Considerations for the Development of Alternate Portfolios

Yes, they are competent! Effective Classroom

Instruction for Students Participating in

Alternate Assessment Carolyn Downing, Sherida Gentry, & Marsha

HarperEducational Consultants

Considerations for the Development of Alternate Portfolios

1. How do I choose appropriate and motivating reading material?

2. How do I match supports to the student’s level of physical, and communication skills?

3. How do I teach language arts objectives/skills to students needing adaptive supports?

4. How do I meet high complexity levels for alternate portfolio?

Elementary

MS

HS

How do I choose appropriate reading material?

Motivate the student to READ!1. Age appropriate2. High Interest for that particular studentVocabulary and Receptive Language level of

the studentReading ability of the student

High Interest Reading Material

Language Abilities

Receptive Language-the ability to extract meaning from spoken or written language

Expressive Language- the ability to express meaning through spoken or written language

Both include:Semantics-meaning of words and phrasesSyntax-the way words are put togetherPragmatics-the way words and expressions are

used

Comprehension- constructing meaning from textconstructing meaning from text

Phonics

DecodingWord Identification

VocabularyComprehension

P A

Phonics

Fluency

DecodingFluency

P A

Every student comes to us with different skills and different weaknesses.

Reading Abilities

How do I match support to students’ physical, reading and communication skill

levels?

Student A- 4th grade

Student B- 7th grade

Student C- 10th grade

Performance Dimension A: Attainment

Student uses verbal or written words, signs, Braille, or language-based augmentative systems to request, initiate, and respond to questions, describe things or events, and express refusal.

ORStudent uses intentional communication, but not

at a symbolic language level: Student uses understandable communication through such modes as gestures, pictures, objects/textures, points, etc., to clearly express a variety of intentions.

Performance Dimension B: Progress

Student communicates primarily through cries, facial expressions, change in muscle tone but no clear use of objects/textures, regularized gestures, pictures, signs, etc., to communicate.

orStudent alerts to sensory input from another

person (auditory, visual, touch, movement) BUT requires actual physical assistance to follow simple directions. Or the student’s response to sensory stimuli (e.g., sound/voice; sight/gesture; touch; movement; smell) is unclear

Elementary School Student A: Description

Physical LimitationsGross and Fine Motor Impairments Oral movement limited Can manipulate medium sized objects (size of candy bar)

with right hand Can operate single switch and step by step switch Has difficulty with spastic involuntary muscle movement at

times-needs assistance with switch placement for increased independent response

Visual impairment Diminished neck control

Reading Description Non-reader


Means of Response Writing-no written language Oral Response- unintelligible vocalizations Manipulating objects with right hand only Yes/No reliable with use of switch

Receptive Language Abilities Receptive Language Age of 4.2 years

Expressive Language Abilities Expressive Language Age of 2.0 years

Performance Dimension

Participates in Alternate Assessment under Dimension A:

(Has reliable receptive and expressive language.)

PHYSICAL ABILITY

Fine Motor-can manipulate medium sized objects with right hand, yes/no reliable and switch use is reliable.

Oral Motor-unintelligible vocalizations

Visual Impairment

•Use objects to be manipulated with the right hand•Use single and step by step switches for responding•Uses switch for yes/no response•Uses a switch to indicate the correct response

•Multisensory representation of the materials (i.e. objects, tactile representation)

READING ABILITY

Non Reader Use multisensory materials ,(i.e. tactile kinesthetic objects), to support text, as you read aloud at least 2 X before questioning.

