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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

materials lists

D75 Alternate Assessment Curriculum Framework 6-8 ELA Module 3: Lessons from Asia

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 ModulesThe 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 6-8 ELA Module 3

LESSONS FROM ASIA

CONTEXTUNIT TOPIC: Lessons from Asia

The Twenty-first Century has brought with it a tremendous evolution in how

adolescents engage with text. According to the International Reading Association

(2013), “as adolescents prepare to become productive citizens, they must be able to

comprehend and construct information using print and non-print materials in fixed and

virtual platforms across disciplines.” This quote emphasizes the importance of varied

literacy skills for every aspect of life.

Our students must be prepared for success in school, at home, in the community, and

the workforce. Life in the 21st Century requires that all students develop their reading,

writing, listening, and speaking abilities. Students need to learn to understand and

manipulate visual and/or technologically based information.

The third module, Lessons from Asia, crosses content areas (English Language Arts and

Social Studies) and suggests a variety of materials, including books and websites. The

module provides all learners with experiences that help them flourish as readers,

writers, speakers, listeners, and users of technology. This module provides students

with an opportunity to explore storytelling, geography, cultural ideals, and the

commonality of characters. Throughout the implementation of this module, students

will apply universal life lessons learned from Asian cultures. The CCLS in Reading,


Writing, Language and Speaking/Listening and to Career Developmental and

Occupational Studies (CDOS) Standards are embedded in the learning plans and

activities. The content-based samples of learning plans and activities that follow are

designed not only to give students in District 75 access to literacy skills; but, immerse

them in a cultural experience, and to give them opportunities to interact and

collaborate with their peers.


ASSESSMENT

FORMATIVE ASSESSMENT EVIDENCE: Pictures of students participating in various classroom lessons and activities

Data collection

Student work samples, as appropriate

PERFORMANCE BASED ASSESSMENT TASK

LEVEL D:Attends to the reading of “The Four Dragons.” Engage with teacher-generated symbols

of the yellow dragon, the black dragon, the long dragon, and the pearl dragon to create

a picture walk of when each character was first introduced in the text.

LEVEL C:Sequence events of a folktale that depicts a life-long lesson using pre-populated pictures

from a storyboard.

LEVEL B:Create a Folktale about oneself in which you, as the main character, learns a life-long

lesson: Elements of the folktale should include:

Setting

Conflict/Problem

Solution

Moral/ Lesson Learned

Main Character

*See explanatory notes of “engagement” in The Essential Thinking Skills

and Behaviors Document.

STANDARDSD75 Alternate Assessment Curriculum Framework 6-8 ELA Module 3: Lessons from Asia

ELA COMMON CORE ANCHOR STANDARDS:RL.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.3 Analyze how and why individuals, events and ideas develop and interact over the

course of a text.

RL.7 Integrate and evaluate content presented in diverse formats and media, including

visually and quantitatively, as well as in words.

RL.9 Analyze how two or more texts address similar themes of topics in order to build

knowledge or to compare the approaches the authors take.

SL.1 Prepare for and participate effectively in a range of conversations and

collaborations with diverse partners, building on others’ ideas and expressing their own

clearly and persuasively.

L.6 Acquire and use accurately a range of general academic and domain-specific words

and phrases sufficient for reading, writing, speaking, and listening at the college and

career readiness level; demonstrate independence in gathering vocabulary knowledge

when encountering an unknown term important to comprehension or expression.

W.4 Produce clear and coherent writing in which the development, organization, and

style are appropriate to task, purpose, and audience.

CAREER DEVELOPMENT AND OCCUPATIONAL STANDARDS

Standard 1-Career Development: Students will learn about the changing nature of the

workplace, the value of work to society, and the connection of work to the achievement

of personal goals.

Standard 3a- Universal Foundation Skills


3a.2 Thinking skills lead to problem solving, experimenting, and focused observation and

allow the application of knowledge to new and unfamiliar situations.

3a.3 Personal qualities generally include competence in self-management and the ability

to plan, organize, and take independent action.

3a.4 Positive interpersonal qualities lead to teamwork and cooperation in large and

small groups in family, social, and work situations.

ESSENTIAL QUESTIONS

1. What life-lesson can be gained from stories of Asian culture?

2. How can the life experiences of others influence and shape the choices that we

make?

VOCABULARY

Asia

Beginning

Conflict

Emotions

End

Image

Main Character

Maps

Middle

Moral Lesson

Obstacle/ Challenge

Pair

Problem

Sacrifice

Sequence

Setting

Solution


LESSON STRANDS OVERVIEW1. Stories have a structure.

2. Stories show how characters grow and learn over time.

3. Stories teach important lessons.

4. Life experiences determine the choices that people make.

5. Life-long lessons shape who we are and how we interact with one another.

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: Stories have various structural components.

