of all ages will Gulf Publishing Company children's literature for adults who may help them better define and understand Book PUblishing Division need background information. Of spe· their own giftedness. 3301 Allen Parkway cial interest to teachers is the helpful P.O. Box 2608 annotated bibliography. This 162·title FREDERICK Houston, TX 77252·2608 bibliography is divided into five age By Leo Lionni

(713) 529·4301 groups. Under each age grouping is a Frederick! a field mouse i works and pre-

20 tempo SUMMER 1991 ~ks and Good Guide Books

pares for winter in a different way. His nately, Nimby's story parallels too many He builds on the premise" .. that the family accepts his uniqueness and al­ stories of our gifted students,. They, like literary experience is fundamentally an lows him to harvest his own special "crop" Nimby, hide their giftedness from oth­ unmediated, private exchange between of experiences~ colors, and words. In the ers because it is neither understood nor a text and a reader, and that literary depth of winter when food supplies begin appreciated. This wonderfullittie story, history and scholarship are supplemen­ to run out, Frederick shares his supplies delightfully illustrated by the author, tal." (p. 7) He then guides us by providing and brings pleasure to his family. This gives us an e"cellent stepping off place a discussion of various responses to sev­ beautiful tribute to the poet and to the to discuss hidden giftedness and under­ eral pieces ofliterature. He outlines the gifted individual gives us a wonderful achievement. conditions for response-based teaching example of the results of providing pro­ and provides some important guidelines gramming for the gifted. Beautifully and These four pieces have been very helpful to teachers to elicit responses from stu­ delightfully illustrated by the author, to me in my work with gifted students. I dents. Chapter 2 reads very much like a this book is a favorite among students am sure that some of you have other strategy section from a textbook on teach­ and adult •. favorites and stand-bys. Please share ing the gifted. The learner is at the them with me and I will share them with center and she or he produces knowl­ LEO THE LOP our tempo readers. Happy reading~ and edge through an interaction with the By Stephen Cosgrove I will be looking forward to hearing from text and personal experience. It becomes you! a matter of thinking carefully about the Leo was just like all of the rest of the little text and one's own experience in order to rabbits in the forest, except for his ears. provide a well thought out response They didn't stand upl They hung straight RESPONSE AND ANALYSIS: which the student can support. downl At first this didn't bother Leo at TEACHING LITERATURE IN all. He thought and felt just like all the JUNIOR AND SENIOR HIGH The book is divided into three parts: other rabbits. Eventually, the rest ofthe SCHOOL ]: The Logic of Response-Based Teaching rabbits noticed that he was different­ By RDbert E. Probst II: The Literature that he wasn't normal. After a little con­ III: The Literary Program flict and some very hurt feelings, Leo and Reviewed by Bob Seney These three parts provide a wealth of the restofthe rabbits learn a very impor­ information both in theory and applica­ tant lesson: Iithat normal is whatever Dr. Probst has provided educators ofthe tion. Chapter 5, "Adolescent Literaturet you arel" This delightfully illustrated gifted with an invaluable tool with this alone is well worth the price of the book. book from the Serendipity Series pro­ work. He has explored an approach to The reference lists and the recommended vides us with a great vehicle in helping the study of literature which is not only book lists are a real find. gifted students understand and deal with highly appropriate for gifted learners the alienation that is sometimes caused but also an approach which is perhaps Teachers who want to provide a study of by their giftedness. This wonderful little more legitimate than our past practices literature that is appropriate for gifted book has become a very important tool in high school literature classrooms. learners must place Response andAnaly­ when I deal with the affective needs of sis on their resource book shelf. gifted learners. Probst begins with two basic arguments: 1) Literature is experience; and 2) It is Dr. Probst has restated the importance NIMBY, AN EXTRAORDINARY the interaction between reader and text of literary study for us by placing the CLOUD WHO MEETS A REMARK­ that makes literature. He points out reader at the center of the literary expe­ ABLE FRIEND that the major problem ofthe secondary rience "... thus redefining literature/a By Jasper Tomkins school English program is that we have place in culture. It [literature] becomes not asked what we intend to accomplish once again the possession of every man, Nimby is a highly unusual cloud. He is in our literature programs and that ", . , rather than of the scholarly elite .... It playful, creative, and perhaps even a bit we assume that the goals of the profes­ thus merits a place at the center of the mischievous, At first his antics are ap­ sionalliterary student are also the goals curriculum, as the most fundamental preciated, then tolerated, and finally, of the secondary school literature stu­ and significant of all the disciplines. For down right resented! With his philoso­ dent." (p.6) We all know that this is not it is in the study of literature that we phy that "Playfulness is a step beyond a safe assumption_ each build the conceptual world in which beauty," the misunderstood Nimby sets we live." (p.253) out on his own. His playfulness gets him Relying heavily on the work of Louise into trouble. Alone and discouraged, he RDsenblatt (Literature As Exploration, What more needs to be said! finds an island who is just like him. So 1978), Probst builds a rationale and of­ the two spend their days in creative play, fers practical guidelines to lead us into Boynton/Cook Publishers, Heineman. hiding when others come near. Unfortu- Response-Based Teaching. Portsmouth, NH 03801 •

