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Alternate Assessment Curriculum FrameworkIntroduction

The D75 Alternate Assessment Curriculum Framework was developed in response to schools’

requests for instructional expectations connected to the Common Core Learning Standards

(CCLS) for students in Alternate Assessment classes. Groups of teachers, administrators, and

district content area coaches gathered for four weeks during the summer of 2013, and

participated in a collaborative process to create an Alternate Assessment Curriculum

Framework. The process included a workshop at the beginning of each week to train the group

in the leveled learner concept (Levels B, C, and D), resources available (developmental math

skills progressions, Webb’s Depth of Knowledge, Common Core Essential Elements and

Alternate Achievement Descriptors for Mathematics from the State Members of the Dynamic

Learning Maps Alternate Assessment Consortium and Edvantia, Inc.), and final product

expectations. Subsequently, small groups collaborated to develop the leveled learning plans

and activities, culminating performance tasks, and the introductory contexts for the different

modules.

The structure of the framework provides four modules in ELA, Math, Science, and Social

Studies created in grade bands (K-2, 3-5, 6-8, and High School). Four math modules have been

developed as grade specific modules for K-8, while High School modules reflect specific

conceptual categories.

Each module consists of:

a context overview

culminating performance tasks for each level

Common Core Learning Standards connections

Career Development and Occupational Studies (CDOS) standards connections

Content standards connections

essential questions

key vocabulary

lesson strands with leveled learning plans and activities for each

Resources list

D75 Alternate Assessment Curriculum Grades K-2 Module 1: I am a Reader and Writer

materials lists

Underlying the development of the activities included in this document is the profound

belief that students with significant intellectual disabilities need high standards that are

reasonable and achievable given sufficient and appropriate opportunities to learn. All students

who participate in Alternate Assessment classes are expected to be provided with access and

exposure to the content learning expectations of their general education peers at a reduced

depth, breath and complexity. The presented tasks, while not reflecting the degree of higher

order skills and comprehensiveness of expectations established for students participating in the

general assessment system, do reflect reasonable and achievable expectations for students

with significant intellectual disabilities. In addition, they maintain a necessarily broad

connection with the Common Core Standards through a concentrated focus on salient features

of specific Standards. These content area sample learning plans and activities are designed not

only to elicit performances of content area thinking skills/behaviors but also to provide

opportunities for students to engage with, read and/or use content understandings that are

imbedded within the tasks.

The sample learning plans and activities for each strand have been divided into three distinct

levels of student expectations based on cognitive abilities: Level D, Level C, and Level B.

Level D learning plans and activities are reflective of students who experience the most

significant cognitive disabilities within our district. These students are typically working at the

engagement level. Instruction is typically focused on developing the accessing skills that a

student needs to possess. It is understood that for additional information processing to take

place, engagement is a necessary first step. (Please refer to the Essential Thinking Skills and

Behaviors Explanatory Notes document for further information regarding the concept of

Engagement).

Level C learning plans and activities are reflective of students who demonstrate the

essential thinking skill of conceptualization. These students can form mental representations

of a concept and apply this knowledge. They exhibit intentional behavior in response to

situations. They rely heavily on objects, picture cues, a print rich environment, and an exposure

to content in multiple and modified formats to facilitate learning. These students typically work


within Level one and two in Webb’s Depth of Knowledge. (Please refer to the Essential

Thinking Skills and Behaviors Explanatory Notes document for further information regarding

the concept of conceptualization, and Webb’s Depth of Knowledge).

Level B learning plans and activities are reflective of students who demonstrate skill abilities

closest to meeting the CCLS and content standards expectations as they are written. These are

typically students who may participate in inclusion settings and students who may return to

community based instruction programs. These students would be expected to work in all levels

of Webb’s Depth of Knowledge.

The Revision of Modules

The Alternate Assessment Curriculum Framework was developed to serve as a guide for

schools. It is expected to be modified and adjusted in order to meet school-specific instructional

goals and objectives.

To assist schools with understanding what the revision process entails, the district gathered

a small group of teachers and administrators during the summer of 2014 to revise Math module

2 for third grade, sixth grade, and High School. These modules serve as guiding examples for

schools to refer to as they consider revisions to the additional modules in all content areas.

Along with these examples, a general revision protocol and a sample reflections document

from the summer revision group regarding the revision process can be found at the end of this

introduction.

Each revised Math module 2 (grades 3, 6, and HS) now consists of:

a context overview

culminating performance tasks for each level

sample rubric designs for the performance task at the varied levels

An IEP goal tracking rubric format

Common Core Learning Standards connections

Career Development and Occupational Studies (CDOS) standards connections

Content standards connections

essential questions

key vocabulary


Sequenced lesson strands with leveled learning plans and sequenced activities

Resources list

materials lists

A sample lesson written related to one activity in one strand

It is hoped that the D75 Alternate Assessment Curriculum Framework provides teachers and

schools with a resource to better understand how students can be provided with opportunities

to develop targeted skills through content-based instructional experiences that are also applied

in the context of functional activity experiences.


Revision Protocol

The following is a step-by-step process that schools can reference when they

begin the process of revising a module for their own use. These are generic

expectations in the order they should occur to ensure an efficient and effective

revision of a module. This is by no means the only way in which a module can be

revised, but is intended to provide the essence of what the revision process

should include and be focused around.

1. Understand the standards for the learners in your class/school.

2. Ensure the connection between the standards, the learning strands and the

performance task.

3. Ensure that the learning strands and activities within the activities are

sequenced correctly for your students.

4. Ensure that the learning activities are appropriate for each level (B, C, and D).

5. Determine and agree upon the specific considerations that must be

accounted for when creating a rubric against the performance task for Level B,

C, and D.


