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Show SPRINGVILLE HERALD Thursday, February 17, 2005 How smart is my child? Deborah L. Ruf. Ph.D Many parents wonder how their children compare to other children. They may have very good reasons to suspect their children are f lifted (for example, their ive-year-old is adding pupils and eyelashes to their drawings draw-ings of people or their three-year-old can read an "Exit" sign), but they're not sure how to prove or disprove it. Proof about giftedness can be critical, because it helps parents to provide more opportunities op-portunities for their kids' increased in-creased growth, enjoyment, and success in areas of interest. inter-est. There are certain childhood child-hood behaviors milestones that can tell us when children chil-dren are ahead of or behind others their age. Most of the charts on childhood development develop-ment show the typical range of behaviors for each age group. If your child is ahead of those tables, that doesn't necessarily mean he or she is on the fast track or slated to become the next Doogie Howser, M.D. Levels of Giftedness Gift-edness range from those who are simply bright to those who are intellectually astonishing. . Here's an overview of the various levels of giftedness and milestones that are commonbut com-monbut not necessaryto each Level. Here, also, are the numbers at each Level of Giftedness that you are likely to find in an average elementary elemen-tary classroom of 28 children. chil-dren. It is the overall "feel" of where the child fits that tells you the Level. 1. Level One These children show interest inter-est in many things before they are even two years old -like colors, saying the numbers num-bers in order, and playing simple puzzles. Most of them are good talkers by age three, and by four, many print letters and numbers, recognize simple signs, their name, and know most of alphabet. By the time they are six years old, many read beginner begin-ner books and type at the computer, and most read chapter books by age seven. It is not unusual to find six to eight Level One children in an average classroom, children chil-dren who are nearly always a few steps ahead of what the teacher is teaching the whole class. 2. Level Two These bright children love SOUTH COUNTY'S ONLY SECURE ALZHEIMER UNIT Homestyle Assisted Living 798-1500 Take a l-Tour Of Our Facility At www.hesrJhstone manor.com fh flatly li We specialize in Machine Quilting & Machine Embroidery Located at 524 S. 300 East, Springville Call today! wmmBsmmmmmmmmimammmM STRONG CD RATE. WITH AN EVEN STRONGER GUARANTEE Get a guaranteed yield with a Certificate of Deposit from Stale Farm Bank. Its a secure place to grow your money. For more information, call me today. And talk with someone you know you can count on. WE LIVE WHERE YOU LIVE." i - j ' - dj Deana If ill Stale Farm Agent Springville, UT 84663 Bus: 801-489-9444 deana.hiU.ne9ostatefann.com LIKE A GOOD NEIGHBOR, STATE FARM IS THERE? 'Annual Pen enlace Yields as of 01120 rales subject to change ivilliom notice Minimum Balance to open an account and obtain the slated APY is $500. A penalty may he imposed for a withdrawn! prior to maturity. Certificates automatically tenew at maturity at the men current rate for the same term. Same products and services not available in all areas. STATE FARM BANK HOME OFFICE: 8LQOMIN3T0N, ILLINOIS slatefarm.com (WIS j rote UNOtR l P0391-9 looking at books and being read to, even turning pages without ripping them, by 15 months. Some shout out the name of familiar stores as you drive past. Many of these children know lots of letters by 18 months and colors by 20 months, and between ages three and four, they count small groups of objects, print some letters and numbers, and they very likely drive their parents crazy with all their questions. They'll sit for what seems like hours as you read advanced ad-vanced level books, especially especial-ly fiction and fantasy, to them, but they require a bit less of your time by age six, because most of them read for pleasure and information on their own by then. Level Two children can find only one or two others in their classroom who are as advanced as they are, which starts to make it hard to find good friends. 