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占个位子 - 关于鉴定天才生的标准
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Level One Gifted
How many Level One children are there in our schools? A typical primary school with 28-30 pupils that draws from a generally middle-class socioeconomic community has from 3 to 6 children in the Level One ability range. In maintained schools which draw from mostly a high socioeconomic population - and schools in districts where most of the parents are highly educated professionals. Level One children are average learners and constitute the majority of the students in such schools.
Many recognized colors and could rote count before age two.
Most knew and said many words before 18 months.
Many liked puzzles before age two.
Sat still and attended to TV by 18 to 30 months.
Real counting, most letters and colors by age three.
Complex speaking and extensive vocabulary by age three.
Recognized simple signs, own written name, and most knew alphabet by age four.
Most did simple addition and subtraction by age four.
Most showed interest in learning to read before age five.
All read simple signs and most read beginner books by age six.
Most were independent on computer and started to keyboard by age six.
Most fully grasped counting and basic number facts by age six.
All were reading and were two to three years beyond grade level by age seven.
All could read chapter books independently by age seven to seven and a half.
Many showing impatience with repetition and slow pace at school by age seven or eight.
Children of Level One can easily go to college, can benefit from accelerated coursework, and are often, but not necessarily, good and cooperative students.
Level Two Gifted
How many Level Two children are there in our schools? A typical primary school that draws from a generally middle-class socioeconomic community with 100 children per year group has at least four to six Level Two children at each level, one to two per class. A school with a large number of well-educated families may have more; a school with fewer well-educated parents may have fewer.
Almost all the children understood adult directives and questions at 6 to 12 months.
The majority independently looked at and turned pages of books by 11-15 months.
About half the children said two-word phrases by 15 months.
A number of children played with shape sorters by 15 months.
Most knew many letters at 15-18 months.
Most knew most colors by 15-20 months.
Many liked puzzles by 12 to 15 months (8-10 piece puzzles).
Most knew and called out names on signs and stores between 11 and 16 months.
Several 'read' numerous sight words at 16-24 months.
Almost all were speaking in three-word and longer sentences by age two.
Many recognized and picked out specific numbers by 12-22 months.
About 25% knew the entire alphabet by 17-24 months.
Most did one-to-one counting for small quantities by age 3.
Most knew most letters and colors by age three.
Most had extensive vocabularies and did complex speaking by age three.
Many could print letters, numbers, words, and their names between 3 and 4 years.
Several had high interest in facts, how things work, and science by 3 to 4.
Most knew many sight words by age 4.
Several read easy readers by age 4.
Most were independent on computer by age 4.
Most fully grasped counting and basic number facts by age five.
Many showed intuitive grasp of number concepts by age five.
Most enjoyed having advanced level books and stories read to them by age five.
Most read easy reader books before age five, nearly all by 5.
Most read for pleasure and information by six.
All read two to five years beyond grade level by age 7.
All read chapter books independently by age 7.
Many showed impatience with repetition and slow pace at school by age 6-7.
Level Two children have the ability to do accelerated coursework almost from the time they enter school, take advanced placement courses and hold leadership positions, are capable of getting into competitive colleges and universities, and often go on to some form of graduate school. Although many Level Two children are excellent students, a number of them may resist typical school expectations and achieve less than they are capable of achieving due to the discrepancy between their learning ability and that of the majority of their same-age classmates. They may prefer to 'fit in', or they may conclude that the work is simply wrong for them and refuse to comply with what they see as 'stupid' expectations.
Level Three Gifted
How many Level Three children are there in our schools? A typical primary school in a middle class neighbourhood with 100 children per year group probably has one or two of these children at each level.
Most were alert at birth or soon thereafter.
Most had books as a favorite interest before age one.
Almost all understood what someone was talking about by 6 months.
Most independently looked at and turned pages of books before 10 months.
Most made their families understand what they wanted before 12 months.
Most had large vocabularies, receptive and expressive, by 16 months.
A number of children played with shape sorters by 11 months.
Many recognized some colors, shapes, numbers and letters before 12 months.
Many recognized and picked out specific numbers and letters by 12-15 months.
Most knew many colors by 15-18 months.
Many liked puzzles by 15 to 24 months (35+ piece puzzles).
Most 'read' names on signs and stores from between 20 months and 3 years.
Many children 'read' numerous sight words between 15 and 20 months.
Many memorized the books that were read to them before they were two years old.
Many showed interest in letter sounds and sounding out short words by age 2.
Most were speaking in complex sentences, more than four words, by 15 to 24 months.
Many could rote count to 10, many higher, by 15 to 24 months.
Almost all knew the entire alphabet by 17-24 months.
Most could print letters, numbers, words, and their names between 2 and 3 years.
Many had high interest in factual information, how things work, science, by 3 to 4.
Most knew many sight words by age 3.
Half could read very simple books, perhaps memorized, by age 3.
Most grasp skip counting, backwards, basic addition and subtraction, by 3 to 4 years.
Many keyboarding 'typing' by 3 to 4 years.
Most could read easy readers by age 4 to 5 years.
Many questioned the reality of Santa Claus and Tooth Fairy by 3 to 5 years.