A reflection Sample on “How to” Revise an Alternate

Assessment Curricular Framework Module of Study (AACF) based

on the guiding protocol. 1. How do you ‘unpack’ or understand the standards for the learners in your class?Read the standards listed in the module and isolated the key nouns and verbs. Determined what the standard asking the students to know and do. Came to consensus regarding what the performance of these standards would look like for the students in alternate classes. Finally, the group translated the standard into actionable skills for the learners.2. How do you ensure connection between the standards, the learning strands and the performance task?One method the participants used was to use color-coding to ensure a connection. First, the group members color-coded each standard. Second, they looked at each learning strand and checked off, using the color system, where elements of each standard were contained in the strand. Last, they looked at the performance task, and highlighted or checked, using the color system, where elements of each standard were contained in the task. (These key elements were translated into actionable skills accessed in the rubric. See #5)If connections were not achieved, group members made a decision to reorganize, omit, add, condense or adjust as needed. 3. How do you ensure that the learning strands and activities within the activities are sequenced correctly for your students?Several resources were used, such as the CCLS Skills Progression at a Glance, Wisconsin Early Learning Skills, Equals chapter/skills sequencing, etc. (Note: please remember that the use of available resources such as language skills progressions, other content curricular models from various states, reading skills checklists, etc. should be referenced when revising other content area modules)4. How do you ensure that the learning activities are appropriate for each level (B, C, and D)?Participants referred back to Piaget’s Cognitive Levels of Development, their own students IEPs, as well as, keeping the individual needs of the learners in alternate assessment classes at the forefront of their minds When developing the learning activities for all levels.5. What should you consider for creating a rubric against the performance task for Level B, C, and D?Isolated key skills were identified in the standards and translated to actionable learning targets for the students when developing the Level C and B rubrics. Content expectations played a significant role in establishing the rubrics. Aspects of the rubric quantified skills for the B and C level learners and included a simple rating system (4-1, 3-1, etc.).


It was determined by the revision group that a specific rubric that could be used across the modules for the level D student would provide teachers with the ability to track skills related to engagement. This was determined to be the best approach to tracking progress for student who are cognitively young and require mastery of those skills related to engagement before any further content knowledge acquisition could be expected.


District 75 Alternate Assessment Curriculum Framework Grades K-2 ELA Module 1

I Am A Reader And Writer

CONTEXTUNIT TOPIC: I am a Reader and Writer

Creating a learning community is a critical goal in the early childhood classroom. The class

environment supports social interactions side by side and in collaborative groups of different sizes. A daily structure and predictable routines support the learning environment. At the

beginning of the year, it is important to spend time demonstrating and reinforcing reading and writing routines. This module sets the yearlong conditions for literacy learning.

Foundational skills in the Common Core Learning Standards include attention to print concepts, specifically basic features and organization of print, including directionality, the concept of a

word, letter recognition and the concept of a sentence. In the classroom, shared reading involves a focus on early print concepts; for example, to demonstrate directionality, the teacher

reads a big book using a pointer moving from left to right. Or, the teacher uses a pointer to show how the order of spoken words matches the order of written words. During interactive

writing, the teacher acts as scribe, focusing on the different print concepts, such as how letters are formed or how periods are used to mark the end of a sentence.

To support the instructional shifts in literacy, read aloud are done with both literary and informational texts. As teachers engage students in read aloud, they refer back to the text to

find answers to “wh” questions and to talk about how different pictures made them feel. Students form opinions about books and are able to show what in the text they found sad,

funny or scary. Learning words and using new words are highlighted.

The first module of Grades K-2 is connected to Common Core Learning Standards foundational

skills and reading and writing standards. The students are provided with multiple opportunities to explore print in the environment. Environmental print bridges connections between first

experiences with print and attempts to read. As part of the culminating performance task, students are involved in expressing their opinions about a book they have listened to or read.


ASSESSMENTFORMATIVE ASSESSMENT EVIDENCE:

Pictures of students participating in various classroom lessons and activities

Data collection

Student work samples, that may include drawing or writing

PERFORMANCE BASED ASSESSMENT TASK

The local library is doing a survey about what books students like and what books

students do not like. The library has asked us to help them. The librarian wants to know

your opinions about books you have been reading.

LEVEL D:Given a choice of two books that students have already been exposed to multiple times,

students will engage by selecting one of the two books.

LEVEL C: You have been listening to and reading different books. Choose a book. Identify the

name of the book. Use an image that represents YES, I like the book or NO, I do not like

the book. Open the book to one of the pages and choose a face (sad, mad, happy or

scared) that represents your feeling about that page.

LEVEL B:You have been listening to and reading different books. Choose one of the books that

you like. Write the title, author and illustrator of the book. Draw, write or use images

to tell about your favorite part of the book. State one to two reasons why you like the

book.


STANDARDS

ELA COMMON CORE ANCHOR STANDARDS:R.F.1 Demonstrate understanding of the organization and basic features of print.

RL.1/RI.1 READ closely to determine what the text says explicitly and to make logical

inferences from it; cite specific textual evidence when writing or speaking to support

conclusions drawn from the text.

RL.4 Interpret words and phrases as they are used in a text, including determining

technical, connotative, and figurative meanings, and analyze how specific word choices

shape meaning or tone.

RI.5 Analyze the structure of texts, including how specific sentences, paragraphs, and

larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other

and the whole.

W.1 Write arguments to support clams in an analysis of substantive topics or texts,

using valid reasoning and relevant and sufficient evidence.

L.2 Demonstrate command of the conventions of Standard English capitalization,

punctuation and spelling when writing.

CAREER DEVELOPMENT AND OCCUPATIONAL STANDARDS

Standard 2: Integrated Learning

Students will demonstrate how academic knowledge and skills are applied in the

workplace and other settings: Integrated learning encourages students to use essential

academic concepts, facts and procedures in applications related to life skills and the

world of work. This approach allows students to the usefulness of the concepts that

they are being asked to learn and to understand their potential application in the world

of work.


ESSENTIAL QUESTIONS

1. How does understanding the organization of print help us become readers and

writers?

2. How do our preferences and opinions influence our reading and writing choices?

VOCABULARY

alphabet

author

bathroom

book

book bin

book cover

character

computer

crayon

feelings

happy

illustrator

label

letter

library

mad

opinion

paper

pencil

print

puppet

remind

sad

scared

schedule

school

sentence

supplies

title page

word

LESSON STRANDS OVERVIEW1. Setting the Stage: expectations and reading and writing routines.

