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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 3-5 ELA Module 3: Exploring other Countries: China

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

Grade 3-5 ELA Module 3

Exploring other Countries: China

CONTEXTUNIT TOPIC: Research to investigate a content-based subject

The third module of 3-5 in ELA focuses on using research to explore a preselected content area. To be

consistent with the social studies theme of the grade bands, the selected subject is China. Within this

context we are teaching the value of research while exposing students to a variety of Common Core

Learning Standards.

The ability to experience in the research process is an invaluable life skill. Whether you are deciding

where to go to lunch, on your next vacation, or your next career move, the ability to identify credible

sources, organize information from different sources and integrate new information is essential. In this

unit, we aim to provide students with appropriate learning activities that will help them develop and

refine these competencies.

Additionally, through the exploration of another country, students are afforded the opportunity to see

as a way learn more about other people, cultures, and the larger human experience. As students read,

talk, and write about life in China they develop their capacity for empathy for others and potentially

discover new interests or passions.

The practice of research also offers an authentic forum for students to meet and refine competencies

related to ELA CCLS for the 3-5 grade bands. Specifically, it is the expectation that students will

demonstrate increasing sophistication in all aspects of language use. This includes their use of


vocabulary and syntax, their ability to develop and organize ideas, become immersed in, and use

information from more complex technical text. Throughout this unit, students meet these expectations

of the CCLS through investigating a range of primary and secondary sources about China and producing

a student selected reflection piece.


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

Create a writing piece such as a travel brochure, essay, PowerPoint, etc, containing information,

illustrations (drawings and/or photographs) and recommendations (opinions and preferences) on

travel to China.

Level D: Students include 1 fact (animal of China, music of China, etc.) 1 illustration (concrete

object, photograph, etc.) and 1 personal recommendation (demonstrating a food or music preference).

Level C: Students include 3 facts with details, 3 illustrations to support the given facts and 2

personal recommendations (food, places of interest, stories, music, and art).

Level B: Students include 5 facts with details, 5 illustrations to support the given facts and 3

personal recommendations (food, places of interest, books, music, and art).

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

Document.


STANDARDS

ELA COMMON CORE ANCHOR STANDARDS:

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.

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.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly

and accurately through the effective selection, organization, and analysis of content

CAREER DEVELOPMENT AND OCCUPATIONAL STANDARDS

2.1: 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 see 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 do we use research techniques to learn about the world?

2. How do we share with others what we learned from our research?


VOCABULARY

Ancestor

Bamboo

Beijing

Buddha

Calligraphy

Chopsticks

Comma

Confucianis

m

Diversity

Draft

Dumplings

Dynasty

Economy

Edit

Emperor

Folktale

Geography

Grand Canal

Great Wall

Interview

Mandarin

Panda

Porcelain

Primary Source

Publish

Punctuation Marks

Quotation

Reference

Research

Revise

Rice Paddy

Rickshaw

Rural

Secondary Source

Silk Route

Sorghum

Stir Fry

Taoism

Urban

Zodiac

LESSON STRANDS OVERVIEW1. Information is available all around us.

2. Researchers study different communities where people live (generate questions).

3. Researchers can use many sources to investigate a topic (books, maps, computer, and interviews

with people).

4. Researchers use information they have gathered to plan what they write (graphic organizers, sticky

notes, templates, sketching).

5. Researchers speak as experts by using domain-specific vocabulary.

6. Punctuation makes what we write easier for the reader to understand. (Period, question mark,

exclamation mark, commas).

7. Researchers use guidelines to help them with their writing (e.g. checklist, exemplar, templates).

8. Researchers celebrate their work with other’s (speaking, demonstrating/pointing to objects about

topic, show and tell class project).


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: Information is available all around us.

LEARNING PLANS AND ACTIVITIES LEVEL D: Engage in exploration activities in various Chinese art, music, or literature forms using images or

representations of inventions, important people, woodblock prints, calligraphy writing, kites,

sugar people, puppetry, instruments (such as pellet drums), folktales (The Empty Pot (An Owlet

Book) by Demi.