tempo SUMMER1991 21 TAGTNEWS

TAGT Introduces Five Regional Representatives

Region XI-Ann Brock

Ann, a member of the Finance tion and English, Dr. Seay also worked as a specialist Committee, has been a teacher in Region VI ESC. She was named Teacher of the in the Burleson g/t program for Year by Delta Kappa Gamma International in 1989, 10 years, She earned her under­ graduate degree at Texas Tech Mary is a member of Phi Delta Kappa, Delta Kappa and her MEd in g/t from Texas Gamma, National Association of Gifted and Tal­

Woman/s University, She also entedi American Creativity Association, Council on hasMid·ManagementCertifica­ Exceptional Children, Texas Association for Gifted tion as well as a g/t endorsement, She does 10cal.talI and Talented Children! and was Vice-President of development in problem-solving and g/t and does the Louisiana Association for Gifted. She has also presentations across the state. A native Texan, Ann been a keynote speaker for the Connecticut Associa­ is the sister to nine brothers, She has two Aggie sons tion for Gifted, and a newly acquired daughter (in-law),

Region XVII-Mary Keller Region XIII-Irene Helton Mary is currently Director of Elementary Education Irene is an assistant superin­ for Den"er City ISD. She brings impressive and tendent in Hays CISD, Having varied experience to her role as Regional Represen­ made a commitment to gifted tati". to the TAGT Executive Board including: a education, she continues to serve doctorate degree, District Officer (Third Vice Presi­ as Director of the ALPHAH Pro­ dent), Texas Elementary Principals and Supervisors gram, Supported by the Hays Association; Vice President, West Texas Association Board of Education, she and a for Supervision and Curriculum Development; Board group of dedicated teachers and administrators pio­ of Directors, West TexasAssociation ofWomen School neered a K-12 developmental program in 1979-80, Executives; and Participant in TEPSAAcademy and after having b•• n advised it was an impossible task Texas LEAD Center. for a small district with limited financial capability. The reward has been the opportunity over a long period of time to observe and facilitate identified gifted students' progress toward their potential. Region XIX-Pat Pan us Though involved in the development oheveral.tate­ wide programs, she has found the gifted program an Pat administers the Gifted and especially rewarding and a very personal experi~ Talented Program for Ysleta ISD anee. in El Paso, A native of St. Louis and a graduate (M.A.) from St. Louis University, her experience Region XV-Mary L. Seay as both principal and educator spans the elementary! high In gifted education since 1974, school! and college levels. Mary has been a professor at , Texas A&M University, Arkan­ Pat has presented workshops at the TAGT Stat. sasTechUniversity1andtheUni. I Conference, the NAGC National Conference, and versity of New Orleans. Pres­ the Texas Education Agency Conference. Locally, ently, Mary is the coordinator of she enjoys presenting glt informational seminars for gifted programs in San Angelo parents and volunteers in the VISA program. Pat's ISD. She has given presenta- goal for the future includes wea"ing higher order tions at national and international meetings and has thinking skills into a multicultural fabric for the numerous publications on aspects of gifted educa~ children of El Paso. •