Description of Skills Adaptations

WRITING

Writing-no written language

INSTRUCTIONAL SUPPORT Explicit teaching of scaffolded skills and one-on-one support during task administration

LANGUAGE SKILLS

Expressive Language Age – 2.0

Receptive Language Age – 4.2

•Paraphrase text•Use multisensory objects representative of literature•Pre-teach Tier 2 (and important to the meaning Tier 3) words from the reading passage.•Use tactile graphic organizer for concrete representation of the abstract task •Use text that has been read to her several times before•Work at the paragraph level (one paragraph at a time)


Middle School Student B: Description

Physical Limitations Low Tone Speech unintelligable to the trained ear 50% of the time

Reading Description 1.7 grade Reading level Inability to decode multisyllabic words Fluency- Reading very slow, labored with poor prosody,

however, most sight words and single syllable words are read correctly, but sometimes difficult to understand.

Vocabulary- Equivalent of a five year old Comprehension- Poor text engagement. Difficulty with

summarization, visualization, and self-monitoring skills. Difficulty focusing on reading material in large groups.


Means of Response Writing- uses alternate keyboard and other visual graphics

to communicate what she knows Oral Response reliable, but difficult to understand at times Pointing reliable Yes/No reliable (nod, verbal, gestural or point to written

“yes” or “no”)






PHYSICAL ABILITY

Low Tone •Structure seating / Physical Space for appropriate posture

READING ABILITY

Decoding of multisyllabic words

Fluency- Reading very slow, labored with poor prosody, however, most sight words and single syllable words are read correctly.

Vocabulary- Equivalent of a five year old

Comprehension- Poor text engagement. Difficulty with summarization, visualization, and self-monitoring skills. Difficulty focusing on reading material in large groups.

•Pre-teach multisyllabic words

•Adapt text to first grade reading level incorporating pictures to support unfamiliar or multisyllabic words and have student listen to the passage read aloud 1X before reading it herself using adaptations.

•Pre-teach Tier 2 (and important to the meaning Tier 3) words from the reading passage. Use objects and other graphic representations as necessary

•Use graphic organizer for visual representation of the abstract task . Use objects and other graphic representation as necessary.


.WRITING

Writing- Uses an alternate keyboard

Oral Response- Approximately 50% unintelligible

•Allow student to copy material with alternate keyboard word for word or scribe an oral response for the student.•Require responses limited to single words, or phrases

INSTRUCTIONAL SUPPORT •Explicit teaching of scaffolded skills and one-on-one support during task administration

LANGUAGE SKILLS



•Same as for Fluency, Vocabulary and Comprehension


High School Student C: Description

Physical LimitationsGross and Fine Motor Impairments Limited to no fine motor movement Some head control Nonverbal, vocalizations carry no meaning Fixed visual regard (upward) Permanent trach Tires quickly Visual Scanning of text/pictures is labored Medically fragile

Reading Description Approximately 8th Grade Reading Level Fluency- Reads silently at a slow rate. Slow visual scanning of

the text Vocabulary- Equivalent of a 14 year old Comprehension- Excellent text engagement with short

passages. Demonstrates good understanding of written text as well as text that is read to her .


Means of Response Uses head operated switch to operate a visual scanner in

order to choose multiple choice answers Writing-no written language Nonverbal- unintelligible vocalization Manipulating objects not an option Eye gaze reliable Yes/No reliable (eye blinks)

Receptive Language Abilities Receptive Language Age of 14 years

Expressive Language Abilities Expressive Language Age of 8.0 years, assessment

information unreliable due to limited means of response




PHYSICAL ABILITY

•Limited to no fine motor movement

•Tires quickly

•Visual Scanning of text /pictures is labored

•Limited head movement•Fixed visual regard (upward)

Observes visual scanner located in her visual regard to respond to question and activates head operated switch to choose (a) (b) or (c)

•Present information in small chunks with double spacing and frequent breaks to allow time to rest.

•Allow extra time to read the passage. May shorten reading passage or utilize text reader after 10 minutes of reading.

•Requires positioning of materials and switch to increase accurate and independent response


READING ABILITY

8th Grade Reading Level

• Fluency- Reads silently at a slow rate. Slow visual scanning of the text.

• Vocabulary- Equivalent of a 14 year old

• Comprehension- Excellent text engagement with short passages. Demonstrates good understanding of written text as well as text that is read to her .

