你的孩子是天才学生吗？有兴趣的话，考个SCAT试试吧~

悠悠

imlucky 发表于 2014-1-20 15:27
这个好像需要提前学东西的吧

既然是说针对天才学生，当然不是针对钟形曲线上的普罗大众啦。
如果觉得孩子吃不饱，需要学一些更有挑战性的东西，就去考这个考试，通过之后就可以提前学啦。
如果现在课内的内容学起来还觉得有难度呢，就不用了，弄懂课业更重要。

我身边的一个女孩子（小海归）参加了考试，英语和数学都达到了honor标准，两种都可以选密集型课程（与探索性课程的区别就是节奏更快）。

悠悠

imlucky 发表于 2014-1-20 15:27
这个好像需要提前学东西的吧

既然是说针对天才学生，当然不是针对钟形曲线上的普罗大众啦。
如果觉得孩子吃不饱，需要学一些更有挑战性的东西，就去考这个考试，通过之后就可以提前学啦。
如果现在课内的内容学起来还觉得有难度呢，就不用了，弄懂课业更重要。

我身边的一个女孩子（小海归）参加了考试，英语和数学都达到了honor标准，两种都可以选密集型课程（与探索性课程的区别就是节奏更快）。

在美国学习就是这样的，你智商高，就学高智商孩子学的内容，普通人就学普通的，各取所需，老师才不去压榨普通人的剩余精力呢。

悠悠

所以如果我儿子学校有这个考试呢，我们就会去考一下，无非出点钱，看看孩子智商到底怎么样。
也有准备这个考试的培训班，我说的那个小女孩就去培训过一天。但我不会让孩子被培训，我希望他真正以现有的水准去考试，考什么样就什么样。我并不想让他去美国夏令营，只是想看看他的水平如何，如果可能，有机会参加一下writing方面的天才课程也不错，数学类的我是不太希望他去参加了。

oliverbobo

偶回复看热闹，英语太差，基本上看不懂说的啥

悠悠

Young Readers' Series: Greek Myths RevisitedOpen to: Grades 4-5
Prerequisites: Qualifying verbal score
Course Format: Web-based classroom
Course Length: Session-based: 10 weeks (fall, early spring, mid spring); 12 weeks (early summer); or 5 week (midsummer intensive);
Session Dates and Application Deadlines
Course Code: YRGM
Select the appropriate tab from the list below.
Course Description

Description

Modern children's literature has been invigorated by a most  ancient source: Greek myths. In this theme, three popular authors draw upon Greek sources to create exciting new adventures. In Terry Deary's The Fire Thief (Book 1), Prometheus finally escapes his punishment (having his liver eaten every day by a fury) and accepts Zeus' challenge to find one true hero -- in 19th Century England. In Anne Ursu's The Shadow Thieves, Charlotte and Zee attempt to stop Philonecron's plan to usurp Hades' throne even though it involves traveling across the river Styx, facing angry harpies and cranky gods, and outwitting ghosts with a thirst for blood. In Lost Hero, the first book of the new Heroes of Olympus series, award-winning author Rick Riordan introduces three appealing characters. Shortly after Jason, Piper, and Leo arrive at Camp Half-Blood, they take on the dangerous mission of rescuing Zeus's wife Hera.

[Note: CTY is considering offering this course to ESL students in a classroom combined with nonESL students led by a CTY instructor with ESL training. If interested in learning more, contact ctyonline@jhu.edu.]

About the Young Readers' Series for Grades 4 & 5This critical reading series is for students who enjoy reading, pondering, and sharing their thoughts with gifted peers from around the world. Themes such as Magical Life Lessons, Quests and Challenges,  In Search Of, The Right Stuff (nonfiction), and Ancient Egypt Rediscovered (new course starting in summer of 2013) entice gifted students to go beyond simple comprehension and engage in higher level thinking about issues ranging from the ethics of time travel to the dangers of subliminal advertising.

Designed for children reading at a middle-school level or above, students

• Read three thematically connected, age-appropriate books of increasing difficulty
  
• Participate in online discussions with gifted classmates from Boston to Beijing
  
• Post writing assignments such as alternate story endings and talk shows with characters as guests
  
• Analyze the authors’ writing styles and use of literary devices
  
• Learn sophisticated vocabulary words and literary devices with the help of online games and puzzles
  
  

Instructors encourage students to read carefully and cite the text to support their points. Students become conscious of the importance of interpreting an author's inferences in understanding plot and character.