22 tempo SUMMER1991 TAGT NEWS

State Board of Education Rules for the Gifted and Talented News You Can Use

SBOE Rules lor the Identification and prove a.ny program that satiefies require~ Selection of Student Partlclpante (To ments for a program establisbed by board implement section 21.563 of the Texas rule. The requirements established by the Pen Pals from the Education Code) (l9TAC, 89.51): board must cOTIBider unique local needs of Soviet Union school districts and must allow school dis­ Be matched (by age and interests) to a (a) School di.trict•• hall develop written tricts to develop and implement alterna­ student in the Soviet Union. Write (and policies On student identification that are tives that provide a high level of s.rvices receive!) about six letters per year approved by tbe local board of trustees. but are appropriate to local needs." For more information (no obligation, no Tbose policies .hall include a definition of follow-up) writ. for the free packet and gifted students that i. compatible witb tbe SBOE Rules for the Implementation 01 application form to: state definition included in TEC 21.651; Programs to Serve Identilled Gifted and Pen Pal Planet provisions for ongoing screening and selec­ Talented Students (Texas Education Code, P.O. Box 3657 tion of nominated students based on a 21.654) (19TAC, 89.52): Scranton, PA 18505-0657 minimum of five equally weighted criteria tbat represent both objective and sulUec­ (a) Districts shall: tive assessments; provisions regarding the (l) develop and obtain local board of A Magazine for Talented exitingofstudents from the program, trans­ trustee approval for an identification pro­ Math and Science Students fer students, and appeals of district deci­ cedure that compli., with tbe Texas Ad­ Quantum, aNew Quarterly Magazine of sions regarding program placement. ministrative Code 89.51. Mathematics and Science for Talented (2) provide a minimum of 30 hours of High School Students. (Recommended (b) Final selection of student. shall be staff development for teachers of the gifted by SMPY at JHU.) by a prior to assignment in the program for made committee of at l.ast thr•• local Includes information about competi­ school district educators who are familiar gifted student•. Additional training sbould tions, summer institutes; diverse and with identification procedures/criteria and be provided as needed. challenging math and physics problem,; are knowledgeable in tbe area of gifted (3) provideongoingtrainingin.giftededu­ informative articles, lab experiments, education. cation for district staff based on periodic needs assessment. brainteasers, and mathematical oddi­ (c) Data and procedures used during the (4) develop curriculum specifically de­ ties. $14 per year. For subscription in­ identification process shall be designed to signed for gifted and talented students formation write: ..sure that the pepulation oftbe prograro that includes student objectives and a kin­ Quantum for gifted students reflect. the population dergarten througb 12 scope and sequence. 1742 Connecticut Ave., NW of tbe total district. (5) provide a full year program that in­ Washington, D.C. 20009 cludes instructional and organizational (d) Student. at the kindergarten lavel patterns tbat enable identified students to New Study Available on through grade 12 shall be identified and work together as a group; to work with G/T Math Students served. In addition to identified students, other students, and to work alone. ' talent peal. of potentially gifted students (6) provide orientation and periodic up­ SMPY Research: may be identified to receive instruction dates for parents of student. identified Mathematics Acceleration designed to enhance talent and divergent and served as gifted. For a copy of this research report you thinking skills. may contact: (b) To be eligible for app:roval for funding, SMPYatJHU (e) On.e identified for a gifted program, districts must sub:mit program informa­ (Study of Mathematically Precocious the student .hall not be reidentified in tion on forms developed and provided by Youth at Johns Hopkins University) order to remain in the program. A student the commissioner of education. 430 Gilman Hall may be removed from the program by com­ Johns Hopkins University plying- with local board approved exiting (c) Districts shall maintain their eligibil­ Baltimore, MD 21218 procedures. ity for continuation of funding- by submit­ 301/338--7087 ting planning or evaluation reports to the (f) Participation in any program or ser­ Central EdUcation Agency periodically as More Good Reading vice offered for gifted students is voluntary required by the commissioner of education. Surely You're Joking, Mr. Feyman and on the part of the students and requires What Do You Care What Other People written permission of their parents or le­ (d) Districts witb limited numbers of g-al guardians. gifted and talented students are encour­ Think? by Nobel Prize winner Richard aged to establish cooperatives. Combina­ Feyman. Collection of steries about his "A school diBtrktor a combination of school tions of districts that apply for state fund­ lifej offers insight into the creative pro­ districts shall submit the program for ap­ ing shall select a fiscal agent te manage the cess of anextraordinary acientist through proval to the Central Education Agency in program. Education service centers may an entertaining chronicle of the experi­ accordance with rules adopted by the State act as fiscal/management agents for dis­ ences and amusing stories. (Recom­ Board of Education. The agency shall ap- tricts in their regions. • mended by SMPY at JHU.) • tempo SUMMER1991 23 TAGT NEWS