2. There is print all around.

3. Print has an organization: letters, words, symbols and sentences.

4. Pictures help a reader understand a story.

5. Readers can make a choice what to read and write.

6. Readers have opinions and reasons for those opinions about books they have

read and listened to.

7. Readers share their opinions with their classmates.


LEARNING PLANS AND ACTIVITIES

NOTE: Preferred Mode of Communication (PMC) should be considered

for all students in all activities across all levels.

Lesson Strand 1: Setting the Stage: expectations and reading and writing

routines.

LEARNING PLANS AND ACTIVITIES LEVEL D: Interact with a text by touching a spine, edges and book cover (e.g. a tactile

cover).

Experience reading readiness by touching, holding and orienting a book.

Provide opportunities for students to choose between two tactile books by

pointing or eye-gazing to indicate preference upon request.

LEARNING PLANS AND ACTIVITIES LEVEL C: Teach and rehearse transitions for reading and writing: where to sit for

reading and writing activities; how to move from one activity to another and how to move from place to place.

Teach and rehearse where readers and writers sit: How does it look? How does

it sound like? Chart the behaviors expected of readers. Chart the behaviors

expected of writers.

Teach and rehearse about readers’ and writers’ supplies: the location of the

supplies and how to use the supplies.

Teach and rehearse the do’s of being a good listener: when listening, keep your

eyes and ears on the speaker.

Show students some used books that are torn, dog-eared, marked up. Talk with

students about proper care for books. Have them rehearse taking a book from

the basket, handling it correctly and returning it to the basket.


LEARNING PLANS AND ACTIVITIES LEVEL B: Teach and rehearse transitions for reading and writing: where to sit for

reading and writing activities; how to move from one activity to another and how to move from place to place.

Teach and rehearse where readers and writers sit: How does it look? How does

it sound like? Chart the behaviors expected of readers. Chart the behaviors

expected of writers.

Teach and rehearse about readers’ and writers’ supplies: the location of the

supplies and how to use the supplies.

Teach and rehearse the do’s of being a good listener: when listening, keep your

eyes and ears on the speaker.

Provide multiple opportunities for students to rehearse the routines. Have

students take turn being “the teacher.”

Show students some used books that are torn, dog-eared, marked up. Talk with

students about proper care for books. Have them rehearse taking a book from

the basket, handling it correctly and returning it to the basket. Make a chart

with the students to shows how to take care of books.


Lesson Strand 2: There is print all around.

LEARNING PLANS AND ACTIVITIES LEVEL D: Recognize personal information (e.g. name or name and photograph) in print or

in the environment by pointing or eye-gazing upon request.

Provide students with opportunities for tactile experiences in writing by using

shaving cream, play dough, sand or other appropriate materials.

Attend to a read aloud of Tana Hoban’s I Read Signs. Engage with replicas of the

signs presented in the book.

Attend to a read aloud of Tana Hoban’s I Read Symbols. Engage with replicas of

one of the symbols in the book.

Have students engage in following a simple recipe using pictures.

Provide students with three examples of environmental print using display

board, AAC device or Smart Board. Have student’s select one example of

environmental print for a class book/presentation.

Attend to a read aloud of Cassie’s Word Quilt by Faith Ringgold. Interact with

book by exploring representations of objects on one of the pages. (In this book,

Cassie, the main character from Tar Beach, takes readers on a tour of her 1930s-

era Harlem home, school, and neighborhood, in which many objects are labeled,

e.g. doll, quilt, father, jump rope.” ) Engage with putting a label on one of the

objects in the classroom.

LEARNING PLANS AND ACTIVITIES LEVEL C: Participate in a scavenger hunt for print in the class environment (including their

photographs and names). The scavenger hunt can be conducted multiple times

in different environments, including the school, the immediate community and

the supermarket.

Make nametags and display them in the classroom.


Display students kid-friendly menu samples. Have students talk about what they

see on the page. Have students identify favorite food: My favorite food is

________. Students can write or cut from the menu their favorite food. Review

the students’ choices and chart what the class chose.

Follow a picture recipe to make a simple snack. Discuss how “print” and

“pictures” helped them know how to make the simple snack. After eating the

snack, record students’ opinions about how the snack tasted.

Display a pocket chart that includes cards with the names of each of the students

in the class. Students are given a card of a different color with their name

written it. Students match the card to their name and put their card in the

pocket chart on top of the card with their name. (A photo can be displayed next

to their name.)

Model the use of an alphabet chart.

Model the use of word walls with pictures, symbols and color coding of words.

Review words on a daily basis.

Have students participate in labeling of important objects and areas of the

learning environment to increase connection of print and objects in the areas of

learning environments.

Participate in a read aloud of Tana Hoban’s I Read Signs. Match replicas or

photographs to the photographs of the signs presented in the book.

Participate in a read aloud of Tana Hoban’s I Read Symbols. Match replicas or


Participate in a read aloud of Cassie’s Word Quilt by Faith Ringgold. Interact with

book by exploring representations of objects on one of the pages. Have students

identify several objects in the class to label. Make labels with the students and

place them on their corresponding objects in the classroom. Labels should be

accompanied by visual images to serve as a reminder of the word. Each day,

review the labels that have been placed on objects and revisit them on a weekly

basis to support vocabulary development.


(NOTE: In this book, Cassie, the main character from Tar Beach, takes readers on

a tour of her 1930s-era Harlem home, school, and neighborhood, in which many

objects are labeled, e.g. doll, quilt, father, jump rope.” )

Provide multiple opportunities for students to learn their own names and to

begin to recognize the names of their classmates. Have available multiple charts

with the students’ names on the walls, eg attendance chart, helper chart.

Cut up student names into letters. Have students reproduce their names by

matching cut up letters in an envelope with their name that has been written on

the envelope.

Provide students with clipboards and walk around the school, or take an outdoor

walk. Have students record or tally instances of environmental print. Take

photographs of environmental print around the school.