May provide extra time

INSTRUCTIONAL SUPPORT


LANGUAGE SKILLS

Receptive Language Age of 14 years

Expressive Language Age of 8.0 years (unreliable due to limited oral abilities)

WRITING

•No written language

MEANS OF RESPONSE

•Nonverbal- unintelligible vocalizations•Manipulating objects not an option•Eye gaze reliable•Yes/No reliable•Using head switch and visual scanner

•Yes/ No response

•Chooses correct multiple choice answer with use of a head switch and scanner


How do I teach language arts objectives/skills to students needing

adaptive supports?

Differentiated Instruction

AdaptationsScaffolding InstructionBest Practices

Adaptations

Adaptations are designed to address:

Physical limitations (gross and fine motor)Articulation limitationsVisual limitationsHearing limitationsLanguage limitationsCognitive limitationsReading limitationsSocial/Emotional and behavioral limitationsAttention limitationsSensory limitations

Instructional Materials/Representation

Support background knowledge

Make a connection to the student’s life that can be related to the new targeted knowledge.

Google Earth

Celestia (2).lnk

SPLASH/HDI-University of Kentucky

Teaching Methods/Representation Multiple Examples


Jonas is a boy.

Jonas is sensitive.

AbleNet, Inc

Story Bag containing objects representing critical elements of character

Voice output

Jonas is a boy

Jonas is sensitive

Teaching Methods/RepresentationHighlight Critical Features


TechTalk

Instructional Materials/Expression

Provide tools and media for expressionTango! Blink Twice

Boardmaker, Mayer Johnson

Drawing

Graphic Organizer

A plant has leaves ●

Sentence strips

Writing with Symbols 2000, Widgit


The Magic Book

Adapted Reading Material

Reader• Adult or Peer reader• Technology

High Interest-Low Reading Level Material• Purchase • Adapt your own material

Using Graphics and or Manipulatives• Graphic Novels• Pictures• Objects

Read & Write Gold, TextHelp Systems)


http://www.kurzweiledu.com


Student matches word to picture card. Eventually picture cards are removed and student calls word only.

Adaptations to TextAdapt your own Material

www.atvsafety.org"Tips and Practice Guide for the All-Terrain Vehicle Rider" booklet Reduced Language level•Simplified vocabulary•Simplified structure of sentences•Reduced number of syllables per sentence

Change Appearance of the Text•Increase Spacing•Change font•Increase font size•Bold if necessary

Support Text•Add graphics•Use manipulatives as text is read

Character in a play, story or novel – The Giver by Lois Lowery Use Spark Notes for character summary

http://www.sparknotes.com/lit/giver/characters.html



Writing with Symbols 2000

Crossing Roads and Highways

ATVs are designed to be used OFF-ROAD ONLY. A leading cause of accidents and fatalities to ATV riders is riding on or crossing a road illegally or improperly. The hazards of crossing roads cannot be over-emphasized, but you may find it necessary on occasion to cross a road or highway. This is particularly true in farming areas where ATVs are used for various work purposes.

ONLY ride your ATV off the road. Riding across roads is

very dangerous. ATV riders are often killed crossing a

road.

If you must cross a road, use the following guidelines to reduce risk:

• Make sure you know your state’s laws and regulations before you cross any road.

• Before crossing, bring your ATV to a complete stop on the shoulder of the road.

• Yield the right of way to all oncoming traffic. Look both ways.• Ride cautiously. Your ATV will handle differently on pavement

and may be difficult to maneuver, increasing the danger of collision.

• Cross the road at a 90-degree angle where there are no obstructions and your visibility is good.

• If you are riding in a group, have the first rider (leader) dismount on the shoulder before crossing and watch for traffic as he waves the group across the road. Have the last rider dismount on the shoulder after crossing and watch traffic, to help the group leader across.