LEARNING PLANS AND ACTIVITIES LEVEL D: Engage with the concept of (beginning-middle-end) during a read aloud.

Explore 3-dimensional maps that depict land formations of Asia.

Engage with magnified pictures of the characters of the story.

Engage with excerpts of the Flocabulary video Five Elements of a Story

with a focus on two elements – Character and Setting.

http://www.flocabulary.com/fivethings/

After listening to the folktale, The Chinese Mirror, students engage with a mirror

while the teachers assist in dressing them in different props and accessories to

depict various images of themselves in the mirror.



LEARNING PLANS AND ACTIVITIES LEVEL C:

Manipulate the events of story to depict the beginning-middle-end of the story.

After listening to the folktale, The Chinese Mirror, students use a mirror to assist

in dressing themselves in different props and accessories to depict various

images of themselves in the mirror.

Watch excerpts of the Flocabulary video Five Elements of a Story

with a focus on two elements – Character and Setting

http://www.flocabulary.com/fivethings/ then respond to teacher-generated questions

around characters and setting.

Color a map of Asia.

Create puppets depicting various characters in stories.

LEARNING PLANS AND ACTIVITIES LEVEL B

Sequence and write the order of events in a story - beginning-middle-end.

Participate in a choral read of sections of selected texts.

Creating 3-dimensional maps using tissue paper to depict various land

formations of Asia.

Watch excerpts of the Flocabulary video Five Elements of a Story

with a focus on three elements – Character, Setting, and Problem/Solution

http://www.flocabulary.com/fivethings/ then respond to teacher-generated questions

around characters, setting and problem/solution. (View multiple times as

elements are introduced/ reinforced).

Create puppets depicting various characters in stories and use them to role-play

selected events.




After listening to the folktale, The Chinese Mirror, students will use a mirror as

they dress themselves in different props and accessories to depict various

images of themselves. Students will write sentences that explain the changes to

their image as observed in the mirror.


Lesson Strand 2: Stories show how characters grow and learn over time.

LEARNING PLANS AND ACTIVITIES LEVEL D: Attend to peers role-playing how characters change throughout the course of a

text.

Engage in a teacher-directed storyboard (i.e. felt board) of character

representations used in a scene to depict development over time.

Attend to peers who are rolling a die (teacher-made) that depict six emotions

(mad, frustrated, excited, sad, happy, and surprised). Once die is rolled, students

will demonstrate emotion.

Engage with the School House Rock video ‘Interjections’ (emotions).

LEARNING PLANS AND ACTIVITIES LEVEL C: Participate in think /read aloud using the book: The Long Haired Girl: A Chinese

Legend and write using symbols, drawings and/or words two emotions that the

main character experienced.

Manipulate characters on a storyboard to depict the growth of the character

over time.

Incorporate the colors of the mood meter or have students use colors to

describe/represent the emotions of the main character.

Roll a die (teacher-made) that depicts six emotions (angry, frustrated, confused,

sad, excited, and surprised). Match the word on the die to a picture depicting

that emotion.

http://www.earlylearninghq.org.uk/class-management/sen/emotions-dice-editable-text/

Watch the School House Rock video Interjection to learn commonly used words

that are often associated with emotions.



LEARNING PLANS AND ACTIVITIES LEVEL B: Participate in think/read aloud using the book: The Long Haired Girl: A Chinese

Legend and describe the emotions the main character experienced throughout

the story.

Using pictures, sequence how the main character grows/changes over time.

Use a graphic organizer to describe the different emotions characters experience

in different situations.

Dictate/write about characters’ emotions from the beginning, middle and end of

a text (First, he/she felt _______. Then, he/she was _________. Finally, he/she

was __________).

Roll a die (teacher-made) that depicts six emotions (angry, frustrated, confused,

sad, excited, and surprised). Act out a situation that depicts the highlighted

emotion while other students guess the emotion. http://www.readwritethink.org/classroom-resources/student-interactives/cube-creator-30850.html?tab=2

Watch the School House Rock video Interjection to learn commonly used words

that are often associated with emotions. Students should choose three

preferred interjections and explain both verbally and in writing why they

selected those particular emotions.


http://www.readwritethink.org/classroom-resources/student-interactives/cube-creator-30850.html?tab=2

Lesson Strand 3: Stories teach important lessons.

LEARNING PLANS AND ACTIVITIES LEVEL D: Engage with the teacher during an interactive story in which the lesson “Right or

Wrong” is taught/learned using a Smart board.

http://exchange.smarttech.com/details.html?id=3592e874-ae80-4346-bf9e-789666fa6e40

Attend to the sequencing of events in a story/situation.