Engage with multiple representations of information about the location of China e.g.

touch/spin globe, point to map of Asia/China/ holding object representation (cardboard cut-out

of China).

Engage with various media to view images of, or objects representative of and associated with

China or Chinese culture (Dragon, Panda, Chinese money, etc).

Engages in an errorless collection of facts about China using visual or object representations.

Attend to videos, discussions, objects, or presentations while on a museum trip

Engages with materials used for creating replicas of Chinese L and marks (Great Wall of China,

The Forbidden City, Qin Terracotta Army, Xian).

LEARNING PLANS AND ACTIVITIES LEVEL C: Identify China on a world map/globe.

Identify the continent China is found on.

Answering “Wh” questions related to a map of China.


Identify representations related to Chinese art, music, literature, people, inventions etc.

( woodblock prints, calligraphy writing, kites, sugar people, puppetry, instruments (such as

pellet drums), folktales

Create column sorting charts to make lists of Inventions, holidays, important people,

landmarks, etc.

Identify images representative of Chinese culture in texts via a Picture Walk e.g. Two of

Everything by Lily Toy Hong, The Story About Ping by Marjorie Flack

Tell/draw/recall what they have observed with peers after viewing a video

LEARNING PLANS AND ACTIVITIES LEVEL B: Generate research questions they would like to answer during their research About China.

Use a graphic organizer to record notes while viewing a video about China

Compare works of Chinese art, literature, or music and describe commonalities seen within

each art form. (Similar themes, colors, sound, etc).

Generate an opinion supported by resources about traditional Chinese music, art, literature,

etc.

Create a comparison chart relating the different structures of the Chinese government from the

past to now.

Generate a description of different holidays celebrated in China and reasons they exist.

Write a letter to the Chinese Embassy requesting information about the country.

Write a letter to various museum directors inquiring about the contents of their Chinese

exhibits in order to decide which one they should visit.


Lesson Strand 2: Researchers study different communities where people live to learn about their

culture, history and economic conditions.

LEARNING PLANS AND ACTIVITIES LEVEL D: Engage with images of various communities found across the country of China (urban, rural,

mountain, houseboat).

Engage with products produced in different communities of China (rural- rice, urban- factory

products).

Engage with representations of rural vs. urban communities found in China.

Engage with images of various ethnic groups found in different regions of China

Engage with representations of different types of housing options that are found in different

communities across China (apartment, farm house, houseboat, etc).

Engage with representations of traditional celebrations.

Engage with foods from different regions of China.

LEARNING PLANS AND ACTIVITIES LEVEL C: Sort images of various communities found in China (rural, urban, mountain, houseboat).

List products related to where they are produced (rural vs. urban).

Sort images of rural vs. urban communities in China in a t-chart.

Sort images of people (ethnic groups) based on the region the group is typically found.

Categorize images of people into the ethnic groups found in China.

Match images or representations of the various housing options of China apartment,

farmhouse, houseboat, etc).

List traditional celebrations found in different regions of China.

List foods from different regions of China.


LEARNING PLANS AND ACTIVITIES LEVEL B: Read informational text about different types of communities and record findings.

Read/attend to informational text about China and draw inferences about geographic settings

(i.e. who lives there, what they might eat, etc).

Label images of various communities found in China (rural, urban, mountain, houseboat).

View multi-media presentation about different geographic regions in China and craft a written

response (i.e. what they like, key details, etc).

Use a graphic organizer to compare/contrast rural and urban communities in China.

Label and categorize images of people into the ethnic groups found in China.

Investigate different housing options in China (i.e. apartment, farmhouse, houseboat, etc) and

present findings within a graphic organizer.

Draw conclusions summarizing most common housing options in China.

Identify traditional celebrations found in different regions of China and organize them on a

year-long calendar.