TAGT Board Votes to Form Coordinators'Division

This spring, the TAGT Board investi· meeting of the Steering Committee in· panel of experienced coordinators an­ gated the possibility of allowing sub· cluded: swering questions from the audience. A groups within the organization to be· business meeting which sets up the or­ come formal Divisions, The Long Range • specific information on implementing ganization of the Division will also be Planning Committee aod an ad boc Steer· the state mandate (providing a newslet· held at that time. ing Committee bave been working to ter that addresses specific coordinators' provide structure to the idea, concerns) A second meeting is scheduled for the • networks or cluster groups for coordi· evening of April 30, 1992, and all day on As a result of this work, the first TAGT nators in small districts May 1 at the Radisson Hotel in Austin. Division will recruit ite membership this • information on how to be an effective A major focus at that time will be the summer and hold its first formal meet· coordinator meeting of job.alike groups which will ing for the membership during TAGT's • information directed to coordinators provide an opportunity for networking. Fall Conference. The first Division will on meetings, SBOE rule changes, etc, be One for people who coordinate or ad· • effective support. In addition to the meetings, the Division minister gifted programs in the state. plans to have a newsletter, regular ar­ Designated 8S the Coordinators' Divia The Steering Committee met for a sec· ticles in tempo, and a buddy system sion, the group will seek to provide sup· and time on May 31, 1991. At that meet· which pairs inexperienced with experi. port for those who fulfill an administra· ing, they wrote proposed bylaws, set a enced coordinators. Ifyou are interested tive role no matter what their formal meeting schedule for 1991-92, discussed in joining the Division, complete and title. topics for programs, and outlined the return to the TAGT office the revised initial meeting. The organizational meet­ membership form in this issue. If you The need for a Coordinators' Division ingis scheduled for the Fall Conference, want mOre information on the Division WaS identified through a mailing to all Thursday, November 21 from 7:30 to or have suggestions for the organiza­ coordinators in the State. More than 250 10:30 am. It will be a breakfast meeting tion, call Peggy Kress, TAGT Immediate responses were received applauding the and will feature a speaker addressing Past President, during the day at 4091 move. Areas ofneed established through the state of gifted education in Texas 760·7723 or in the evenings at 713/367· the coordinators' responses and the first from the coordinatoes perspective and a 8655. • TAGT Survey: Speakers Needed! Membership Needs