Instructors discuss grammar only when it affects meaning. Writing and critical reading courses are not remedial. Students must already be proficient in Standard Written English.
Students typically read and share written responses every other day (fall, spring, and early summer sessions) or daily (midsummer intensive session). Work is posted in the virtual classrooms at the student’s convenience as long as deadlines are met.
It does not matter whether a student has already read one or all of the books before the course begins.The emphasis on citing the text and making accurate inferences requires careful re-reading.
Parents are encouraged to consider the information contained in About Readability and Appropriateness, Look inside the books, and Read reviews for the books in each series before deciding on the theme that would be most interesting and appropriate for their child.

悠悠

About Readability and Appropriateness
Readability

The easiest method to check readability for your child is the “Five Finger Rule.” Have the child begin reading aloud any page of a book at random and raise your finger each time he or she struggles with a word. If your child reaches the end of the page before you have raised five fingers, your child should be able to read the book independently.

CTYOnline simplifies this informal assessment by linking to pages of almost every book in the Look inside the books section. Please perform this “Five Finger Rule” assessment on the last or next to last book of any course you are considering.

Appropriateness

Parents should be aware that each theme contains books with humor, suspense, mystery, sadness, adventure, and heroism. Overall, while our courses contain advanced grade-level material, we strive to select materials appropriate to the ages of the students. Please look inside the books and read reviews to decide whether these books are appropriate for your child. If you are still uncertain whether your child is ready for a course, please email ctyonline@jhu.edu or call 410-735-6144.

Look inside the books. To assess readability level, click on  the bottom two book titles and perform the Five Finger Rule.

Look inside The Fire Thief
Look inside The Shadow Thieves
Look inside Lost Hero

Read reviews. Parents are urged to review for appropriate content.

Reviews of The Fire Thief
Reviews of The Shadow Thieves
Reviews of Lost Hero

悠悠

Materials Needed
The Fire Thief (Book 1) by Terry Deary (Kingfisher, 2007) ISBN 978-0753461181
The Shadow Thieves by Anne Ursu (Atheneum, 2007) ISBN 978-1416905882
Lost Hero by Rick Riordan (Hyperion, 2010) ISBN 142311339X
Detailed Course Information
Lesson 1: The Fire Thief
Begin reading The Fire Thief
Vote your Opinion in the Poll
Post ONE of the blog assignments (your choice) to the Blog forum
Contribute two (or more) thoughtful posts to the Discussion Board

Lesson 2: The Fire Thief
Finish reading The Fire Thief
Vote your Opinion in the Poll
Post ONE of the blog assignments (your choice) to the Blog forum
Contribute two (or more) thoughtful posts to the Discussion Board questions.

Lesson 3: The Shadow Thieves
Begin reading The Shadow Thieves
Vote your Opinion in the Poll
Post ONE of the blog assignments (your choice) to the Blog forum
Contribute two (or more) thoughtful posts to the Discussion Board

Lesson 4: The Shadow Thieves
Continue reading The Shadow Thieves
Vote your Opinion in the Poll
Post ONE of the blog assignments (your choice) to the Blog forum
Contribute two (or more) thoughtful posts to the Discussion Board

Lesson 5: The Shadow Thieves
Finish reading The Shadow Thieves
Vote your Opinion in the Poll
Post ONE of the blog assignments (your choice) to the Blog forum
Contribute two (or more) thoughtful posts to the Discussion Board

悠悠

Lesson 6: The Lost Hero
Begin reading The Lost Hero
Vote your Opinion in the Poll
Post ONE of the blog assignments (your choice) to the Blog forum
Contribute two (or more) thoughtful posts to the Discussion Board

Lesson 7: The Lost Hero
Continue reading The Lost Hero
Vote your Opinion in the Poll
Post ONE of the blog assignments (your choice) to the Blog forum
Contribute two (or more) thoughtful posts to the Discussion Board

Lesson 8: The Lost Hero
Continue reading The Lost Hero
Vote your Opinion in the Poll
Post ONE of the blog assignments (your choice) to the Blog forum
Contribute two (or more) thoughtful posts to the Discussion Board

Lesson 9: The Lost Hero
Finish reading The Lost Hero
Vote your Opinion in the Poll
Contribute two (or more) thoughtful posts to the Discussion Board
Contribute two thoughtful posts to the Summary Discussion Board

Lesson 10: Summary Assignments covering all three books
Vote your opinion in the Poll
Post ONE of the Blog assignments (your choice) to the Blog forum.
Complete the Literary Terms Quest [Quest=More questions than a quiz, but fewer questions than most tests!]
Note: You are provided with a list of “Mind-Expanding Vocabulary Words” from each book that you can use to help better understand the book and increase your knowledge of vocabulary words in general.

OPTIONAL -Not required- Fun and Challenges:

·       Prepare for the Literary Terms Quest by playing the online Literary Terms games and puzzles.