Investigate common foods that are produced and consumed in china.

Compare investigated Chinese eating habits to common American Eating Habits.

Using the jigsaw method, students investigate traditional Chinese Arts (Theater, Art, Music, and

Dance)

o Each group should research and view/listen to their delegated art form.

o Use a graphic organizer to record their findings.

o Share findings and record new information from other teams.

Lesson Strand 3: Researchers can use many sources to investigate a topic (books, maps,

computer, and interviews with people).


LEARNING PLANS AND ACTIVITIES LEVEL D: Select a topic related to Chinese Culture that student orients to when presented with a variety

of representative objects (i.e. Chinese food, music, clothing, etc).

Engage with text about preferred topic and with collecting pictures/objects reflecting the topic.

Attend to recordings/ multimedia presentations about selected/preferred topic.

Attend a field trip related to their selected Chinese Culture Topic.

Attend to a primary source of selected topic (i.e. interviews).

LEARNING PLANS AND ACTIVITIES LEVEL C: Select at least two topics related to Chinese culture that students display interest in.

In small groups or pairs, investigate common or similar selected topics by collecting pictures

that depict key details from multimedia sources.

Identify types of sources used by researchers.

Use a graphic organizer to compare the pros and cons of different informational sources.

Attend to multi-media presentations about selected topics (i.e. video, PPT, informational text,

maps).

Use a graphic organizer to report key details from completed investigations of different sources.

Attend to and interact during a field trip related to their selected Chinese Culture Topic.

LEARNING PLANS AND ACTIVITIES LEVEL B: Select at least three topics related to Chinese culture that students display interest in.

Create a list of potential sources that researchers can use to find information and use a t-chart

to identify which are primary and secondary sources.

Compare/contrast the benefits of different informational sources that researchers use and infer

possible negative outcomes from using bad informational sources.

In small groups or pairs, investigate common or similar selected topics by collecting pictures

and writing captions to reflect key details related to topics from multimedia sources.


Attend to multi-media presentations about selected topics (i.e. video, PPT, informational text,

maps) and use a graphic organizer to record notes identifying key details.

Attend to and interact during a field trip related to their selected Chinese Culture Topic and ask

interviewing questions to coordinator.

Identify both primary and secondary sources in the form of a working bibliography.

Lesson Strand 4: Researchers use information they have gathered to plan what they write

(graphic organizers, sticky notes, templates, sketching)

LEARNING PLANS AND ACTIVITIES LEVEL D:


Attend in matching words to pictures (index cards may be color coded to keep “umbrella’ ideas

separate).

Attend to separating cards by color codes (in baskets, piles, etc) one color per sort.

Engage in creating a collage or flip book cover- one main idea or one project (collage or flip

book) per topic chosen earlier).

LEARNING PLANS AND ACTIVITIES LEVEL C: Match one picture to a word/detail on a card (index cards may be color coded to keep topic

ideas separate).

Sort “facts cards” by theme/topic and chart out on a larger surface (i.e. White board, chart

paper, etc) one heading per column.

Create “main idea” pages (one per sort), with heading which may include pictures, picture &

word, word or phrase.

Begin drafting presentation about selected topics.

LEARNING PLANS AND ACTIVITIES LEVEL B:

Write one fact/or detail on an index card (index cards may be color coded to keep “theme/topic

ideas separate).

List facts on an outline with a header naming the theme/topic- one heading per page.

Formulate “main idea” sentences which will be supported by details that have been collected

(may be supported by teacher questioning, sentence starters, etc.

Begin drafting presentation about selected topics in paragraph form.

Lesson Stand 5: Researchers speak as experts by using domain-specific vocabulary.

LEARNING PLANS AND ACTIVITIES LEVEL D: Exposure to domain-specific vocabulary and terminology as lessons and activities occur

throughout the unit (topics student selected).


Activate switch for voice output of key term in unit when paired with appropriate

pictures/objects.