Engage in two read aloud, The Long-Haired Girl and Raggedy Chan . After reading,

students engage in teacher presentation of pictures depicting the importance of

water (e.g. rain on a farm, animal’s drinking water).

Engage with a “Raggedy Chan-like” doll while listening to the story Raggedy

Chan .

LEARNING PLANS AND ACTIVITIES LEVEL C: Participate in “Right or Wrong” Smart board lesson.


Sequence the events of a story/situation; then provide an oral explanation.

Listen to the reading of two read aloud, The Long-Haired Girl and Raggedy Chan .

After reading, students will provide oral explanation depicting the importance of

water.

Act out a scene from either The Long-Haired Girl or Raggedy Chan that

emphasizes

Match the main character to his/her unique situation and the lesson he/she

learned.




LEARNING PLANS AND ACTIVITIES LEVEL B: With teacher assistance, create a shared story that includes at least two

characters, a problem/conflict, and a resolution that addresses the moral.

View the “Right or Wrong” Smart board lesson; then, provide an explanation

(written or oral) for their responses/choices.


Listen to two read aloud, The Long-Haired Girl and Raggedy Chan. After reading,

students will complete a graphic organizer that compares the importance of

water across both texts.

Sequence the events of a story/situation. Write a 4-6 sentence summary

describing the lesson that was learned.

Write a 5-7 sentence essay connecting the moral of a lesson from one of the

texts to their life experiences.



Lesson Strand 4: Life experiences influence the choices that people make.

LEARNING PLANS AND ACTIVITIES LEVEL D: Engage with movie selection Mulan.

Engage with the book version of Mulan that is read aloud.

Explore representations of characters and items found in Mulan (text or movie).

Choose a “favorite” character from Mulan when presented with a choice of two.

Attend to the emotion that their “favorite” character experienced at the end of

the movie/story given an errorless choice.

LEARNING PLANS AND ACTIVITIES LEVEL C: Sort pre-cut/laminated photographs into appropriate choice categories of “right”

and “wrong” on a T-Chart.

Actively engage in discussions around choices made in life experiences.

Connect the “main character” to his/her problem within a text.

Role–play decisions/choices made for various situations using self-

representations.

After engaging with the video and book version of Mulan, students will evaluate

the main character’s decisions in the story by selecting a flashcard with the word

“good” or “ bad” written on it.

LEARNING PLANS AND ACTIVITIES LEVEL B: Using pictures, images and/or photographs of “safe” and “unsafe” situations,

provide:

a) A written statement (3-4 sentences) that explains the conditions of

each situation.

b) a verbal statement that explains the conditions of each situation.

Participate and lead discussions around choices made in their lives.


Use decision-making skills to predict the outcome of certain situations.

Compare and contrast the main character’s decisions in different forms of

media: (text vs. movie) Mulan and another previously viewed movie or Mulan

and Raggedy Chan.

Provide students with various scenarios in which they must give alternate

choices for each situation. (Response choices- oral or written)


Lesson Strand 5: Life-long lessons shape who we are and how we interact with

one another.

**Several of these lessons can be implemented over a series of several days**

LEARNING PLANS AND ACTIVITIES LEVEL D: Engage with the book Cat and Rat: The Legend of the Chinese Zodiac by Ed

Young.

Attend to peers or teachers acting out a scene from Cat and Rat: The Legend of

the Chinese Zodiac by Ed Young.

After being presented with pictures of animals that are oppositely paired,

students can activate a pre-programmed switch in order to answer the following

question: Should these animals be together?

Engage with the book Sons of the Dragon King: A Chinese Legend by Ed Young.

Touch/hold popsicle stick pictorial representations of each son during read aloud

of Sons of the Dragon King: A Chinese Legend by Ed Young.

LEARNING PLANS AND ACTIVITIES LEVEL C: Listen to the read aloud Cat and Rat: The Legend of the Chinese Zodiac by Ed

Young.

Using pictures and photographs of different types of animals (domestic and

wild), students will choose to make like and unlikely pairs.

Teacher will select a scene from Cat and Rat by Ed Young for students to act out.

After listening to the read aloud of Cat and Rat: The Legend of the Chinese Zodiac

by Ed Young, students should create a thirteenth zodiac sign. Present students

with three animal choices (e.g., pigeon, squirrel, giraffe, bear, cow, alligator, and

fish). Students select one animal as their zodiac. Students are to create a

corresponding symbol for the thirteenth zodiac sign. Students will use a graphic

organizer to describe their zodiac sign.


Listen to the book Sons of the Dragon King: A Chinese Legend by Ed Young.

Based upon which story students like, allow students to choose a scene from

either book to act out.