·       Share your favorite stories and authors with other students in the Recommended Reading Wiki.

·       Print out and work on the crossword puzzles that have been provided to help reinforce your knowledge of the "mind-expanding" vocabulary words.

·       Use the Vocabulary Words Review Games to help learn the vocabulary words in a fun way.

·       Participate in a group writing wiki activity.

Time Required
This course requires approximately three hours for each of the ten lessons. Students should expect to spend:

approximately 3 hours per week during the fall, early spring, mid spring, and early summer sessions
approximately 6 hours per week during the 5 week intensive midsummer session

Note: Students do not have to meet in the classroom at the same time. A student's written work can be posted in the virtual classroom at the student's convenience as long as deadlines are met.

悠悠

To give you an idea of the type of assignments involved, the following is the first of ten lessons:

Instructions for Lesson One

All work is due by the following Sunday at midnight. (That's the end of Sunday, not the beginning!) This means that your assigned reading should be started early and completed by Thursday night--at the latest--to allow you enough time to finish all the assignments (reading, poll, blog, discussion forum, and optional games, crossword puzzles, and wikis) by Sunday night.

1. Begin reading The Fire Thief (Book 1) by Terry Deary, preferably reading in the following reading chunks:

Review Glossary on page 251-253 and read Chapters 1-5 (pages 5-40) Chapters 6-12 (Pages 41-94); Chapters 13-17 (pages 95-134)

2. Vote your opinion in the Poll.

3. Post ONE of the following blog assignments (your choice) to the Blog forum:

a. Pretend you are Prometheus and you want to send an Iris Message to your good friend Hercules thanking him for setting you free. [An "Iris Message" is a message sent through the goddess of rainbows, Iris.] Write a 100-300 word letter to Hercules, thanking him and catching up with him about what has happened since you last saw him.

b. Read over a traditional version of the story about Pandora's Box, either from a book or from an internet site. Then write your own new 100-300 word story about Pandora's Box from the 3rd person point of view, using the version of events told in The Fire Thief. [Note: Although it's up to you, the 19th Century English characters such as Jim, Uncle Edward, and January, would not usually be characters in this Pandora story.]

4. Contribute two (or more) thoughtful posts to the Discussion Board in response to any of the following questions. (Remember! At least one of your two thoughtful posts should be in reply to a discussion post made by another student.)

a. Prometheus' punishment. In Chapters 1, 3, and 5, readers learn about Prometheus' unusual punishment by the Fury and what he had done to earn such punishment. Why does Zeus punish Prometheus so severely for giving fire to humans? Can you think of a more appropriate punishment for Prometheus' "crime"? Are you surprised that Zeus decides to revise his initial pronouncement that Prometheus will be chained to the mountain forever? Why do you think Zeus changes his mind? What does Prometheus have to do to try to earn the gods' forgiveness? Do you think he has much chance for success considering the conditions he will be working under?

b. Preventing fire. Why did Zeus want to prevent humans from using fire? Was it for humans' own protection? What argument is there that Zeus is right in his belief that humans would not use fire properly? Explain. Why does Zeus tell Prometheus in Chapter 5 that fire is even too dangerous for a god?

c. The scheme. What do you think of the scheme Uncle Edward and Jim have worked out? How does it work? Why do you think that they have been successful in their thievery? Why do you think Jim goes along with Uncle Edward's schemes? Do you sympathize with Uncle Edward and Jim or with the wealthy Mr. Mucklethrift? Why?

d. January and Jim. What do you make of the relationship between January Storm and Jim? Why do they appear to hate each other? Or do they? Explain what you think is their true relationship, citing from the text to support your opinion.

e. "Where did I go wrong?" When Prometheus “lands” in Eden City, what is his reaction when he peers inside the inn and watches a man with a thick gray beard? What does he see and hear in Eden City (and the inn) that surprises or upsets him? Why does Theus say, “Where did I go wrong?” at the bottom of page 84?

f. Family ties. During Chapters 10 and 12, the family stresses and rivalries among the Greek gods become clear. How would you describe Hera's personality? Who is the boss of the Zeus household? How is Prometheus' situation affected by Zeus's family relationships?

g. Is the punishment fair? According to Chapter 10, who is supposed to be punished by Pandora's box? Do you think the punishment was fair? Explain.

h. About Zeus. Although Zeus seems proud of his actions in his telling of the Pandora story in Chapter 14, he ultimately blames Prometheus for the miseries of mankind. Do you agree that human miseries are Prometheus' fault? Who else do you think is to blame? What does the Pandora story (and his telling of it) reveal about Zeus's personality? Other than those listed in the book (sorrow, plague, bad luck, misery, lies, despair), can you think of any other evils that may have escaped from Pandora's box? Why do you think that Zeus included hope in the jar?

i. Literary devices. From the narrator's comment about Eden City that “It was almost as if the city wanted you to get lost.” Chapter 2 is stuffed with literary devices. Re-read Chapter 2 (or any other chapter), and notice the author's use of literary devices such as alliteration, personification, hyperbole, metaphor, and simile. Which are your favorite two or three examples of literary devices used by the author? Would you enjoy this book as much if the author did not use literary devices? How could an author's use of literary devices help establish the mood of certain scenes or the tone of the whole book? Explain.

