ABSTRACT
This chapter provides a systematic approach to planning curriculum and instruction of gifted and advanced learners that honors each student's learning needs and maxi-mizes each student's learning capacity based on the key features evident in the above models. Domain expertise in ELA is related to a variety of language tasks for advanced students, such as avid reading, proficient communication, and discourse that reflects critical consideration of culture. The chapter discusses the theories and practices to the Common Core State Standards in English Language Arts. It also discusses the strategies for differentiating the ELA Common Core through defensible differentiation efforts-or those based on theoretical and empirical evidence for teaching students who are advanced/gifted. Although the acquisition of ELA skills rarely includes a dimension of one skill, research on reading comprehension has been the focus of the majority of publications to date.