LEARNING PLANS AND ACTIVITIES LEVEL B: After listening to the read aloud of Cat and Rat: The Legend of the Chinese

Zodiac, students should discuss likely and unlikely animal pairing. Students

should explain how animals can work well together.

Present students with a scenario. Allow them to select an unlikely animal pairing

and discuss how those animals can work well together to solve the problem

within the scenario.

Students will respond to the following prompt: Identify an obstacle that both the

cat and rat faced. Then generate a verbal or written response explaining how

the cat and rat used that obstacle to their advantage. Lastly, students are to

think about their own life experiences and write an essay explaining how they

overcame an obstacle.

After listening to the read aloud of Cat and Rat: The Legend of the Chinese Zodiac

by Ed Young, students should create a thirteenth zodiac sign. Students are to

create a corresponding symbol for the thirteenth zodiac sign. Lastly, students

will generate an explanatory paragraph describing their zodiac sign. This

explanatory paragraph should consist of 4-6 sentences.

Listen to the book Sons of the Dragon King: A Chinese Legend by Ed Young.

Select one character and his attribute from the story, Sons of the Dragon King .

Use that character’s attribute to describe how it can help someone else or solve

a problem.


MATERIALS/ RESOURCES

Photographs

Teacher-made “Emotions” die

DLM Picture Cards

Storyboard

Graphic Organizers

Popsicle sticks

Props

Mirror

Tissue paper

Glue

Raggedy Ann doll

Chinese zodiac poster

BOOKS: The Five Chinese Brothers by Claire Huchet Bishop

Seven Chinese Brothers by Mahy

Chinese Fables: “The Dragon Slayer” and Other Timeless Tales of Wisdom by

Shiho S. Nunes

The Long-Haired Girl: A Chinese Legend by Doreen Rappaport

The Chinese Mirror by Mira Ginsburg

Raggedy Chan: A Chinese Heritage Tale by Camille Picott

Seven Chinese Sisters by Kathy Tucker

Nine Tail Fox: A Chinese Heritage Tale by Camille Picott

The Lost Horse: A Chinese Folktale by Ed Young

Cat and Rat by Ed Young


Sons of the Dragon King: A Chinese Legend by Ed Young

The Four Dragons

WEBSITESDICE/CUBES

http://www.sanjuan.edu/webpages/gguthrie/files/Story%20Cube%20directions,%20rubric,

%20graphic%20organizer%20and%20cube%20template.pdf



CHINA RELATED INFORMATION AND ACTIVITIES www.brainpop.com

www.brainpopjr.com

SPEECH/DIALOGUE BUBBLES:

http://www.scholastic.com/teachers/top-teaching/2012/09/dozen-ways-use-speech-and-

thought-bubbles-your-classroom

http://havefunteaching.com/worksheets/writing-worksheets/comic-strip-worksheets/

STORY MAP: STORY ELEMENTS (EMOTIONS, ETC.)

http://www.readwritethink.org/classroom-resources/lesson-plans/inferring-characters-change-

858.html#overview

http://www.worldoftales.com/Asian_folktales/Asian_Folktale_6.html

MOVIES/ VIDEOS: Mulan

Seven Chinese Brothers

Interjections by School House Rock

http://www.youtube.com/watch?v=YQ0696UhWrc


http://www.youtube.com/watch?v=YQ0696UhWrc

http://www.worldoftales.com/Asian_folktales/Asian_Folktale_6.html

http://www.readwritethink.org/classroom-resources/lesson-plans/inferring-characters-change-858.html#overview

http://www.readwritethink.org/classroom-resources/lesson-plans/inferring-characters-change-858.html#overview

http://havefunteaching.com/worksheets/writing-worksheets/comic-strip-worksheets/

http://www.scholastic.com/teachers/top-teaching/2012/09/dozen-ways-use-speech-and-thought-bubbles-your-classroom

http://www.scholastic.com/teachers/top-teaching/2012/09/dozen-ways-use-speech-and-thought-bubbles-your-classroom

http://www.brainpopjr.com/

http://www.brainpop.com/



http://www.sanjuan.edu/webpages/gguthrie/files/Story%20Cube%20directions,%20rubric,%20graphic%20organizer%20and%20cube%20template.pdf

http://www.sanjuan.edu/webpages/gguthrie/files/Story%20Cube%20directions,%20rubric,%20graphic%20organizer%20and%20cube%20template.pdf

Five Elements of a Story “Five Things” by Flocabulary

http://exchange.smarttech.com/search.html?

q=morals&subject=All+subjects&grade=All+grades&region=en_US#page=3

**Please visit the San Francisco Kids Public Library website for additional resources on

Asian Heritage: http://sfpl.org/index.php?pg=2000154101**


http://sfpl.org/index.php?pg=2000154101**

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

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 SolvingProblem 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-Regulation

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.


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