The National Association for Gifted Children’s mission is to support those who enhance the growth and development of gifted and talented children through education, advocacy, community building, and research. NAGC aims to help parents and families, K–12 education professionals including support service personnel, and members of the research and higher education community who work to help gifted and talented children as they strive to achieve their personal best and contribute to their communities.Todd Kettler, Ph.D., is an assistant professor in the Department of Educational Psychology at the University of North Texas. He has been a teacher of gifted students and a gifted program director. In his current role, he teaches graduate courses in gifted education.

• Acknowledgements Foreword Introduction The Common Core State Standards for English Language Arts: What Are They? Rationale for the Work Alignment to 21st Century Skills Alignment of the CCSS-ELA With the Gifted Education Programming Standards in Assessment, Curriculum Planning, and Instruction Differentiating the CCSS-ELA for Advanced and Gifted Learners Creating Examples in English Language Arts for Advanced Learners Introduction to the Scope and Sequence of the Reading Literature and Informational Text Standards Reading Literature Examples Reading Informational Text Examples Differentiating Assessments to Develop English Language Arts Talent Resources to Assist With English Language Arts Differentiation Language Arts Pathways for Advanced Learners Implications for Professional Learning When Implementing the CCSS-ELA Conclusion References Appendices Appendix A: Definitions of Key Terms Appendix B: Evidence-Based Practices in Gifted Education Appendix C: Research Support for the Effort About the Authors

The National Association for Gifted Children’s mission is to support those who enhance the growth and development of gifted and talented children through education, advocacy, community building, and research. NAGC aims to help parents and families, K–12 education professionals including support service personnel, and members of the research and higher education community who work to help gifted and talented children as they strive to achieve their personal best and contribute to their communities.Todd Kettler, Ph.D., is an assistant professor in the Department of Educational Psychology at the University of North Texas. He has been a teacher of gifted students and a gifted program director. In his current role, he teaches graduate courses in gifted education.

• Acknowledgements Foreword Introduction The Common Core State Standards for English Language Arts: What Are They? Rationale for the Work Alignment to 21st Century Skills Alignment of the CCSS-ELA With the Gifted Education Programming Standards in Assessment, Curriculum Planning, and Instruction Differentiating the CCSS-ELA for Advanced and Gifted Learners Creating Examples in English Language Arts for Advanced Learners Introduction to the Scope and Sequence of the Reading Literature and Informational Text Standards Reading Literature Examples Reading Informational Text Examples Differentiating Assessments to Develop English Language Arts Talent Resources to Assist With English Language Arts Differentiation Language Arts Pathways for Advanced Learners Implications for Professional Learning When Implementing the CCSS-ELA Conclusion References Appendices Appendix A: Definitions of Key Terms Appendix B: Evidence-Based Practices in Gifted Education Appendix C: Research Support for the Effort About the Authors

The National Association for Gifted Children’s mission is to support those who enhance the growth and development of gifted and talented children through education, advocacy, community building, and research. NAGC aims to help parents and families, K–12 education professionals including support service personnel, and members of the research and higher education community who work to help gifted and talented children as they strive to achieve their personal best and contribute to their communities.Todd Kettler, Ph.D., is an assistant professor in the Department of Educational Psychology at the University of North Texas. He has been a teacher of gifted students and a gifted program director. In his current role, he teaches graduate courses in gifted education.

• Acknowledgements Foreword Introduction The Common Core State Standards for English Language Arts: What Are They? Rationale for the Work Alignment to 21st Century Skills Alignment of the CCSS-ELA With the Gifted Education Programming Standards in Assessment, Curriculum Planning, and Instruction Differentiating the CCSS-ELA for Advanced and Gifted Learners Creating Examples in English Language Arts for Advanced Learners Introduction to the Scope and Sequence of the Reading Literature and Informational Text Standards Reading Literature Examples Reading Informational Text Examples Differentiating Assessments to Develop English Language Arts Talent Resources to Assist With English Language Arts Differentiation Language Arts Pathways for Advanced Learners Implications for Professional Learning When Implementing the CCSS-ELA Conclusion References Appendices Appendix A: Definitions of Key Terms Appendix B: Evidence-Based Practices in Gifted Education Appendix C: Research Support for the Effort About the Authors