Create a class book of environmental print, such as ________ (name of student)

likes to eat ______ for breakfast. Students can choose from labels to complete

their page for the classbook.

Create class logo books, such as Eating the Alphabet (which can use labels from

foods) or Keeping Clean (soaps, shampoos).

Provide students with many examples of environmental print. Provide students

with two to three categories and have them sort examples of environmental

print by category (food, toy, clothing.)

LEARNING PLANS AND ACTIVITIES LEVEL B: Participate in a scavenger hunt for print in the classroom, including student

names and photos. Extend the scavenger hunt to other places in the school.

Have students use clipboards to record what they see. After the scavenger hunt,

review with students what they saw in the school. An iPad can be used to take

photographs of print in the school.


Place and create labels in the classroom for different places in the classroom.

“Read Around the Room” to see how print is all around, as seen in labels, charts

and signs.

Go on an alphabet scavenger hunt. Walk around the neighborhood to find

names of stores that start with letters of the alphabet. Take photos of the

businesses. Have students paste photos into a class book on the appropriate

books.

Hide letters of the alphabet in the classroom. Show students the alphabet and

provide models of alphabets with missing letters. Have the students search for

the letters.

Display a pocket chart that includes cards with the names of each of the students

in the class. Students are given a card of a different color with their name

written it. Students match the card to their name and put their card in the

pocket chart on top of the card with their name.

Participate in a read aloud of Tana Hoban’s I Read Signs. Match replicas or


Participate in a read aloud of Tana Hoban’s I Read Symbols. Match replicas or


Invite students to bring in environmental print to share and display on a bulletin

board or poster board. As an extension, have students invite others in the

school community to bring in environmental print. Play I Spy with the display of

environmental print.

Participate in a read aloud of Cassie’s Word Quilt by Faith Ringgold. Interact with

book by exploring representations of objects on one of the pages. Have students

identify several objects in the class to label. Make labels with the students; have

students place them on their corresponding objects in the classroom. Provide

students with support in learning to read the labels.


(NOTE: In this book, Cassie, the main character from Tar Beach, takes readers on

a tour of her 1930s-era Harlem home, school, and neighborhood, in which many

objects are labeled, e.g. doll, quilt, father, jump rope.” )

Model how to use a simple t-chart to sort environmental print into two

categories, such as toys and food. Have students independently use a t-chart to

sort environmental print into 2 categories: “I like” and “I don’t like.” After

students complete their t-charts, support the students in giving a reason for one

of their like/don’t like items.

Have the students bring labels, bags, or other environmental print from their

favorite breakfast/lunch foods to create a class book. Add the following text

below to each picture, “_______ (child’s name) eats _____ (name of item) for

lunch”.

Provide students with many examples of environmental print. Provide students

with two to three categories and have them sort examples of environmental

print by category (food, toy, clothing.)

Lesson Strand 3: Print has an organization: letters, words, symbols and

sentences.

LEARNING PLANS AND ACTIVITIES LEVEL D:D75 Alternate Assessment Curriculum Grades K-2 Module 1: I am a Reader and Writer

Provide students with raised letters that spell out their names. Allow to explore

the letters.

Looks at pictures/symbols.

Engage with mega blocks that have letters on them

When learning a new letter, have students hold an alphabet beanbag of that

letter.

Explore tactile letters/numbers.

Provide students with wikki stix to create/duplicate letters from their name.

Engage with tactile words from a sentence and allow students to use the words

to rearrange into the organization of a “sentence.”

LEARNING PLANS AND ACTIVITIES LEVEL C:

Use magnetic and foam letters to provide students with opportunities for

sorting and matching letters. Give students flashcards with letters and have

them match foam letters with the letters on the cards.

Use magnetic and foam letters to provide students with opportunities for

making C-V-C letters. Give students poster cards with words written on them

and have them match magnetic letters with the letters in the words.

Use pasta to create letters in their name and display the names in the class.

Read alphabet books and ask students to name the letter. State the name of

the letter and show students how to use their finger to trace the outline of the

letter. State what they are doing in terms of motion as they trace the letter.

Point out to students how a sentence begins with a capital letter and ends with

a period (question mark/exclamation point). Have students find three

sentences in a text.

Have students use flashcards to identify, match, and sort letters.

Use letter Stamps to match given letters and to rearrange them to match given

words.


Sequence letters in a word using a model of the words for students to duplicate

using blocks labeled with each letter.

Provide tactile experiences with letters, use Salt tray with alphabet cards and

play-doh to form letter on letter cards.

LEARNING PLANS AND ACTIVITIES LEVEL B: Use sentence puzzles so that students have opportunities to rearrange words

into sentences.

Use letter stamps to make a word and word stamps to make a sentence.

After reading a poem, tell students that they will use a highlighter to identify a

mystery word (one of their sight words) in that poem. Stress that the word is

found in a sentence.

Using legos or flashcards with words printed on them, form a sentence.

Provide experiences identifying word segments and the spaces between each

word (e.g., after reading Goldilocks and The Three Bears, have students examine

Goldilock’s name in print, eg how many letters her name has , how there is a

space after her name, how her name can be found in sentences and in the title

of the book.)

Lesson Strand 4: Pictures help a reader understand a story.

LEARNING PLANS AND ACTIVITIES LEVEL D: Engage with puppet and story props during read aloud of various stories ,eg bear

puppets, bowls, and replicas of chairs.

Provide students with representations of objects in a story that is being read

aloud.


Engage in sequencing two to three pictures representative (errorless choice) of

different books.


Participate in read alouds by using puppets and story props.

Participate in a picture walk through a picture book. Begin by looking at the

cover of the book, pointing out that it is the cover. Ask the child to guess what

the book is about. Proceed through each of the pages of the book, looking at

details in each picture. Ask “Wh” questions about the picture. Model strategies

to help the students figure out what is going on in the pictures. For example,

when reading Goldilocks and the Three Bears, state to the students, “I think the

bear is sad. Do you agree?”

Have students sequence three pictures of a story that depict the beginning

middle and end.