Does your organization need a speaker for a meeting, seminar, or workshop? Call the TAGT office for the names of speakers who fit your needs. TAGT does not The TAGT Executive Board wishes to endorse any one presenter, but we will send you references for you to contact to provide those services desired by the help you make your choice. membership as we look to the future of Our organization. The Membership De· Are you knowledgable about some aspect of gifted education? Did you organize velopment and Services Committee is a successful parent affiliate group? Did you have a dynamite idea for a project or conducting a survey of our member­ activity that you successfully executed? SHARE your expertise! Register with ship in order to determine the needs the updated TAGT Speakers Bureau Talent Bank: Call, mail, or fall the following and priorities for membership services. data to the TAGT office: This survey will be mailed to all mem· bers the week ofAugust 5. Please make Name, Address, Phone number(s), ESC Region, Position, Area(s) of expertise, a special effort to complete the survey Fee or expenses (if any; e.g., printingj travel»), Names of three references, Experience (recent presentation, project, activity) and return it to the TAGT office by August 23. Thank you in advance for Remember, "experts" don't a.lways have doctorates and a long list of publications. sharing your insight. YOUR knowledge and experience are valuable and should be .hared! Ann Trull, Second Vice· President and Chairperson, Membership Develop· ment and Services Committee •

24 tempo SUMMER 1991 The Texas Association for the Gifted and Talented and the Texas Education Agency are co-sponSOrIng a one-day drive-in conference for parents

August 10, 1991 Hyatt Regency Austin

Conference Schedule 8:00 - 9:00 Registration, Coffee and Conversation Prescription for Success: 9:00 - 10:30 General Session-Keynote Speaker 10:45 - 12:00 Breakout Sessions 12:00 - 1:30 Lunch and Speaker Parenting the Gifted 1:45 - 3:00 Repeat Breakout Sessions 3:15 - 4:30 Closing Session

Special Features • Tour of The White House, a residence for women • Information Browsing Booths

Keynote Speaker Dr. Joyce Jontune American Creativity Center

Invited Speakers Dr. Lionel (Skip) Meno Commissioner of Education Dr. Jay Cummings Deputy Commissioner for Special Programs, TEA

r------iPrescription for Success: Parenting the Gifted

Name(.) ______

MailingAddre•• ______

City ______State ZIP

Day Phone Mail to: TAGT Number of persons attending at $20 each PO Box 9802, #814 Austin, TX 78766 L ______~

The $20 registration fee includes handout ma.terials j refreshment break) and luncheon. Accomodations are available at the Hyatt at $55 for a single room. Call (512) 477·1234 to reserve. The deadline for registration i. Friday, Jnly 26,1991.

For more information, contact: Texas Association for the Gifted and Talented (512) 343·1886 or Division of Gifted!I'alented, Texas Education Agency (512) 463·9455 tempo SUMMER 1991 25 UNIVERSITY NETWORK NEWS

