1. Rebecca Caudill Booklist
Students who read the 20 books on the list have their picture taken and hung in the LMC just like the famous READ posters from the library association.

Nonverbal learners have the capacity to think in color, form, or texture. Reading maps and charts and doing puzzles are enjoyed by these students.  The nonverbal learner sees complex visual and spatial relationships, while a visual/spatial learner processes information in pictures instead of words. Rather than thinking linearly, ideas are interconnected as in a web. Seeing the whole picture is necessary before the visual/spatial learner understands the parts. A student with visual/spatial intelligence excels at critical and logical thinking.

Your child will have a hard time resisting these brain teasing puzzles. Interesting photographs are combined with riddles to create visual puzzles that will keep your child intrigued for hours.

To play, align any three or more like treasures horizontally or vertically. To move treasures and form alignments, select the object you would like to move and then click on any treasure next to it. The two treasures will swap positions. In rounds one and two you will need to align three of the same treasures to form a match. In round three you must align four treasures to earn a match. Penalty points are deducted each time two treasures are swapped with no match resulting.

The online jigsaw puzzles allow students to work at a level that suits them.  Simple puzzles will whet your child’s appetite for the more difficult puzzles. Students can start with 6 pieces and work their way up to 247 pieces.

The Illinois Association for Gifted Children is a not-for-profit corporation that was established in 1989 by a small group of educators who wanted to create a voice for gifted education within their state. The organization works to further opportunities for gifted students, and to better understand their educational and social/emotional needs. Gifted educators, parents of gifted children, and other individuals continue to support the IAGC mission and related goals

Because every child is different, NAGC recognizes that there is no "one perfect program" for teaching gifted students. Instead, the NAGC Pre-K--Grade 12 Gifted Program Standards state that "a continuum of services must exist for gifted learners" at every level. Read More

The National Research Center on Gifted and Talented (NRC/GT), sponsored by the U.S. Department of Education, investigates, develops, and disseminates new methods for identifying and teaching gifted students. The NRC/GT, located at the University of Connecticut, is run collaboratively with the University of Virginia and Yale University, and works in conjunction with more than 300 public school district research study sites.

The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted.

The Association for the Gifted (TAG) organized in 1958 by The Council for Exceptional Children, helps professionals and parents work with gifted children.
www.cectag.org

The Association for the Education of Gifted Underachieving Students (AEGUS) provides a forum for ideas and interventions aimed at helping twice-exceptional students reach their full potential.

The Davidson Institute for Talent Development has extensive resources for highly gifted students (and their parents). You can access articles by selecting "Browse by Topic" or "Search GT-Cybersource" from the "Resources" header in the pull-down top bar menu bar.

Supporting Emotional Needs of the Gifted (SENG) focuses primarily on the adults (parents, educators, etc) in the lives of gifted children. SENG provides information on identification, guidance, and effective ways to live and work with gifted individuals.