Provide students opportunities to explore wordless books. Ask “Wh” questions

about the pictures in the book

Naming Parts of a Big Book : Point out parts of big books that you are reading

to the students. Call upon students to use wikki stix, highlighting tape or

pointers to identify parts of the big book.

LEARNING PLANS AND ACTIVITIES LEVEL B:

Review what is on the cover page of a book. Explain the title, author and

illustrator to the students. With each book read, review that picture books

have a title, an author and illustrator.

Demonstrate how to examine what is happening in a picture. Focus on one

quarter of the cover at a time.


Participate in a picture walk through the book. Begin by looking at the cover of

the book, pointing out that it is the cover. Ask the child to guess what the book

is about. Proceed through each of the pages of the book, looking at details in

each picture. Ask “Wh” questions about the picture. Model strategies to help

the students figure out what is going on in the pictures. For example, state to

the students, “I think the bear is sad. Do you agree?”

Read the same story. After reading the story, have students talk about what

was different in the picture walk from the storytelling. Have students sequence

three pictures of a story that depict the beginning middle and end

Make a prediction during a read aloud. Ask students whether they agree or

not. Display a chart that states the prediction and a tally whether students

agree or not. Revisit the prediction after the read aloud.

Provide students opportunities to explore wordless books. Ask “Wh” questions

about the pictures in the book.

Develop interview questions for an author and a set of questions for an

illustrator. Role play with students, assuming different roles – author,

interviewer and illustrator.


Lesson Strand 5: Readers can make a choice what to read and write.

LEARNING PLANS AND ACTIVITIES LEVEL D: Provide students with three objects (or puppet) representative of a book, e.g.

Goldilocks, a bear, and a chair. Have students select an object from among the

three. Reread the book, pointing the objects each child has chosen.

Provide students with the opportunity to choose their favorite book from a

choice of two books. Follow up with a reading of that book.

Participate in a class trip to the school or community library to choose a book.

LEARNING PLANS AND ACTIVITIES LEVEL C: Provide students with opportunities to look at books on tables, to look through

book boxes, and to look at artifacts relevant to different books.

Use a basket of books to model how to choose a book to read based on

interests. (Or demonstrate how to use a classroom library to choose a book

about an interest.) Specify a different interest to students and ask them to find a

book that is related to that interested.

Bring in a selection of favorite picture books and share what makes them your

favorite. Have each student select a book they like and ask what makes that

book their favorite.

Post a schedule of read aloud for the week. Leave Friday blank. Ask students to

help you choose one of two books to be read on Friday. Tally and display

student choices. On Friday, explain to students how you have used their choice

to structure the read aloud for that day (e.g. two read aloud, two groups each

doing a separate read aloud, etc.)



Use a basket of books to model how to choose a book to read based on

interests. (Or demonstrate how to use a classroom library to choose a book

about an interest.) Specify a different interest to students and ask them to find a

book that is related to that interested.

Bring in a selection of favorite picture books and share what makes them your

favorite. Have each student select a book they like and ask what makes that

book their favorite.

Post a schedule of read aloud for the week. Leave Friday blank. Ask students to

help you choose one of two books to be read on Friday. Tally and display

student choices. On Friday, explain to students how you have used their choice

to structure the read aloud for that day (e.g. two read aloud, two groups each

doing a separate read aloud, etc.).


Lesson Strand 6: Readers have opinions and reasons for those opinions

about books they have read and listened to.

LEARNING PLANS AND ACTIVITIES LEVEL D

Present students with two books that they are familiar with and have them

choose one of the two books.

Present students with two objects representative of a story and have students

choose one of the objects.

Present students with representations of two activities and have them choose

one activity.

Present students with choice of two food items on a menu and have them

choose one item.


Present students with a book they have read and ask them to indicate whether

they like the book or not like the book.

Present students with representations of two different activities (symbols,

pictures including words) and have indicated by circling or writing their preferred

choice.

Present students with choice of two food items on a menu and have them circle

or write their preferred choice.

Present students with puppets or replications of two characters from a book and

have them identify their preferred choice.


Using a selection of familiar books, teacher models her thought process in the

selection and naming of the book and how to form an opinion.


Model how to use bookmarks or stickers that identify several feelings, e.g. funny,

sad, scary and angry. During read aloud, model how think about a book based

on feelings, e.g. the book was funny, sad, angry and scary and the reason for that

opinion. Teach students how to go back to the book to find the part that made

them feel a certain way. Have students answer whether or not they liked the

book.

Teacher will mark the book with a sticky note drawing the feeling it elicited i.e.:

smiley face, sad face, scared face, angry face, etc. Ask students to explain why

they chose a certain sticky note.

After a read aloud, have students indicate whether or not they liked a book.

Complete a simple t-chart that indicates who liked and who did not like the

book. Ask students to give a reason why they liked/did not like that book.

Model how books can remind us of people we know and experiences we have

had. Explain that when a book reminds the reader of something, it can make

them feel a certain way.

Review the list of books students like, stressing that each person has different

opinions and that it is important for people to know their reasons for what they

think.


Lesson Strand 7: Readers share their opinions with their classmates.

LEARNING PLANS AND ACTIVITIES LEVEL D

Engage in creating a class book (iBook) that lists books students like, or replicas

of objects from a book. Provide students with choice of 2 books that have been

read in class and have student choose a book/object they like. Share with the

class the book the student has selected. Display the selected books on a bulletin

board.

Invite school community members to look at the recommendations of books and

to add their recommendations to a “book pick” board.

LEARNING PLANS AND ACTIVITIES LEVEL C Model how readers share their opinions about books with each other. Model

how to point to page in book they like, with the book between them.

Create “book pick” posters using photographs of the books students like.



LEARNING PLANS AND ACTIVITIES LEVEL B Create an iBook based on students’ favorite books. Write opinion sentences

about their books.

Create “book pick” posters and write recommendations of the book to another

reader. Pair students and have them show the book to their classmates and

share their recommendation.