Universities Collaborate To Create ProgralDs For The Gifted And Talented

Dr. Patricia Haensly, Conference participants also heard John only when students' strengths rather than Texas A&M Univer8ity MacDonald, Assistant Secretary for Elemen­ weaknesses are recognized and used as tary and Secondary Education, vehemently the focal point of instruction Cifront· emphasize collabora.tion. between the vari­ loaded" as Sec'y John MacDonald called it) COLLABORATION seems to b. the key ous agencies of the government providing only when learning is permitted to pro· word in the call for action that we are expe­ services to children, youth, and families ceed at a pace appropriate to the indio riencingin almost every arena of education_ (including the Department of Education). vidual student. As representatives of universities in Texas He described the ridiculous situations that Levin stated that instead of slowing down offering teacher endorsement programs in have arisen as agencies sought to be territo­ "at~risk students" it is imperative that we gifted and talented education met last Sep~ rial or iturf-centered,;; and how destructive pace instruction to meet their needs-iidon't tember, we defined ourselves as j'a collabo­ this approach has been for children, He remediate; acceleratel" Will it work for at· ration. among universities providing such stated that early childhood expertise must risk students? We will see. It certainly isn't programs." We also determined that it was inform elementary practice because the lat­ the familiar Julian Stanley acceleration. imperative that the network we formed seek ter has not been user-friendly for-those young However, the possibilities for moving stu· linkage with the foremost advocates ofgifted children. Radical ideas? Conference partici­ dents along more quickly with meaningful education in this state, the Texas Associa­ pants were greatly encouraged to hear him learning related to real experiences, rather tion for the Gifted and Talented and the espouse the interactive instructional prac­ than the drill·and·spill, or ram·and·regur· Gifted and Talented OffIce of the Texas tices which we in gifted education have long gitation of unconnected information end· Education Agency. Our collaboration with been insisting are optimal fot" learning, lessly repeated in order to perform on fact· these a.gencies will enable us to serve more MacDonald said; iiLearning occur-s as chil­ based tests have been recognized. Besides effectively the gifted children of Texas. The dren interact with people, with adults and that, many of those at·risk students are the contribution to collaboration that universi· other children; it does not cOme from taking gifted students who have previously fallen ties might best make is through research tests." through our gifted identification system which is linked to teachers and other school cracks. practitioners and through teacher educa· But what does this all have to do with gifted tion (the endorsement programs). education and with TAGT? I believe it has These are exciting times in education. Will much to do with it. We have begun to realize we in gifted education take seriously our I recently attended a conference in Wash· more and more that we have been leaders in role as leaders and continuing innovators ington, D,C, On New Directions in Child and arenovation of the educational system, What for facilitating the best of abilities in all Family Research: Shaping Head Start in the we have been advocating as effective in­ children and youth? We must not only im· 1909. The overarching focus of this confer· struction for gifted children and youth is at prove our identification of giftedness, but we ence was to bring the education and reo the heart of what great pedagogy and in­ must also let what we do in the classroom search armS of universities into collabora· structional excellence are for all children, spill over and affect the learning of all chilo tion with the practitioners of Head Start. dren, those for whom the access to ~~gi.fted The research and practitioner papers and This became especially evident at Q recent edueation" has not yet occurred but whose poster sessions presented not just material conference at TexasA&M Univer-sity, Henry potential is waiting to be cultivated. It seems relevant to Head Start, but a fascinating Levin of Stanford University was invited to mOre critical than ever that we in the Uni· alTay of ideas central to what we have tried discuss his unique and successful "Acceler­ versity Network expand our research and to accom.plish in gifted education, such as ated Learning" approach to teaching at-risk teacher preparation to collaborate more ef· metacognitive strategies, collaborating with students. Levin described the rationale for fectively with teachers, coordinators, ser· parents and with the business sector, and this approach; now being piloted in a nUm­ vice centers, parents, TAGT and other sup· alternatives to traditional assessment. Our ber of schools across the nation, as taking On port groups for gifted education. own association at Texas A&M with Head the attitudes of educators of the gifted, such Start has been as an important avenue for as CHALLENGE and HIGH EXPECTA­ The upcoming conference on Changing De· early identification of gifted potential in TIONS and DIVERSE INSTRUCTIONAL mogra.phiC8 in Gifted Education, to be hosted culturally diverae and economically disad· METHODS. The approachheoutlinedstems by the University of Texas Pan American in vantaged bright children, We are finding from the philosophy ofeducators ofthe gifted Edinburg in September, is one opportunity ways to ensure that these young bright chilo who have understood with great clarity that fMUS tofurtherthiscollaborotion, Dr, Mary dren make the transition into the public we maximize gifted potential: Kolesinski, Dr, Ernesto Bernal, Dr, Dorothy school system. successfully so that their gift· only when students are intrigued and Sisk, Dr, Pamela Gilbert are all to be con· edness will find appropriate support and fascinated by the content or process of gratulated for their work in bringing this development. what is being taught; collaborative effort to reality! •