3.Level Three They're born wide-eyed and alert, looking around the room, reacting to noises, voices, faces. They know what adults are telling or asking them by six months. You say a toy, pet, or another person, and they will look for it. Everything Level Two children do by 15 months, these kids do by 10 to 12 months, and they can get family members to do what they want before they are actually ac-tually talking. By two years, many like 35 piece puzzles, memorize favorite books, and know the entire alphabet - in or out of order! By three years old, they talk constantly, and skip count, count backwards, and do simple adding and subtracting sub-tracting because they like to. They love to print letters and numbers, too. They ask you to start easy readers before five years, and many figure out how to multiply. Divide, and do some fractions by six years. Most of these children are a full two to five years beyond be-yond grade level by age six and find school too slow. There are one or two Level Lev-el Three children in every 100 in the average school. They are rarely in the same elementary class and can feel very, very lonely. 4 .Level Four Level Four babies love 489-4460 flATI MM (NfUtANCt Bank books, someone to read them, and pay attention within a few months of their birth. They are ahead of Level Three children by another 2 to 5 months while less than two years old. They have extensive, complex com-plex speaking by two years, and their vocabularies are huge! Most of them read easy readers by 3VA2 to 41V42 years, and then read for information in-formation and pleasure by age five, with comprehension comprehen-sion for youth and adult level books at about 6 - 6iy82 years. There are about one per 200 children in the average school. Without special arrangements, they can feel very different from their typical classmates. 5.Level Five Level Fives have talents in every possible area.. Everything Every-thing is sooner and more intense in-tense than others Levels. They have favorite TV shows before 6-8 months, pick out letters and numbers by 10-14 months, and enjoy shape sorters before 11 months. They print letters, numbers, num-bers, words, and their names between 16 - 24 months, and often use anything that is available to form these shapes and figures. They show ability with 35 piece puzzles by less than 15 months and interest in complex mazes before they are three. Musical, dramatic, and artistic aptitudes usually start showing by 18 months. Most speak with adult-level complexity by age two. At two and three-years-old they ask about how things work, and science -particularly biological and life and death questions -emerge. They understand math Local author donates book to public libraries Public Libraries from Payson to Eagle Mountain are participating in the offer. Participants will purchase the first copy and the author will donate a second copy to each library. This book is written in an entertaining narrative format to enhance better retention of financial principles taught. The book's title, "Personal Finance Simplified," Sim-plified," means what it says. The information given in its contents essentially helps the reader find ways to get out from under the heavy load of burdensome debt. It will allow you to discover discov-er simple ways you can enjoy en-joy the freedom of genuine financial stability. It explains how to create a workable budget and understand fundamental fun-damental lending policies, with both mortgages and consumer lending. It will teach you how to avoid costly mistakes that could harm your credit. You will be taught the importance of "grooming your credit" and better understand how the credit bureau analyzes each of us. The new borrower will learn how to properly build credit and those mdividuals who's credit is somewhat challenged will learn ways to repair theirs. Every reader who applies for a loan will come to appreciate the valuable valu-able lending insights given in the contents of this book. The author of this book, L. What's for dinner? Tired of that question? We can help! We do all the menu planning, shopping and chopping for you. Enjoy twelve new, delicious, nutritious entries each month. Smile - your life just got easier! The Place to Make tour Dinner Attend a Dinner Divas session, where you easily assemble & take home this menu of dinners to freeze and prepare at your leisure. Sign up today and let Dinner Divas take the mess and the stress out of dinner! Next sessions: February 5, 9:00 a.m. February 11, 6:00 p.m. February 17, 6:00 p.m. 1 . 2. 3. 4. 5. 6. 7. 8. 9. 10. 