MATERIALS/ RESOURCES

scrabble letters

highlighters

salt tray

labeled Lego blocks

flashcards

word/letter puzzles

stamps

play dough

wikki stix

magnetic letters

foam letters

alphabet bean bags

examples of environmental print – signs, menus, flyers, grocery store

coupons, schedules

Rubber stamps

Different types of pencils, markers, crayons, chalk

Different types of paper: typing paper, notebooks, stationery, colored paper

Environmental Print Books Crews, D. (2003) School Bus.

Hill, M. (2003) Signs at the Airport.

Hill, M. (2003) Signs at the Park.

Hill, M. (2003). Signs at the School.

Hill, M. (2003). Signs at the Store.

Hoban, T. (1987). I Read Signs.

Hoban. T. (1983). I Read Symbols.


Wordless Picture Books Day, Alexandra. (1996). Good Dog, Carl.

dePaola, Tomie. (1978). Pancakes for Breakfast.

Hutchins, Pat. (1987) Changes, Changes.

Lehman, Barbara. (2008) Trainstop.

McDonnell, Patrick. (2008). South.

Mayer, Mercer. (2003). Frog on His Own.

Newgarden, Mark. (2007). Bow-wow Bugs a Bug.

Thomson, Bill. (2010). Chalk.

Books About Books Bottner, B. (2010) Miss Brooks Loves Books! (and I Don’t)

Colandro, L. There Was an Old Lady Who Swallowed Some Books.

Lies, B. (2008) Bats at the Library

Sierra, J. (2008) Born to Read

Sierra, J. (2004) Wild about Books

Shared Reading Books Carle, Eric. Does A Kangaroo Have a Mother, Too?

Cowley, Joy. Mrs. Wishy Washy.

Fox, Mem. Hattie and the Fox.

Marshall, James. The Three Little Pigs.

Miranda, Anne. To Market, To Market.

Numeroff, Laura Joffe. If You Give a Mouse a Cookie.

Williams, Sue. I Went Walking.

Wood, Audrey. Silly Sally.


Tarheel Reader Crum, Kelly How to Read a Book

Ready to Learn

Basia, Books

That’s a Fact (Note: Focus on pages where opinion is stated).

iPad Apps Word Wizard

Word Mover

Little Writer for Kids

Futaba CG

Educreations

Dragon Dictation

ABC Alphabet Lite

Flashcards

Phonics Tic Tac Toe

Spelling City

Resources Unique curriculum (levels A and AA)

Unique curriculum, leveled books, Classroom Suite

Unique classroom, sample book review

Websites Classroom Bingo HD, or www.bingobaker.com to engage students with reading

vocabulary.

Sample scavenger hunt, find ideas at:

http://www.ehow.com/how_7319661_plan-community-scavenger-hunt.html


http://www.ehow.com/how_7319661_plan-community-scavenger-hunt.html

http://www.bingobaker.com/

readwritethink.org

starfall.com, tarheelreader.org

www.abcfastphonics.com

www.aasd.k12.wi.us/staff/boldtkatherine/ReadingFun_K-2.htm ,

www.meddybemps.com/letterary/index.html

www.ezschool.com/Games/Words.html ,

www.bbc.co.uk/schools/wordsandpictures/hfwords/starwords/game.shtml

www.internet4classrooms.com/links_grades_kindergarten_12/

printable_bookmarks_teacher_tools.htm


http://www.internet4classrooms.com/links_grades_kindergarten_12/printable_bookmarks_teacher_tools.htm

http://www.internet4classrooms.com/links_grades_kindergarten_12/printable_bookmarks_teacher_tools.htm

http://www.bbc.co.uk/schools/wordsandpictures/hfwords/starwords/game.shtml

http://www.ezschool.com/Games/Words.html

http://www.meddybemps.com/letterary/index.html

http://www.aasd.k12.wi.us/staff/boldtkatherine/ReadingFun_K-2.htm

http://www.abcfastphonics.com/

Essential Thinking Skills and Behaviors: Definitions and Explanatory Notes

EngagementEngagement is a behavior involving the focusing of the mental process upon someone or something. It is commonly demonstrated by a voluntary and sustained or repeated attention to stimuli. Engagement may be expressed through a wide variety of sensory, motor and/or speech, communication and language forms. Student’s physical, emotional, cognitive, social and cultural development impact significantly on the nature of the attention they are able, or choose, to demonstrate. Therefore, individual modes of student engagement need to be identified, taught, developed, refined, and/or expanded upon. These modes may include, but not limited to: exploration through touching, listening, looking, smelling, and/or tasting; and increase/decrease or initiation/cessation of body movement; and vocalizations/verbalizations. Without engagement, additional information processing cannot take place.

Explanatory Notes: When providing students with opportunities for engagement it is critical that the

same opportunities be presented daily over time. Variation in the means of story presentation, along with increased familiarity with expectations, should serve to sustain student motivation and interest. In addition, the presentation of materials should be supplemented with ongoing, direct instruction to facilitate targeted skills and behaviors specific to the content area.

Emphasis should be placed on relating meaningful activities/materials to student’s prior knowledge and experience.

Extensive efforts should be placed on involving, to the greatest extent possible, a student’s family in providing opportunities for student engagement. Such efforts might include: planning instructional materials; inviting family members to read stories in class; planning family related fairs; encourage family members to learn about and visit public and other community resources; and responding to educational needs as expressed by a student’s family.

Each student should possess a public library card, and be a member of other community organizations when appropriate and feasible.


Environmental Differentiation

Environmental Differentiation is the recognition of differences in the attributes of things/places with which, and individuals with whom, one comes in contact and includes recognition of self as a distinct entity. It is usually demonstrated by distinct patterns of exploration or reaction to different stimuli and may be evidenced through various modes of student response. Environmental Differentiation may, but does not necessarily, include knowledge of the names/functions of the materials/places/individuals involved.

Explanatory Notes: The purpose for having students learn to differentiate is to help them develop a

basis from which they will be able to use materials functionally, make informed choices and develop concepts related to materials. However, instruction related to Environmental Differentiation should not preclude instruction toward other essential skills or behaviors (e.g. Functional Use of Objects; Self Regulation).