26 tempo SUMMER1991 CALL FOR ARTICLES

Fall '91 Winter '92 Search for Gifted Excellence Females The theme for the Fall issue of tempo reflects the theme One ofthe major concerns and issues in gifted education is chosen for our annual conference. We would like to set the the gifted remale, Are we adequately identifying the gifted tone for the conference in our Search For Excellence in female? Are We providing appropriate programming for the Gifted Education, gifted female? Are we addressing cultural concerns in refer- ence to the gifted female? In this issue) we are looking for articles which reflect the ways that gifted education The 1992 Winter issue of tempo will is providing outstanding service for our gifted All al1leles will be jurled and should be focus on this important issue. Articles learners_ We are looking for articles which double spaced using APA formatYour may focus on academic research that report on exemplary programs and outstand­ Editorial and Research Committee identifies needs of gifted females as well ing achievements of gifted students, We thanks youl as practical experience that deals with would also like to provide a forum for chal­ these issues. We are especially inter­ lenges for gifted education, goal. for gifted Bob Seney. Editor ested in articles on any Texas program education, and suggestions for program im­ Donna Townsend. Managing Editor or project that deals with the gifted fe­ provement. This theme allows for a wide Karen Fitzgerald male. We are also interested in articles scope of article content. The Fall issue is a Mary Seay on classroom activities that highlight good opportunity for writers who are looking Molly Yeager the needs of the gifted female, Please for an opportunity to share a philosophical note the format requirements listed approach to gifted education. below,

The deadline for receipt of articles is August 1(1, 1991. The deadline for receipt of articles is December 1, 1991, Guidelines for article submissions

Your contribution to TAGT tempo is welcomed. tiona, Please Slilnd a. eompllterdisk (either IEM j DOS or ASCII text file ifpO$sible, or Mac; please indica.te software used). Please use the following guidelines when $ub:mitting articles: 3. Include your name, position/role, region, address, and day- 1, Addre$$ the article to the theme of an upcoming issue or to a time telephone number. regular feature. Send all submissions to: 2. Submissions should be typed, double-spaced, 50 characters TAGT temp

Name Home Addr'e.s:!i Home Telephone ______SchOol DI:Mrlet Affiliation Campus Name ESC Region ______BuslnessAtrlllation ______Address Business Telephone ______I ) Pocenl ) Educator ( ) Businessperson

Membersip Categories ~e~bershipServiceB () $15 Individual () $25 Family ·tsmpo, quarterly journal & newsletter 'Scholarships & awards ·Professional development workshops with AAT and ineervice Credit ·Parent services and Information ·Leglslatlve () $10 SludBnt representation & networking ·Reduced registration fees for annual conference I ) $100 Patron ( ) $250 Sponsor TAGT Is an affiliate of the NatIonal Association For Gifted Children ( ) $400 Wf.tlme ( ) $1 000 Scholarship Sponsor () $10 'GfT Coordinators' Division Please make checks payable to; TAGT Membership PO Box 9802#614 Amount enclosed Au'tin. TX 76766-9602

tempo SUMMER1991 27 TAGT 1990-91 EXECUTIVE BOARD

XI AnnB...,ok President I Ann Williams (817) 447-6760 0 Vicky Dearing Adelle McClendon (512) 682·3647 Burleson ISn (214) 828-6872 (713) 897-4075 McAllen ISD Rt. 5, Box 911 Carrollton-Farm.ers Branch

Cypress Fairbanks ISD 106 E. Jonquil Burlesonj TX 76028 ISO P.O. Box 692003 McAllen, 'I'X 78501 XII Linda Klatt 1445 North Perry Iload Houston, 'I'X 77269-2003 II Ginger Harris (817) 772·4412 Carrollton. 'I'X 75006 President·Elect (512) 994-3664 Midway ISO 0 Gordon Doggett, Amanda Batson Corpus Christi ISD Route #12 Box ~l~ (817) 571-4536 (512) 255·4431 714 Burkshire Waoo, 'I'X 76712 HEB ISO Round Rock ISD Corpus Christi, TX 78412 XIII Irene Helton 3136 Spring Lake 1311 Round Rock Ave. III Debra Baros (512) 268·2141 Bedford, 'I'X 76021 Round Rock, 'I'X 78681 (512) 275·2416 HeysCISD 0 Pat Echols