Engage in labeling and/or drawing/tracing pictures with the Chinese “verbiage” clearly

presented.

Engage with interactive world wall display by reaching for/ gesturing toward vocabulary words

related to Chinese Culture exploration.

LEARNING PLANS AND ACTIVITIES LEVEL C Develop Word Wall format- by attaching pictures and definitions of new vocabulary (can use

note cards, index cards, etc).

Match and label Chinese related terms to appropriate pictures (i.e. Use Buddha rather than

“statue”, Dragon rather than “animal”, wooden block print rather than “stamp” Zodiac rather

than “calendar” Asia rather than ”land”).

Draw representations of domain-specific words.

During discussion, answer questions using “technical” words with and without adult

support/prompting.

LEARNING PLANS AND ACTIVITIES LEVEL B: Write domain-specific words on “Word Wall” as new vocabulary related to China as

learned/introduced. This may be kept as an ongoing tool throughout the unit as a support

while writing. It can be organized by topics or alphabetically.

Distinguish between generic and China specific terminology (create a chart to compare/ link

ideas).

Use domain-specific vocabulary words to replace general terms they may revert back to during

activities and writing the final piece.

Replace any “generic” words found in notes, charts, cards, graphic organizers with domain-

specific vocabulary (can cover with sticky notes, or cross out and rewrite, etc.

Use domain-specific vocabulary and self-correct during whole and small group discussion.


Lesson Stand 6: Punctuation makes what we write easier for the reader to understand

LEARNING PLANS AND ACTIVITIES LEVEL D: Engage with sorting simple sentence with or without punctuation marks in an errorless format.

Attend to peers and adults identifying lower case letter and/or uppercase letter.

Engages with representations of capital and lower case letters.


According to their ability level, engage in adding a pre-determined punctuation mark in an area

of a sentence as directed by teacher “yes or no” when ask about punctuation marks (Period,

question mark, comma, quotation mark).

Engage with representations of punctuation marks (i.e. 3D models, pictures).

LEARNING PLANS AND ACTIVITIES LEVEL C: Identify and label punctuation marks (period, question mark, and comma).

Distinguish between various punctuation marks within a text (period, question mark, commas)

For example use different color highlighters to distinguish different marks.

Recognize upper vs. lowercase letter in a text by circling when capital letters are used.

Distinguish statements and questions from a list of statements read aloud by indicating the

appropriate punctuation mark.

Review and edit draft form of work for Capitalization, periods and question marks with teacher

and peer assistance.

Participates in evaluating sentences using “yes or no” when ask about presence or absence of

punctuation marks (Period, question mark, comma, quotation mark).

LEARNING PLANS AND ACTIVITIES LEVEL B: Distinguish between various punctuation marks within a text (semicolons, quotation marks, and

parenthesis) e.g. use different color highlighters to distinguish different marks.

Classify different forms of punctuation marks by defining/providing examples when they should

be used.

Distinguish missing marks from statements from a list read by indicating the appropriate

punctuation mark (period, question mark, and comma).

Add missing punctuation marks to a given text (periods, commas, question mark, etc).

Peer edit drafts by using a checklist (Note for correcting punctuation, capitalization, and

meaning, etc).


Participate in peer editing conversation by critiquing sentence meaning (ask your-self, “Is this

sentence clear? Does this make sense?”

Lesson Stand 7: Researchers use guidelines to help them with their writing. (e.g. checklist, exemplar,

templates)

LEARNING PLANS AND ACTIVITIES LEVEL D:


With prompting and support, engage in selecting drawings, pictures or images in

establishing main idea and a key detail in an errorless format.

With prompting and support, attend to creating their project by collecting representations of

key elements/facts related to the topic (i.e. products: rice, silk, etc).

With prompting and support, attend to/engage with a simplified checklist using objects

representing the checklist elements (i.e. title- model of the country, details- product or cultural

representations- rice, dragon form, etc).

LEARNING PLANS AND ACTIVITIES LEVEL C:

Utilize checklist to revise draft.