When various content area materials are being functionally used by a student, the student is already demonstrating environmental differentiation.

For a student with a limited response repertoire (i.e. a student with additional significant physical/sensory impairments), differentiation may be evidenced through the engagement with different stimuli. For example, a student might demonstrate differentiation simply by focusing on or maintaining hand contact with one stimulus for a significantly longer period of time than another stimulus.

For a student who is not environmentally differentiating, an implication for instruction is that the student may need to be provided with increased opportunities for sensory exploration of/interaction with the materials and for using the materials functionally. In providing these increased opportunities, it is essential to insure that a student’s safety and dignity are maintained, especially with regard to social context and age appropriateness.

Conceptualization D75 Alternate Assessment Curriculum Grades K-2 Module 1: I am a Reader and Writer

Conceptualization is the formation of mental representations or ideas for categorizing information or mental connections to prior experiences. As children develop, new concepts about objects, people, places and the relationship between them are continually being learned. Conceptualization may be demonstrated through a range of initiated utterances/actions or responses to questions, comments, or directions. Individual communication modes may vary, and need to be identified, taught, developed, refined and/or expanded upon.

Explanatory Notes: In identifying a concept that a student is expected to learn, it is important to make

known to instructors and students the intended definition of that concept.

It is important that incidental displays of knowledge of identified concepts/meanings are noted/documented as they occur throughout the day.

In order for a student to demonstrate the knowledge of a concept/meaning, it is necessary for the student to exhibit a behavior that is intentional. For instance, a student who might typically sit without movement would not be considered to demonstrate knowledge of “wait” by remaining in a motionless position. Rather, the student would need to initiate a movement at the proper turn-taking time in order to have displayed knowledge of what “waiting” means.

Learning environments should be picture cue/object cue/print rich, so as to facilitate the learning of the concepts.

In expecting demonstration of knowledge of specific concepts, it is important that the other concepts/meanings used contextually by the instructor are known by the student or made clear (e.g. through demonstration) to the student. This is especially important with regards to concepts/meanings that define an expected mode of performance (e.g. touch, press, look).

Beyond the concepts/meanings that are found in this curriculum frameworks, which is based on the ELA and Math Common Core Learning Standards and Science and Social Studies NYS/NYC Scope and Sequence for grade level instructional content, there are other NYS standards based concepts that may be important to explicitly address in relation to each content area. For example, in Career Development and Occupational Studies, these may include: work; start/begin; end/finish; put away/put back; more/enough; and no. In Health, these may include; privacy, danger, emergency, clean, stranger, helper, friend, “feeling uncomfortable”, sick/hurt, exercise, medicine, and choice. These other concepts


can identified by referring to New York State’s Learning Standards for Family and Consumer Sciences, Health, Phys. Ed., Career Development and Occupational Studies, The Arts, as well as, the NYSAA Alternate Grade Level Indicators for Science and Social Studies, and the grade level Extensions for English Language Arts and Math.

In addition to basic key concepts related to a content area, it is critical that students learn concepts needed for them to use their individual system of communication during assessment and instructional situations (e.g. point, touch, look, press, pick-up, give, tell, me/say).

Functional Use of Objects


Functional Use of Objects is the appropriate utilization of materials in alignment with the purpose(s) for which they exist in a given culture. It may be applied to the use of an object that has undergone modifications. Students unable to utilize materials functionally due to a physical impairment may achieve this standard by communicating the purpose of the materials.

Explanatory Notes: Emphasis should be placed on involving family members in encouraging a

student to use content related materials during functional daily activities. For example, in the area of English Language Arts/Native Language Arts, some activities might include: giving a greeting card to a relative or friend; bringing a shopping list, with accompanying tangible symbols, to the supermarket; marking important dates on a calendar; labeling household items; and engaging with books and magazines.

Problem SolvingD75 Alternate Assessment Curriculum Grades K-2 Module 1: I am a Reader and Writer

Problem solving is the directing of one’s actions towards achieving a goal that presents uncertainty or difficulty. It presupposes an awareness of the existence of a problem. It generally involves taking into account factors related to a problem, and trying or considering more than one way to solve a problem. Resolution of a problem may be unattainable even though problem solving behaviors have been applied. Explanatory Notes:

When considering problem solving, an emphasis should be placed on a student’s involvement in the process of solving a problem rather than on a student’s resolution of a problem.

A student’s performance of Problem Solving may take the form of a variety of actions/response modes.

An implication for instruction is a recognition of the need to provide students with adequate time and opportunities “to try” or consider more than one way of solving a problem before intervening in the process.

Problem Solving may be accomplished through the completion of tasks formulated with the intent of providing opportunities for students to demonstrate specific problem solving behaviors. It may be accomplished, however, within a broader framework of general content area assignments, which naturally include a variety of problem solving situations.

A distinction involves the student’s completion of the task that the student has previously demonstrated an ability to do readily, while problem solving involves an element of uncertainly or difficulty for the student.

When a student secures needed help, instructors should not simply complete an action for the student. Rather, the student should be guided through the problem solving process, with help provided only to the extent actually needed by the student. In this way, a student hopefully will begin to approach future problem solving situations by trying another way before securing help.

Self-RegulationD75 Alternate Assessment Curriculum Grades K-2 Module 1: I am a Reader and Writer

Self-regulation is an ongoing monitoring of ones’ own sensory/physical/social/cognitive conditions, and an adjusting of these conditions to maintain a desired and comfortable internal state. Self-regulation involves knowing and applying a repertoire of behaviors to diverse settings, making informed choices, and acting upon or indicating a desire or need for change.Explanatory Notes: (Self-Regulation, General) The following conditions may necessitate self-regulation

o Sensory, including sensitivities to light, sound texture taste, smell and surrounding physical space.

o Physical, including pain, pleasure, hunger, thirst, discomfort, fatigue, hyperactivity, illness, and a need to use the bathroom.

o Emotional, including distress, loneliness, need for solitude, anger, aggressiveness, withdrawal, sadness, frustration, disappointment, elation, fear, anxiety, and stress.

o Social, including segregation, lack of privacy, and numbers/appearance/behaviors of individuals in the environment

o Cognitive, including level of subject content (either too high or too low), nature of subject matter presentation, and lack of appropriate means for accessing/expressing information.

