Adapting a language arts curriculum for varied learners is a challenge. Educators need to accommodate language arts for gifted students as well as others. Differentiated approaches, content, and individual differences should all be taken into consideration. Carefully selecting approaches can accommodate higher expectations and abilities and adapt for advancement, depth, and complexity. The choice of instructional strategies is also critical. A diagnostic-perscriptive approach to instruction allows students to move at a fast pace and not review skills they already know. Questioning, open-ended activities, problem-based learning and selection of materials are other ways to differentiate and encourage higher level learning. The author recommends that high ability learners need language arts curriculum differentiation in these five areas: 1) literature, 2) writing, 3) language study, 4) oral communication, and 5) foreign language. (author/jlkrause)

This article, specifically written for the English language arts teachers, is important for all career-technical teachers because they will encounter students identified as gifted in the career-technical setting. All instructors need to better understand how to work with students who are identified as high ability in one or more areas including verbal. This informative article examines how differentiated instruction with an emphasis on creativity and a variety of teaching strategies can support the learning of high ability students. (jrs)