Peers evaluate drafts with a modified rubric with picture and word support.

Apply peer feed-back to final draft.

Design a decorative cover/illustrations related to main theme.

LEARNING PLANS AND ACTIVITIES LEVEL B: Utilize checklist to revise draft.

Peers evaluate drafts with a modified rubric.

Apply peer feed-back to final draft.

Create a bibliography citing sources.

Design a preferred creative representation that aides in visual expression of main idea (i.e.

sculpture, poster, diorama, etc).

Lesson Stand 8: Researchers celebrate their work with others (speaking, demonstrating/pointing to

objects about topic, show and tell class project)

LEARNING PLANS AND ACTIVITIES LEVEL D: Attend to peer presentations.

Engage with peer presenters replications.

Invite others to participate as an audience to their presentation.


LEARNING PLANS AND ACTIVITIES LEVEL C Attend to and engage in peer presentations.

Orally present presentations by describing their topics.

Display and artwork or created replica of their topic.

Critique peer presentations by analyzing what they liked or was interesting and what they had

questions about.

LEARNING PLANS AND ACTIVITIES LEVEL B: Listen and interact in peer presentations by asking questions

Present presentations in preferred format (orally, video, PowerPoint, etc).

Display and explain created replica of their selected topics (diorama, poster, painting, etc).

Critique peer presentations with checklist of given requirements.

Self-assess presentations with a modified rubric.


MATERIALS

SMARTboard

iPAD

Go Talk

Internet

Computer

Powerpoint, Intellitools,

TECHNOLOGY: “History of China” http://www.neok12.com/History-of-China.htm

http://www.youtube.com/watch?v=DmJ6YHBGygw

http://video.nationalgeographic.com/video/kids/people-places-kids/china-anwu-school-eorg-kids/

http://video.nationalgeographic.com/video/kids/people-places-kids/china-desert-kids/

http://www.brainpopjr.com/search/?keyword=china


http://worldmusic.nationalgeographic.com/view/page.basic/country/content.country/china_170

TACTILE AND ARTS MANIPULATIVES streaming.discoveryeducation.com/.../35_ArtAndMusic_TheChineseArtOfCalligraphy.pdf

http://www.scholastic.com/teachers/lesson-plan/let’s-make-sensory-books

http://pinterest.com/herdabbles/chinese-art-lesson-inspiration/

http://www.enchantedlearning.com/crafts/chinesenewyear/

BOOKS (including but not limited to)

Lonely Planet Not For Parents China By Lonely Planet

Find Out about China: Learn Chinese Words and Phrases and about Life in China by Zheng Qing

Spotlight on China by Robin Johnson

Colors of China by Shannon Zemlicka


http://www.enchantedlearning.com/crafts/chinesenewyear/

http://pinterest.com/herdabbles/chinese-art-lesson-inspiration/

http://www.scholastic.com/teachers/lesson-plan/let's-make-sensory-books

http://worldmusic.nationalgeographic.com/view/page.basic/country/content.country/china_170



http://video.nationalgeographic.com/video/kids/people-places-kids/china-desert-kids/

http://video.nationalgeographic.com/video/kids/people-places-kids/china-anwu-school-eorg-kids/

http://www.youtube.com/watch?v=DmJ6YHBGygw

http://www.neok12.com/History-of-China.htm

China (DK Eyewitness Books Series) by Hugh Sebag-Montefiore

A Primary Source Guide to China by Greg Roza

C Is for China by Sungwan So

A Look at China (Our World Series) by Helen Frost

National Geographic Countries of the World: China by Jen Green

The Great Wall of China (Pop-up) Yves Larvor

Lucky New Year! With Flaps, Pop-Ups, and More! by Mary Man-Kong

Read Aloud: In the Year of the boar and Jackie Robinson By Bette Bao Lord

Hiss! Pop! Boom!: Celebrating Chinese New Year by Tricia Morrissey


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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