Our solution looked a lot like Pemberley's, in terms of dovetailing (er-- or not) with the grade-level curriculum.
LA was DD's area of strength, too-- she should have had about a +6, maybe +7 acceleration there, and not the +3 to +4 that we wound up with across the board.
Providing DEEP, DEEP enrichment and enough wiggle room in the assignments for the regular curriculum (other kids are reading Shel Silverstein for a project? Can DD do Langston Hughes?) was the key.
OTOH, her writing skills were among her weakest. So there was a lot of scaffolding and hothousing happening on that front while she was treading water on the literature one.