First Viee·Pre$ident Cuero ISD Rt. 2 j Box 22 (713) 376·4180 Bob Seney 406 Park Height. Drive Buda, 'I'X 76810 Kiein ISO (713) 467·6921. Cuero, 'I'X 77954 XIV Charlene ltsndall 7200 Spring Cypre.s Spring Bra.nch ISn IV Susan Sp9.tes (915) 677-2746 Klein, 'I'X 77379 Bendwood Campus (713) 920-6952 Abilene Isn 0 Karen Fitzgerald 12750 Kimberley Pasadena ISD 3724 North 11th Street (718) 466-4262

Houston, 'I'X 77024 1515 Cherrybrook Abilenej TX. 79603 Spring Branch ISn Second Vi(:e~Pre!ilident Pasadena, TX 77502 XV MarySeay 16314 Tahoe Drive

Ann'l'rull V MarialUle Fiorenza (915) 942·6767 Houstonj TX 77040 (903) 784-6668 (409) 899-9972 San Angelo ISD 0 Susan Johnsen Paris ISD Beaumont Isn 1621 University (817) 755·3111 P. O. Drawer 1159 3395 HarriSon San Angelo, 'I'X 76904 Beylor Univ/School of Educ Paris, TX 75461 Beaumont, TX 77706 XVI Janet Slaughtet' Box 97314 Third Vice-President VI Bobble Wedllewortb (806) 435-3601 Waco, 'I'X 76798 Dixie Kingston (713) 578·6787 Perryton ISO 0 Joyce Millet' (612) 696-456~ KatyISD Box 621 (214) 271·6533 6406-9 Prue Ild. 90 West Stony Bridge Perryton. 'I'X 79070 East Texas State University San Antonio, TX 78240 'I'he Woodlands, 'I'X 77381 XVII Mary M. Keller 2625 Anita Secretary VII Betty Slricldand (806)592-2500 Garland, 'I'X 75041 Ann Weiss (908) 984-3071 Denver City ISD 0 David Mitchell (713) 744·6576 Region VII ESC 501 Mustang (806) 592-3655 !legion N ESC P.O. Box 1622 Denver City, TX 79823 Denver City Isn P.O. Box 863 Kilgore. 'I'X 75662 XVIII Molly Yealler 1200 Mustang Houston, Texas 77001 VIII Suzanne Patty (915) 336·3286 Denver City, TX 79323 Immediate PB$t·P~sident (903) 784·6668 Fort Stockton ISD 0 Ann Wink Mar,earet Kress Pari.ISD P.O. Box 1702 (817) 526-4530 (409) 766-7751 P.O. Orawer 1159 Fort Stockton, 'I'X 79735 Killeen ISD Conroe ISn Paris, 'I'X 75461 XIX Patricia Panus P.O. Box 967 702 North 'I'hompson IX Vicki Boyd (915) 595-5712 Kille.n, 'I'X 76640 Conroe, TX 77301 (817) 322-6928 Ysleta Isn E~ecutjve Direotor !legion IX ESC 9600 Sims

Connie McLendon Rt. 3. Box 523AA El Pasoj TX 79925 (612) 343-1886 Wichita Falls, 'I'X 76308 XX '!'racy Weinberg P.O. Box 9802 #814 X Donna Criswell (512) 569·4330 Austin, 'I'X 78766-9802 (214) 881-8061 Pleasanton ISD Plano Isn Iloute #1 Box 140·X 1617 Ave. H Pleasanton, TX 78064 Plano, 'I'X 76074

Bob Seney, Editor Non-Profit Org. TAGTtempo U.S. Postage P.O. Box 9802 #814 PAlO Austin, Texas 78766·9802 Austin, Texas 78767 Permit No. 941