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Literacy Curriculum Guide for Preschool Teachers Who Have Gifted Children in a Regular Classroom

ABSTRACT LITERACY CURRICULUM GUIDE FOR PRESCHOOL TEACHERS WHO HAVE GIFTED CHILDREN IN A REGULAR CLASSROOM by © Yoko Yoshikawa 2009 Master of Arts in Education Curriculum and Instruction Option California State University, Chico Spring 2009 The goal for all educators and other related professionals is providing appropriate education for all students suited to their needs. Several types of educational programs have been designed to meet the various needs of students in elementary grades or older. One such program is called GATE (Gifted and Talented Education). Yet, preschools have no parallel program; all levels of children are placed together in one classroom. All children have the right to be educated. In order to maintain highly motivated students, schools must strive to provide a quality environment and appropriate materials for them. This is true not only for the United States, but in schools throughout the world. Thus, this guidebook is useful in any language. ix Since the author has learned and taught both in the United States and Japan, this guidebook is designed for use in both languages, English and Japanese. The educational goals for preschoolers in both countries are the same, thus, all activities are well suited for both countries. This project was created to provide curriculum plans for preschool teachers, preschoolers, and their parents. Some preschool teachers are struggling with advanced students because, although there are many publications about teaching remedial students in the mainstream, little is written about teaching advanced students. The purpose of this project is to offer preschool teachers and other related professionals ideas for teaching gifted education within the regular classroom. The activities in this guidebook are planned to flow from a gentle warm up, to peak excitement, to a cooling off period. Also, some assessment ideas are included in the guidebook. There are a good many activity forms to use as well. All activity plans are ready-to-go style and have been developed from existing lesson plans and the author’s prior experience. There is room to further develop or customize these plans to fit your students and your classroom. You can look at your students and develop your own. At the end of the project, there are some suggestions for teachers and the activity providers. These are clearly listed and useful for any situation.

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