Note: You are provided with a list of “Mind-Expanding Vocabulary Words from The Fire Thief” that you can use to help better understand the book and increase your knowledge of vocabulary words in general.

OPTIONAL -Not required- Fun and Challenges:

·        Share your favorite stories and authors with other students in the Recommended Reading Wiki

·        Print out and work on the crossword puzzles that have been provided to help reinforce your knowledge of the "mind-expanding" vocabulary words.

·        Use the Vocabulary Words Review Games to help learn the vocabulary words in a fun way.

·        Participate in the Greek Myths Revisited Adventure Wiki, a group writing activity.

·        Play some literary terms review games

悠悠

CTYOnline courses require a properly-maintained computer with Internet access and a recent-version web browser (such as Firefox, Safari, or Internet Explorer) with the Adobe Flash plugin.
Students are expected to be familiar with standard computer operations (e.g. login, cut & paste, email attachments, etc).
Spam blockers, parental controls, and other internet filtering software must allow email from JHU (jhu.edu & jhem.jhu.edu), and from the instructor's email address (provided at start of course).
Since this course uses a web-based classroom for assignments and group discussion, your browser will need to allow cookies, javascript, and popup windows from the classroom web site.
Reviews
"It is refreshing and motivating for my daughter to read the instructor's specific remarks (She is accustomed to receiving "good" as the sole comment on her efforts!)."

"The instructor was extremely attentive and very encouraging. We thoroughly enjoyed working with her this summer.  She was able to direct my son in such a positive way and leave him empowered to dig deeper into his thinking and writing based on what he read. He was always left more inspired to read more and write more after he read her constructive and encouraging words each week. My husband and I were extremely impressed by the caliber of this course (our very first CTYOnline ever!)."

"I really liked how my instructor gave me detailed feedback, which helped me improve further each week. She was very approachable (albeit via email).  I can tell she enjoys teaching and is very kind. I've learned to analyze books in more depth and write thoughtful discussions."

"The instructor’s feedback and instruction have increased my daughter's confidence with regard to her writing skills. My daughter is expressing a strong desire to become an author and wants to continue learning more about writing. She has always excelled in writing at school; however, after taking this course, her middle school teachers have commented on how much more advanced she is than others in her honors courses because of her style of writing."

"The feedback on the writing assignments was incredibly thorough and comprehensive. My son started the course and submitted disorganized work. The instructor's detailed commentary helped him to improve his work dramatically."

"The instructor provides positive feedback, individualized attention and tips that do not overwhelm the children. She motivated my child and gave her the confidence to express herself."

"My instructor's feedback was very helpful - always taking my thinking to a new level. She was thorough and asked good questions. She also was good at sending reminders regarding the work that was due. She made me a better writer and critical thinker. She taught me to ask more questions."

"The instructor’s feedback explained the strong and weak points in my work.  She did this by first mentioning the things she liked, but she wasn't completely fussy, saying my work was amazing just to make me happy. Then, she would point out things I could improve. She does this not by yelling and screaming (you know what I mean), but pointing it out politely, but in a way that I could understand what to do.  She was nice, but also challenges us.  She was also particular not only about the contents of my writing, but about the spelling and grammar.  Even though she challenged us, she also wasn't too hard. People do not learn when things are too easy. When things are too hard, their brains get confused and they don't learn either. My instructor wasn't too hard, but she wasn't too soft.  She really was an outstanding teacher."

"Before I started my young readers’ course, I both disliked writing, and was bad at it. Whenever possible I avoided it. When I started my course with my instructor, I realized a talent for writing I never had before.  As the course went on I realized I was actually getting impatient, waiting for the next lesson so I could write more.  Before I thought of writing as a chore, the way most people think of school (not me!). Now I like to write and do it like it's something fun, which it is. My instructor taught me not only how to write, but also how to like to write."

"The instructor's ability to give thorough constructive criticism through an email, while keeping the tone of the suggestions unfailingly positive was amazing. My daughter learned much about writing in this course. While she reads at a high school level, her writing is much closer to her age (9). Constant positive encouragement and insightful comments enabled her to expand on her thoughts each week."