Most read children's-level chapter books by 4 to 5 years.
Many understood some multiplication, division and some fractions to 5 years of age.
Most read for pleasure and information by six.
All were reading two to five years beyond grade level by age six.
All could read youth and young adult chapter books independently by age 7.
Level Three children are capable of achieving in any career field. Opportunity and their own inner drive will determine which individuals eventually achieve at the highest levels.
Level Four Gifted
How many Level Four children are there in our schools? Many parents of many Level Four children turn to home education to solve some of the school behaviour issues, schools where most of the parents are highly educated professionals, can expect that about 2% of their students may be at Level Four or higher. A middle class population primary school with 100 children per year group will have one or two of these children for every two year groups, which means the school will probably not have a pupil this intelligent every year. By the time the pupils are all drawn together for secondary school, there may be 1 to 3 students in each year group.
Almost all paid attention within months of birth while someone to read to them.
Books were a favourite interest before three or four months.
Almost all understood parental directives by 6 months.
Most knew and said some words by 5 to 9 months.
Many had large vocabularies, receptive and expressive, by 14 months.
Many recognized and picked out specific numbers and letters by 12-15 months.
Most knew many colors by 15-18 months.
Many liked puzzles by 15 to 36 months (35+ piece puzzles).
Many 'read' numerous sight words between 15 and 20 months.
Almost all knew the entire alphabet by 15-22 months.
Most 'read' names on signs and stores from between 20 months and 3 years.
Many memorized the books that were read to them before they were 2 years old.
Many showed interest in letter sounds and sounding out short words by age 2.
Most were speaking in complex sentences, more than four words, by 15 to 24 months
Many could rote count to 10, many higher, by 13 to 20 months.
Most printed letters, numbers, words, and their names between 2 and 3 years.
Many had high interest in factual information, how things work, science, by 3 to 4.
Most knew many sight words by age 3.
Most grasp skip counting, backwards, addition, subtraction, more and less, by 3 to 4 years.
Most were independent on computer by age 3 to 4 years, most keyboarding by five.
Most read easy readers by age 3 to 4 years.
Many question the reality of Santa Claus or Tooth Fairy by 3 to 4 years.
Many understand some multiplication, division and some fractions by 5.
Most read for pleasure and information by five.
All read two to five years beyond grade level by age six.
All read youth and adult chapter books independently by age 6.
Most Level Four children were capable of finishing all academic coursework through Year 7 grade before they reached Year 3 or 4 , but few of them had the opportunity. If the environment, inner drive, and general opportunities are right for them, Level Four children are capable of performing at the highest levels in their areas and fields of interest.
Level Five Gifted
How many Level Five children are there in our schools? The sample demonstrates that few Level Five children follow a traditional educational path, and various options, such as intermittent home education, mean that few Level Five children remain in the regular schools throughout their youth. Children in Level Five are not one in a million occurrences. Their occurrence and presence is somewhat more serendipitous than previous Levels. However, it is likely that none of these children has ever had someone else in their classroom as intellectually able as they.
All were alert at birth or soon thereafter.
Books were a favorite interest of most before three or four months.
All appeared to understand parental directives between birth and four months.
The majority independently looked at and turned pages of books before 6 months.
Most knew and said some words by 5 to 9 months.
All had large receptive vocabularies by 8-9 months.
Half spoke well before age one.
All spoke at near-adult level complexity by age two.
Most played with shape sorters before 11 months.
Many recognized and picked out specific numbers and letters by 10 -14 months.
All knew colors, numbers, the alphabet and shapes by about 15 months.
Most were good at puzzles before 12 months, 35+ piece puzzles by 15 months.
All showed musical aptitude before 18 months.
All 'read' words on signs and simple books and labels before two years.
Many read numerous sight words by 15 months.
All memorized books read to them before 20 months.
All had favorite TV shows or videos before 6-8 months.
Many could rote count to 10, many higher, by 13 to 20 months.
Most could print letters, numbers, words, and their names between 16 and 24 months.
High interest in factual information, how things work, science, by two years.
Most read simple books, 'board' books, by age 18-24 months.
Most grasp skip counting, backwards, addition, subtraction, more or less, by two years.
All were independent on computer by age two years, all keyboarding before three.
All read children's chapter books by age 3 to 4 years.
All showed interest in pure facts, almanacs, dictionaries, etc. by age 3.
All question the reality of Santa Claus or Tooth Fairy by 3 or 4 years.
All read any level fiction and nonfiction by 4 to 5 years.
All understand abstract math concepts and basic math functions before age four.
All played adult level games, ages 12 and up, by the time they were 3 to 4.
All read six or more years beyond grade level by age six.
Ruf points out that the advantages of looking at a child's Level of Giftedness are that those responsible for their care and education can know better what each child needs in order to thrive. When you know what a child is like, how she learns and how she responds to various stimuli, then you can devise the appropriate instructional and parenting approaches in order to fully develop her abilities. When we ignore individual differences, we risk the actual mistreatment of individual needs.
[ 本帖最后由 D妈妈 于 2010-6-1 12:21 编辑 ] |
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