• Remember, crossing roads improperly or riding illegally on the road is a major cause of serious accidents and fatalities to ATV users, so use extra caution. Always assume the drivers DO NOT SEE YOU, since most driver look for cars, not ATVs.

Recommendations for crossing the road on an ATV

Know the rules for your state.

Stop your ATV on the shoulder of the road.

Look both ways.

If you can see well, cross the road carefully.

The lead rider should get off the ATV and watch for traffic as the

other riders cross the road. The last rider across the road should get

off his or her ATV and watch for traffic as the lead rider crosses the

road.

Adapted TextAdapted by Downing 9-08

Remember, crossing roads improperly or riding illegally on the road is a major cause of serious accidents and fatalities to ATV users, so use extra caution. Always assume the drivers DO NOT SEE YOU, since most driver look for cars, not ATVs.

Remember, crossing the road on an ATV is

dangerous. Sometimes car drivers DO NOT

SEE YOU.

Crossing Roads and HighwaysONLY ride your ATV off the road. Riding across roads is very dangerous. ATV riders

are often killed crossing a road.

Recommendations for crossing the road on an ATV

• Know the rules for your state.

• Stop your ATV on the shoulder of the road.

• Look both ways.

• If you can see no vehicles coming in any direction, cross the road carefully.

The lead rider should get off the ATV and watch for traffic as the other riders

cross the road. The last rider across the road should get off his or her ATV and

watch for traffic as the lead rider crosses the road.

Remember, crossing the road on an ATV is dangerous. Sometimes car drivers DO

NOT SEE YOU. Adapted TextAdapted by Downing 9-08

Adapted ATV Text in Writing With Symbols

Scaffolding Instruction

breaking the skill down into “doable” parts

Student will

respond with

main idea in 10

words or less

Student will retell

the paragraph

Scaffolding Instruction

Student will tell

the main person or thing in

the paragrap

h

Student will tell what is the most

important thing about this person

or thing

Student will

combine the 2 into a

sentence (Gist

Statement)

Main Idea

'Now, my dears,' said old Mrs. Rabbit one morning, 'you may go into the fields or down the lane, but

don't go into Mr. McGregor's garden: your Father had an accident there; he was put in a pie

by Mrs. McGregor.''Now run along, and don't get into mischief. I am

going out.'Then old Mrs. Rabbit took a basket and her umbrella, and went through the woods to the baker's. She bought a loaf of brown bread and

five currant buns.Flopsy, Mopsy, and Cotton-tail, who were good

little bunnies, went down the lane to gather blackberries:

But Peter, who was very naughty, ran straight to Mr. McGregor's garden, and squeezed under the

gate!Text

Student will retell

the paragraph.

Scaffolding Scaffolding InstructionInstruction

“Old Mrs. Rabbit told her bunnies not to go into Mr. McGregor’s garden

because they would get baked into a pie like their father. The other bunnies

did what their mother told them but not Peter. He went to Mr. McGregor's

garden.”

Student Retell

Student will tell

the main person or thing in

the paragraph


Organizer

Get the GistGet the Gist

Most important person or thing

What’s most important about the “most

important person or thing”?

“Gist” statement

(10 words or less)

Who or What (the main person or thing)

Most Important

Thing

(about the Who or What)

Main Idea

(10 words or less)

Peter Rabbit


Student will tell what is the most

important thing about

this person or thing




Most Important

Thing


Main Idea

(10 words or less)

Peter Rabbit He disobeyed his mother’s instruction and went into Mr. McGregor’s garden.

Student will

combine the 2 into

a sentence

(Gist Statement

).



Most Important

Thing


Main Idea

(10 words or less)


Peter Rabbit disobeyed his mother and went into Mr. McGregor’s garden.


Student will cut the

Gist statement down to 10 words or

less.



Most Important

Thing


Main Idea

(10 words or less)


Peter Rabbit disobeyed his mother and went into Mr. McGregor’s garden.


