The Academically Gifted Gazette

Murphey Traditional Academy

Volume 2, Issue 2

Winter 2019

The Most Wonderful Time of the Year

Happy holidays, Murphey families! May your season be full of thanks and joy.

~Mrs. Green

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27th: Thanksgiving Break begins


3rd: Interim Reports

10th: Winter Program/Science Fair Display

23rd: Winter Break begins


13th: Interim Assessment Week

17th: Quarter 2 Ends

20th: Martin Luther King Jr. Holiday

21st: Teacher Workday

30th: Report Cards

Pictured Below: Many thanks to our community volunteers who judged this year's spelling bee!

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TAG Time!

The Team for the Academically Gifted recently used CogAT data to inform instruction for third grade teachers and beyond!

Who Said It?

Simply guess who said the following quote and click on the link below to check yourself!

Simply guess who said the following quote and click on the link below to check yourself!

Habit of Mind: Working interdependently

"Look for the helpers. You will always find people who are helping."

Being Mindful of your Child's Emotions

Emotional Intelligence is the ability to recognize, understand, and manage our emotions – and to recognize, understand, and influence the emotions of others. According to Daniel Goleman, an internationally known psychologist, our emotions add up to a different way of being “smart” and emotional intelligence may be a major predictor for future success, even more so than a high IQ or strong academic skills.

While emotions can direct a student’s learning, they can also leave the student unable to move towards their goals. Many times, gifted children will want to avoid feelings of self-doubt, fear, or anxiety associated with not doing a task completely right. To avoid these unpleasant feelings, some gifted children use perfectionism, procrastination, or underachievement. For example, some children display perfectionism when they try to overcompensate to avoid feeling shame; while others exhibit underachievement by avoiding task altogether – especially when they feel the task will lead to failure. Children who use perfectionism, procrastination, or underachievement to cope with self-doubt, fear, or anxiety often develop the attitude that, “If I don’t try, I won’t fail.” Through their research, authors Emily Mofield and Megan Parker Peters developed the CHECK framework to assist parents and teachers in helping gifted children approach and manage the stress and emotions associated with difficult academic performance or social situations.

Control vs. Not Control

Teach children to recognize what is in their control and what is out of their control.

Helping a child understand what they can control in difficult situations provides a sense of

clarity and focus.

Hear what the child is saying

Do not to dismiss a child’s emotions. Use active listening to acknowledge what the child is feeling and to empathize with them. For example: Say this: It sounds like you are really nervous about what’s about to happen. It’s normal to feel nervous, let’s review all you have done to (list ways your child has prepared for the activity that is causing them to feel nervous). Not this: That’s silly! You have no reason to be nervous. You always do well.

Emotional Awareness

Help your child develop an emotional vocabulary to identify differences between

emotions; understand mixtures of emotions; and recognize when they are feeling

multiple emotions at one time. For example: The difference between anxiety and eagerness; understand that jealously is typically a mixture of sadness, fear, and anger; acknowledge that some situations can make a person feel both joyful and sad at the same time.

Challenge the thoughts

We must realize that everyone has a point of view about a situation with assumptions,

values, and beliefs they are taking for granted. Assumptions are the things we accept as

true or certain to have happened without proof. For example, when a child makes a

lower grade than expected; they may wrongly assume that they earned the poor grade

because they are not as smart as people think they are.

Know a plan

Helping your child to problem solve through an issue can help them change their

assumptions. The creators of the CHECK framework recommend using the PACT acronym to help children work through an issue:

P = what is the problem

A = what are 3 – 4 alternatives to solve the problem

C = with each alternative, guide your child to think about the consequences

T = try one of the alternatives

Using PACT can help move students away from an “all or none” way of thinking that

allows them to perceive that a problem or situation can only be solved one way (or not at

all). PACT arms your child with skills of resilience as they try various approaches when

obstacles arise.

Adapted from: Mofield, E. & Parker Peters, M. (2019). Being mindful of emotions: Checking in on your child’s emotional intelligence. Parenting for High Potential 8(3) 11-14

Caesar's Corner

Latin Hall of Fame

Aliya Leasiolagi

Study Tip

Write down a few of the most difficult terms on individual slips of paper or index cards and tape them around an area that you visit often (bathroom mirror, fridge, etc.) Seeing them many times in a new place can help your brain store them in your long-term memory.

Tech Times

Looking for a fun and educational app for your child to play? Look no further! The 24 Game helps your child improve their mental math skills and problem solving approach while exercising the flexibility of the number 24.

K-1 Nurture Program

During this first semester, all first graders were reintroduced to their Crystal Pond Woods friends from kindergarten: Dudley the Detective, Isabel the Inventor, Jordan the Judge, Sybil the Scientist, Max the Magician and Yolanda the Yarnspinner. Whole group lessons will continue through January, at which point kindergarten will occupy this space in the AG teacher's schedule. Small groups from both grades will be pulled as time allows.

Pictured Below: This first grader uses Isabel's Brainfocals to see bubbles in a new way!

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2nd Grade Talent Development

Second graders will continue whole group thinking lessons through winter break, at which point the data collected during these times will be utilized to form flexible small groups for the remainder of the year.

Pictured Left: A second grader uses a given number of shapes to construct a given picture while practicing her visual thinking.

3rd Grade Building Thinking Skills

Third grade whole group lessons will also continue through winter break. Students eligible for Academically and Intellectually Gifted services will be identified by mid January and begin small group pull-out enrichment courses in reading and math with Mrs. Green in the second semester.

Maximizing Academic Potential

MAP students have begun strengthening their aptitude through challenging tasks such as forming number sentences with given values as well as identifying and forming analogies.

4th Grade AG

The Hero Within

From Gravy Boy to Oliver Wendell Holmes, fourth graders have fully explored heroism, even in the least likely of places. In the coming weeks, students will be drafting and publishing a poem about a character from one of O. Henry's stories in the format of Holmes' poem The Last Leaf.

Picture This!

Our Eureka Math program brilliantly demonstrates math in a visual way. The second quarter unit piggybacks on the Eureka principles and takes our thinking to the next level! So far, students have studied Vorgey's Visual (left) and what it means for a number to be flexible.

Pictured Below: Students pose in Mathland where, this year, Murphey 4th graders beat McNair 4th graders on their Math Quest adventure. Congrats!

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AG Classroom Needs

-snack size and quart size Ziploc bags