Students may exhibit behaviors that are self-regulatory in nature but fail to meet the standard for self-regulation (as they are not desired behaviors). These include:

o Behaviors which are unsafe (e.g. abuse to self or others; object destruction)o Behaviors which interfere with one’s own learning or the learning of others

(e.g. replacing attention to task with stereotypic response; continuous noise production)

o Behaviors which interfere with positive social interactions (e.g. grabbing belongings of others; public disrobing).

Recognition should be given to the fact that most individuals engage in some common mannerisms or behaviors (e.g. finger-tapping; shaking of a glass with ice cubes; nail biting) through which they express their internal state. These behaviors, for the most part, are accepted by other individuals and do not seem to interfere in the development and maintenance of social relationships. Although the behavior of a student may differ in nature from these more common expressions, there is an expectation that such student behaviors, if exhibited in a safe and healthy manner, should be understood and accepted by others as an inherent part of “who” the student is. In fact, it may be precisely through such a particular behavior that a student is self-regulating.


In order to maintain internal control for self-regulating, students may need to be provided with positive behavioral support systems, including attention to communication and/or sensory needs and abilities.

Explanatory Notes: (Self-Regulation, Informed Choice-Making)

An informed choice refers to a student’s selection (within a single activity) of one of two (or possibly more) objects, activities, or environments for which opportunities for exploration/acquisition of knowledge have been provided. The informed nature of the choice may be demonstrated through a consistent response to an initial presentation (e.g. verbal; tangible; pictorial) and then to a second presentation with order/position altered**. If any doubt about a student’s selection still exists, a final presentation in either order/position can be made. Informed choice may be demonstrated in a different manner by a student who clearly has a demonstrated knowledge of the concept “yes” or “no”. Such a student needs only to reaffirm his/her choice by responding “yes” or “no” when asked if this choice is what he/she wants. Informed choice may also be demonstrated through independent indication of a choice different from the objects, activities, or environments offered.

An informed choice also assumes that a student possesses an equal opportunity to choose either of the sections available. This is especially important to consider when the student has limited motor and/or sensory abilities.

Given the concept of informed choice, various implications for instruction are evident, and include consideration of the placement of materials, the communicative means utilized by students to make choices, and steps taken to familiarize students with materials/activities/ environments available as choices.

Instructional efforts to increase a student’s opportunities to make informed choices will increase the probability of a student’s demonstration of general self-regulatory behavior, decision-making and awareness of the consequences of one’s decisions. Therefore, instructional provision for facilitating informed choice-making should be ongoing throughout a students’ day.

**It is recognized that repeatedly presenting choices in a different order/position may result in frustration on the part of students. Therefore, this type of procedure for insuring informed choice is designed primarily for the purpose of occasional assessment rather than for the purpose of ongoing instruction.


Social Interaction

Social Interaction is reciprocal in nature and involves the use of communication for a variety of purposes. These may include having one’s desires or needs realized, or becoming involved in personal relationships. Such relationships may vary and may include being a one-time partner on a project, a member of a frequently meeting group, a helper, or a friend. Social interaction presupposes self-recognition, that is, the perception of self as a separate being, distinct form people/objects in the surrounding world. Explanatory Notes:

In general, communication refers to a process through which individuals receive from, transmit to, or exchange with others information, feelings or thoughts.

In order to help a student to learn how to socially interact, it is imperative that a student be assessed in a comprehensive and ongoing manner to determine which modes of communication are most appropriate for that student. Individual communication modes may vary and need to be identified, taught, refined, and /or expanded upon. Some students may even need to have meaning assigned to some of their naturally occurring behaviors (e.g. movements; facial expressions; vocalizations) so that they might begin intentionally to use these behaviors to communicate. Such a process should result in a student having ongoing access to and use of an effective system of communication.

In interactions with a student, it is critical to be aware of and respond immediately and consistently to any form of communication exhibited by the student, especially one of a subtle nature. In so doing, one is helping the student understand and come to expect that a communication causes others to act or respond. If such student communications are not attended to, the student most likely will discontinue communication since his/her communicative intent is not being realized.

It is beneficial to use a variety of communicative means (e.g. pictures, speech, gestures) when the student is engaged in receptive communication, even if some of these means appear to be of a nature that is beyond a student’s present cognitive level. However, a student should be taught and then have access to a means of communicating expressively that is consistent with that student’s present cognitive level.

It is critical that a student’s requests/directives and rejections/protests be addressed. Even if it is determined that the student’s attempt to control the environment cannot be accommodated, the attempt should at least be acknowledged.


To maximize a student’s social interactions, emphasis needs to be placed on providing a student with an opportunity to communicate in the context of authentic situations and environments.

A student’s alternative/augmentative communication system (e.g. a device, board, and/or set of tangible symbols) needs to be accessible to the student throughout the day - at home, at school, and in community settings.

Significant emphasis should be placed on encouraging a student’s communication partners to accept and respond to alternate/augmentative forms of communication.

In order to interpret a student’s utterance or other communication as a request, it is subsequently necessary for the student to accept/interact with the referred to object/action/person. Otherwise, it may be that the student is merely recognizing the existence of an object/action/person.

To the greatest extent possible, and certainly to the degree mandated by a student’s IEP and by applicable educational regulations, a student should be learning to socially interact with students receiving general education services.

Certainly there is value in social interactions that occur between students and adults. Adults are able to provide appropriate models of communication and to respond readily to student initiations of communications. However, a significant emphasis also needs to be placed on providing opportunities for students to interact with peers (those receiving general and special education services).

When teaching a student to use a communication system expressively, it is critical that an instructor consistently model the use of the system in communications with the student.

The District 75 Office of Technology Solutions provides resources to students, staff, administrators, and parents in the areas of instructional, informational, and assistive technologies.


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