Although over 10 words- very appropriate

Best Practices for Teaching Reading

Read for those students who struggle with decoding and or fluency

Work in small portions (paragraphs 1st, then move to passages) Repeat reading same text before addressing the task Use lower level text to train the task-(below student’s grade

level) Adapt the text vocabulary and reading level Use narrative text before going to expository text Use Graphic Organizers Small groups or one-on-one Explicit teaching: 1. teacher model, teacher and student working together, student

on their own2. eye to eye, knee to knee, toe to toe instruction Use of before, during and after reading instruction

How do I teach language arts objectives/skills to students needing

adaptive supports?

(After adaptations are made-)

The same way you teach language arts objectives to

any student!

1.Scaffolding Instruction2.Best Practices













PHYSICAL ABILITY

Fine Motor-can manipulate medium sized objects with right hand, yes/no reliable and switch use is reliable.

Oral Motor-unintelligible vocalizations

Vision

•Use objects to be manipulated with the right hand•Use single and step by step switches for responding•Uses switch for yes/no response•Uses a switch to indicate the correct response•Multisensory representation of the materials (i.e. objects, tactile representation)

READING ABILITY

Non Reader Use multisensory materials ,(i.e. tactile kinesthetic objects), to support text, as you read aloud at least 2 X before questioning.


WRITING

Writing-no written language

INSTRUCTIONAL SUPPORT Explicit teaching of scaffolded skills and one-on-one support during task administration

LANGUAGE SKILLS



•Paraphrase text•Use multisensory objects representative of literature•Pre-teach Tier 2 (and important to the meaning Tier 3) words from the reading passage.•Use tactile graphic organizer for concrete representation of the abstract task •Use text that has been read to her several times before•Work at the paragraph level (one paragraph at a time)


Elementary School Student A:Objective

Objective RD-04-2.0.2Students will describe characters, plot setting, or

problem/solution of a passage.

Condition Measurable/

Observable goal

Demonstrator

When:• given textured pictures or objects to be manipulated with her right hand, and read a paraphrased paragraph which contains pre-taught tier 2 and tier 3 words that has been read to her at least 3 times,

student will identify and describe character, plot, or setting from a grade level book by

1. choosing the picture of the main character in a paragraph, when given a choice of 3 textured pictures or objects

2. manipulating 3 pictures of different emotions on a character map graphic organizer to match the correct character.

Main Character

I think he might have got away altogether if he had not unfortunately run into a gooseberry net, and got caught by the large buttons on his jacket. It was a blue jacket with brass buttons, quite new. Peter gave himself up for lost, and shed big tears;

'Now, my dears,' said old Mrs. Rabbit one morning, 'you may go into the fields or down the lane, but don't go into Mr. McGregor's garden: your Father had an accident there; he was put in a pie by Mrs. McGregor.''Now run along, and don't get into mischief. I am going out.‘

Mr. McGregor was quite sure that Peter was somewhere in the tool-shed, perhaps hidden underneath a flower-pot. He began to turn them over carefully, looking under each.

Character Description

I think he might have got away altogether if he had not unfortunately run into a gooseberry net, and got caught by the large buttons on his jacket. It was a blue jacket with brass buttons, quite new. Peter gave himself up for lost, and shed big tears;

'Now, my dears,' said old Mrs. Rabbit one morning, 'you may go into the fields or down the lane, but don't go into Mr. McGregor's garden: your Father had an accident there; he was put in a pie by Mrs. McGregor.''Now run along, and don't get into mischief. I am going out.‘

And he tried to put a foot upon Peter, who jumped out of a window, upsetting three plants. The window was too small for Mr. McGregor, and he was tired of running after Peter. He went back to his work.

Charlottes Webby E.B. White

When given textured pictures or objects to be manipulated with her right hand, and read a paraphrased paragraph , which contains pre-taught tier 2 and tier 3 words, that has been read to her at least 3 times; the student will identify character, plot, or setting from a grade level book by choosing the picture of the main character in a paragraph, when given a choice of 3 textured pictures or objects .

