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Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document DOCUMENT RESUME ED 437 769 EC 307 617 AUTHOR Gosfield, Margaret, Ed. TITLE Communicator, 1999. INSTITUTION California Association for the Gifted. PUB DATE 1999-00-00 NOTE 208p.; The CAG Communicator is published four times a year. AVAILABLE FROM California Association for the Gifted, 5777 W. Century Blvd., Suite 1670, Los Angeles, CA 90045. (subscription $25 per year). Tel: 650-965-0653; e-mail: CAG [email protected]; Web site: http://www.CAGifted.org. PUB TYPE Collected Works Serials (022)-- Guides Non-Classroom (055) JOURNAL CIT Communicator: California Association for the Gifted (CAG); v30 n1-4 Win-Fall 1999 EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS *Ability Identification; Advocacy; Book Reviews; *Child Rearing; Curriculum; Early Childhood Education; Elementary Secondary Education; *Gifted; Labeling (of Persons); Middle Schools; Moral Development; Music Education; Parent Child Relationship; Parent Participation; Parent School Relationship; Parenting Skills; Poetry; Portfolio Assessment; Preschool Education; *Reading Instruction; Reading Strategies; Social Development; *Talent Development IDENTIFIERS *Differentiated Curriculum (Gifted); International Baccalaureate ABSTRACT These four 1999 issues of the "Communicator" address reading needs of gifted children, middle schools, parenting the gifted, and the needs of young gifted children. Featured articles include: (1) "Academic Advocacy for the Forgotten Readers--Gifted and Advanced Learners" (Reading TaskForce of the California Association for the Gifted);(2) "Creating Lifetime Readers: Parents Can Make a Difference" (Jody Fickes Shapiro); (3) "Meeting the Needs of Highly Able Children" (Cindy Dooley); (4) "Reading with Young Children" (Nancy Ewald Jackson and Cathy M. Roller); (5) "Scratched Heads and Guffaws" (Bruce Balan); (7) "What Do You Mean Gifted Kids Can't Read?" (Elaine Weiner): (8) "The Gift of Poetry in the Classroom" (Julia Candace Corliss); (9) "Engaging Students in Reading" (Peggy Buzanski); (10) "Gifted Readers and Reading Instruction" (David Levande);(11) "Curriculum To Promote Advanced Reading"; (12) "This We Believe: Philosophy of National Middle School Association Supports Gifted Learners: Does Practice Measure Up?" (Commuter Staff);(13) "Teaching Kids to Care: Character Development and the Middle School Student" (James R. Delisle); (14)"What Parents Want To Know about Gifted Middle School Students and Aren't Afraid To Ask" (Linda Brug); (15) "Addressing the Needs of Middle Grade Gifted Students" (Evelyn Hiatt); (16) "Middle School: The Balancing Act" (Elinor Ruth Smith);(17) "Social Development or Socialization" (Linda Kreger Silverman);(18) "The Middle Years Program for International Baccalaureate" (Barbara Lateer);(19) "Dilemmas in Talent Development in Middle Grades: Two Views" (Margaret Gosfield);(20) "Using Portfolios Effectively in Middle School" (Debra Johnson);(20) "Dilemmas in Talent Development in Middle Grades: Two Views" (Margaret Gosfield); (21) "'Pushy Parents.' Bad Rap or Necessary Role?" (Arlene R. Devries);(22) "Parenting for the New Millennium" (Barry Ziff); Reproductions supplied by EDRS are the best that can be made from the original document. (23) "Living Successfully with Your Gifted Youngster" (Judith Roseberry); (24) "Labeling: To Tell or Not To Tell" (Paul Plowman);(25) "What Parents Need to Know about Curriculum Differentiation" (Kathleen Patterson);(26) "School to Work" (Louise Stevens);(27) "Creative Ways To Identify Talent in Your K-3 Classroom" (Joan Franklin Smutny);(28) "Understanding and Encouraging Young Gifted Children: Social and Emotional Issues" (Elizabeth Meckstroth); (29) "Brain Development and the Importance of Early Stimulation" (Barbara Clark);(30) "Advocating for Young Gifted Children at School" (Sally Y. Walker);(31) "Portfolios: Documenting the Needs of Young Gifted Learners" (Bertie Kingore); and (32) "Music Education for the Young Gifted" (Kayleen Asbo). Each issue includes curriculum ideas and book reviews.(CR) Reproductions supplied by EDRS are the best that can be made from the original document. Communicator, 1999 S. DEPARTMENT OF EDUCATION Of ce of Educational Research and Improvement PERMISSION TO REPRODUCE AND E CATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY This document has been reproduced as received from the person or organization originating it. M ourri-ford Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily represent INFORMATION CENTER (ERIC) official OERI position or policy. 