1 1 12. Sign up online at www.dinnerdivas.biz or call 376-5049 or 376-61 82 703 North Main, Suite B Springville concepts and basic math functions before age four. They can play card and board games ages 12 and up by age 3Vt2 to 4. They have high interest in pure facts, almanacs, and dictionaries by age 3P82. Most read any level of book by 41Vs4 to five years. They read six or more years beyond grade level with comprehension by six years and usually hit 12th grade level by age 7 or 8. We know they occur more often than once in a million and regular grade school does not work for them. Levels Three through Five score similarly on ability abili-ty tests -very high. Once you have a sense of your children's abilities, you can provide them with more activities and experiences that build on these strengths and take advantage of their talents. Parents who have more than one child may notice no-tice that each child seems to have different interests and talents even when we encourage en-courage them equally. This is because we don't cause our children's abilities; we can only recognize and nurture them. To do less is truly depriving depriv-ing them of chances to do what they are good at and what they enjoy. To do less for our children probably chips away at their potential, too, for how can we get good at the things we don't get to practice? There are more potential po-tential geniuses - children who are remarkably intellectually intellec-tually different from their same-age classmates - than most people believe, and your child may well be one of them. Deborah L. Ruf, Ph.D, author au-thor of Losing Our Minds: Gifted Children Left Behind. For more information, visit Richard Heward, recently had to medically retire from his job as Branch Manager at Family First Federal Credit Union. He was the first Branch Manager at the Springville location. He has always enjoy trying to help individuals with their personal person-al finances and felt this book would allow him to greatly increase the number of people peo-ple he could reach. People who know Mr. Heward understand his drive dri-ve and passion to help as many people as possible. You can obtain your personal copy, on-line, by logging on at www.personalf inancesim-plified.com inancesim-plified.com or through many other on-line book stores. Heward's website will give readers more information. Help for farmers, conservation for all The USDA-NRCS is currently cur-rently accepting sign-ups for three conservation programs authorized in the 2002 Farm Bill. Applications for cost-share cost-share assistance are for the Wildlife Habitat incentives Program (WHIP), Grassland Reserve Program (GRP), and the Wetland Reserve Program Pro-gram (WRP). Because funding fund-ing is limited, all applications will be prioritized according to each program's established estab-lished ranking criteria. Cost-share Cost-share rates vary by program. pro-gram. February 2005 Menu Mandarin Chicken South of the Border Flank Steak Turkey & Bean Chili-A Citrus Herb Chicken Chicken Chimi in the Oven Broccoli Beef Kikoman Chicken Teamed Cod with Scallions Pressed Pork Sandwich The Sloppy Joe . Vermont Chicken Just Peachy Chicken Divas Decadent Brownies (opt. denseit) Dear Dr. Lillian Dear Dr. Lillian: Q: My best girlfriend from high school and I see each other weekly. I am married and am expecting our first child. My girlfriend is single. Her engagement was broken off by her fiancee when he met somebody else. My girlfriend keeps dating these weird guys. She gets mad at me because I call them "Mr. Unavailables." Why does she waste her time on relationships that go nowhere? When I tell her that I concentrated exclusively on dating my husband-to-be because I felt he was committed to me, she just shrugs and says that she is not that lucky. A: Regardless of gender, both men and women generally gener-ally vacillate between two fears: abandonment and entrapment. en-trapment. Both of these fears go back to early childhood and to experiences with parents or life that destroyed their trust. The fear of abandonment or non-attachment is learned when the parent, that the children identify with security leaves. This is especially true, if the remaining parent is emotionally, mentally, or spiritually unavailable due to factors such as alcohol, overwork, stress, low self-esteem, or due to a lack of touch, a lack of relationship, or a lack of joy in life. The fear of entrapment or claustrophobia is learned when one parent's absence leaves the child with the other parent's needs and exaggerated availability and demands. de-mands. The lower the maturity level of the parent leaving (as evidenced in work-aholism, adventure seeking, or other forms of avoiding the emotional responsibilities of giving one's all to a relationship) and of the parent remaining (as evidenced in sheltering, hiding from life's challenges, or other forms of avoiding the emotional challenges of giving giv-ing one's all to the discovery of self in the world), the more the children are paralyzed between these two extremes. ex-tremes. . Even when adult, these "children" may remain for years without resolution and without breaking out of this