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ERIC Number: ED380948
Record Type: RIE
Publication Date: 1994
Pages: 69
Abstractor: N/A
A Curriculum Framework in Language Arts for High Ability Learners K-8.
Van Tassel-Baska, Joyce; And Others
This curriculum framework provides a model for developing appropriate and meaningful language arts curricula for high ability learners in kindergarten through grade 8. It is intended as a guide to making decisions about traditional curricular emphases within the language arts areas of reading, writing, speaking, and listening, as well as nontraditional areas like thinking, multiculturalism, and technology. The curriculum development guide discusses: issues in developing learner outcomes; current language arts learning objectives specified by state guides; learner outcomes in the concept, content, and process dimensions; and interdisciplinary applications through project work. Four goals are presented, each accompanied by learner outcomes and archetypal activities for high ability students in language arts. The goals include: to develop analytical and interpretative skills in literature, to develop persuasive writing skills, to develop linguistic competency, and to develop listening/oral communication skills. Several performance assessment protocols for language arts are provided. An annotated list of 37 exemplary resources for teaching language arts to high ability learners concludes the guide. (JDD)
College of William & Mary, School of Education, Center for Gifted Education, 232 Jamestown Rd., Williamsburg, VA 23185 ($10 plus 10% shipping and handling).
Publication Type: Guides - Non-Classroom; Tests/Questionnaires; Reference Materials - Bibliographies
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: College of William and Mary, Williamsburg, VA. School of Education.; Washington-Warren-Hamilton-Essex Counties Board of Cooperative Educational Services, Hudson Falls, NY. Southern Adirondack Educational Center.
Grant or Contract Numbers: N/A