1 N BEST COPY AVAILABLE 3 r- O Kl California Association for the Gifted Volume 30 Nos. 1-4 CALIFORNIA ASSOCIATION F 0 R THE GIFTED Academic Advocacy for the VOLUME 30, NO .1WINTER 1999 ISSUE HIGHLIGHT Forgotten ReadersGifted and GIFTED READERS Advanced Learners Reading is a key component in every BY THE READING TASK FORCE OF THE CALIFORNIA ASSOCIATION child's education. As we support the FOR THE GIFTED efforts to assist those children need- ing remediation, we must also be THE CASE FOR ACADEMIC Advanced readers regressing mindful of the reading needs of gift- ADVOCACY to the norm when left without ed and advanced learners. This issue Advocating on behalf of gifted stu- resources and classroom sup- addresses these questions: dents is among the most important port commensurate with their Why is academic advocacy nec- activities undertaken by the Cali- needs and abilities essary and what actions can we fornia Association for the Gifted. Advanced readers relegated to take? However, supporting statutes and independent reading or fiscal appropriations are not the groups that have insufficient What model reading programs only types of advocacy; now is the teacher instruction and inter- have proven effective for gifted time to engage in academic advo- and advanced readers? action cacy. The contemporary emphasis How can parents provide role on reading, and state and national We recognize that all educa- models and encourage reading initiatives related to developing tional reforms elicit both positive at home? "every child a reader by third and negative responses; we choose What teaching strategies and grade," has potentially serious to view the potentially detrimental activities best complement the consequences for students who can effects of the current reading learning styles of gifted read- read and read well. Consider the reform activity as an opportunity ers? following common occurrences in to define new areas of need for our school systems: Where can we find guidance in both teachers and students in the selecting books for advanced Disproportionate academic field of gifted education. The cur- readers? and fiscal resources directed rent crises in teaching and pro- toward students experiencing moting literacy for students also difficulty in learning to read highlights the need for advocacy Insufficient information avail- UPCOMING ISSUE on behalf of those students who able regarding gifted and HIGHLIGHTS can read and read well. advanced readers in both edu- There are a number of issues Spring - Middle Schools cational literature and class- and outcomes related to the con- Summer - Parenting room practices temporary emphasis on develop- Fall - Young Gifted Advanced readers recognized ing literacy. The intent of this Winter - Math & Science only by test scores, when rec- article is not to refute the value of ognized at all See ADVOCACY, 33 3 Academic Advocacy for the Forgotten ReadersGifted and 1 PUBLISHED BY THE CALIFORNIA Advanced Learners ASSOCIATION FOR THE GIFTED PARENTS The CAG Communicator is published four times during the year: Fall, Winter, Spring, and Summer. Opinions expressed by indi- Creating Lifetime Readers: Parents Can Make a vidual authors do not necessarily represent official Difference, Jody Fickes Shapiro 6 positions of the Association. Subscriptions are available to Children's Bookstores 7 non-members at an annual cost of $25. OFFICERS 1998-2000 PARENT TO PARENT Executive Committee Beyond the Pages of a Book, LaDona Hein 8 President: Marge Floctor 9 Vice President: Cathleen Silva Children's Books Online Secretary: Dana Reupert Treasurer: Judith Roseberry Meeting the Needs of Highly Able Children, Cindy Dooley 10 Parent Representatives Chair Sharon Freitas Educator Representatives Chair: Linda Calvin Reading with Young Children, Nancy Ewald Jackson & Cathy M. Roller 11 Past President Margaret Gosfield Scratched Heads and Guffaws, Bruce Balan 12 Regional Representatives Bay Area Felicia Stuckey-Smith What Do You Mean Gifted Kids Can't Read?, Elaine Weiner 14 Lynn Gatehouse Capitol Nancy R. Craig Kathleen 0. Patterson The Gift of Poetry in the Classroom, Julia Candace Corfiss 16 Joshua TreeJohn P. DeLandtsheer Darlene Dolan Engaging Students in Reading, Peggy Buzanski 18 Mission Marilyn C. Morrison Phyllis Greenberg Gifted Readers and Reading Instruction, David Levande 19 Mt. Shasta Rita Stanley Marla J. Doherty Orange Darlene Boyd HANDS-ON CURRICULUM S. Raenele C6t6 The Forgotten Books, Brian Crosby 25 Pacific Linda Brug Judith C. Smith Reading Logs, Bette Gould 26 Palomar Marcia DiJiosia 28 Cherie K. Drummond Curriculum to Promote Advanced Reading Redwood Bruce De Vries Teri Gow BOOK REVIEWS San JoaquinMaurine Anderson Doris M. Pacheco Ella Enchanted, reviewed by Natalie Cohen 24 Santa LuciaSharon Regner Some of My Best Friends Are Books, Vicki S. Kleinman reviewed by Virginia McQueen 30 COMMUNICATOR EDITORIAL BOARD Reading: A Workbook for Ages 4-6
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