orbit, directed by past parent need and behavior. Then, children or adults cannot make it to their own lives because be-cause the memories of their parents' lives are taking up all of the emotional space. Your friend is in this predicament. In order to awaken to her own life, she would need to step out of her fears of being abandoned (that is why she attaches too quickly) and entrapment (that is why she attaches to poor choices that cannot work out). As a friend, advise her to map out her childhood and life so she can see her pattern and cycle. Awareness will allow her to go beyond her fears and willingly face the unknown, which for her will be to love and respect herself. her-self. Dear Dr. Lillian: Q: What does it take to make a long-distance relationship relation-ship work? My parents say it is not possible and I should not invest in continuing my relationship with my boyfriend of three years once he is overseas in Iraq. They never liked him anyway, but now they feel like I'm investing even more time in someone who may not return. My boyfriend has always been right on the edge, has always been tempted by danger. I guess, my parents are just worried I'll get my heart broken. I don't really want to admit my doubts to them, but do you think they are right? A: Where do you want to be three years from now? Thirty years from now? Dear Dr. Lillian: Q: I learn best when I get hands-on learning, deep study, and free exploratory study. I learn worst when the teacher uses books, reading, or writing because I have a serious handicap on reading. How can I get this across to teachers that just put us in front of a textbook and sit up front at their desk? I don't want to be rude, but it really kills my grades and my chances at college. A: You have three options that you may want to explore ex-plore jointly: First, seeking out creative teachers that teach the way you learn; second, building bridges between be-tween the textbook and the way you learn; and third, exploring ex-ploring and deepening learning on your own when away from class. All three options require that you be proactive and invest in-vest in yourself. You can find creative teachers by asking ask-ing other students and school counselors; you can build learning bridges by making flashcards for learning; you can deepen your learning by exploring one fascinating aspect of each subject and sharing your findings with your teacher as extra credit or as a scholarly conversation. conversa-tion. You have nothing to lose and everything to gain by exploring ex-ploring your learning more deeply and taking full responsibility re-sponsibility for yourself. Dear Reader of any Age: You are welcome to send questions'dear-dr-lillian.org Wildlife Habitat Incentive Program (WHIP) is a voluntary volun-tary program that encourages encour-ages the creation or enhancement enhance-ment of fish and wildlife habitat on private, state or lo- cal government land and Tribal lands. Through WHIP. NRCS offers technical assistance assis-tance and up to 75 percent of the costs of installing approved ap-proved conservation practices prac-tices to improve wildlife habitat. Priorities for WHIP projects pro-jects in Utah include habitat for threatened and endangered endan-gered species and areas defined de-fined by the state as important impor-tant habitat for certain species. Additional priority will be given to projects that enhance riparian, rangeland, in-stream aquatic, wet meadow, mead-ow, and spring habitats. Applications Ap-plications for 2005 WHIP funding will be accepted through February 28, 2005. The Grassland Reserve Program (GRP) helps landowners restore and protect pro-tect grassland, rangeland, and pastures. GRP protects vulnerable areas from conversion con-version to cropland or other uses and conserves valuable grasslands by helping maintain main-tain viable ranching opera- tions through rental agree ments and Dermanent ease. ments. Applications for the 2005 statewide GRP funds will be accepted through May 6, 2005. The Wetland Reserve Program Pro-gram (WRP) is a voluntary program that encourages restoration of wetlands impacted im-pacted by agricultural activity activi-ty on private, state or local government land and Tribal lands. Through WRP, NRCS provides three options for wetland restoration: a 10-year 10-year restoration cost-share agreement, a 30-year conservation conser-vation easement, or permanent perma-nent easements. Applications for the 2005 statewide WRP funds will be accepted through February 28, 2005. To apply or for further information in-formation please contact the Natural Resources Conservation Conserva-tion Service at (801)377-5580x20. 1 |