“You needn’t feel too baldly Wilber,” she said. “Not many creatures can spin webs. Even men aren’t as good at it as spiders, although they think they’re pretty good and they’ll try anything.”

What a night! He repeated hoarsely, “What feasting and carousing! A real Gorge! I must have eaten the remains of thirty lunches. Never have I seen such leavings.”

“There’s never anything to do around here,” he thought. He walked slowly to his food trough and sniffed to see if anything had been overlooked at lunch. He found a small strip of potato skin and ate it. His back itched so he leaned against the fence and rubbed against the boards. When he tired of this, he walked indoors, climbed to the top of the manure pile, and sat down. He didn’t feel like going to sleep, he didn’t feel like sitting, he was tired of standing still, tired of lying down.

When given textured pictures or objects to be manipulated with her right hand, and read a paraphrased paragraph , which contains pre-taught tier 2 and tier 3 words, that has been read to her at least 3 times student will identify and describe character, plot, or setting from a grade level book by choosing the picture of the main character in a paragraph, when given a choice of 3 textured pictures or objects .

“You don’t need to feel too bad Wilber,” she said. “Not many creatures can spin webs. Even men aren’t as good at it as spiders, although they think they’re pretty good and they’ll try anything.”

What a night! He said “I feasted and had fun. I really ate a lot. I must have eaten what was left of thirty lunches. I have never seen such great food.”

“There’s never anything to do around here,” he thought. He walked slowly to his food trough and sniffed to see if anything were any leftovers from lunch. He found a small piece of potato and ate it. His back itched so he leaned against the fence and rubbed against the boards. When he tired of this, he walked inside and climbed to the top of the manure pile, and sat down. He didn’t feel like going to sleep, he didn’t feel like sitting, he was tired of standing still, tired of lying down.

When given textured pictures or objects to be manipulated with her right hand, and read a paraphrased paragraph , which contains pre-taught tier 2 and tier 3 words, that has been read to her at least 3 times; student will identify and describe character, plot, or setting from a grade level book by choosing the picture of the main character in a paragraph, when given a choice of 3 textured pictures or objects .







When given textured pictures or objects to be manipulated with her right hand, and read a paraphrased paragraph , which contains pre-taught tier 2 and tier 3 words, that has been read to her at least 3 times student will identify and describe character, plot, or setting from a grade level book by manipulating 3 pictures of different emotions on a character map graphic organizer to match the correct character.


Physical Limitations Low Tone Speech unintelligable to the trained ear 50% of the time

Reading Description 1.7 grade Reading level Inability to decode multisyllabic words Fluency- Reading very slow, labored with poor prosody,

however, most sight words and single syllable words are read correctly, but sometimes difficult to understand.

Vocabulary- Equivalent of a five year old Comprehension- Poor text engagement. Difficulty with

summarization, visualization, and self-monitoring skills. Difficulty focusing on reading material in large groups.


Means of Response Writing- uses alternate keyboard and other visual graphics

to communicate what she knows Oral Response reliable, but difficult to understand at times Pointing reliable Yes/No reliable (nod, verbal, gestural or point to written

“yes” or “no”)



PHYSICAL ABILITY

Low Tone •Structure seating / Physical Space for appropriate posture

READING ABILITY

Decoding of multisyllabic words

Fluency- Reading very slow, labored with poor prosody, however, most sight words and single syllable words are read correctly.

Vocabulary- Equivalent of a five year old

Comprehension- Poor text engagement. Difficulty with summarization, visualization, and self-monitoring skills. Difficulty focusing on reading material in large groups.

•Pre-teach multisyllabic words

•Adapt text to first grade reading level incorporating pictures to support unfamiliar or multisyllabic words and have student listen to the passage read aloud 1X before reading it herself.

•Pre-teach Tier 2 (and important to the meaning Tier 3) words from the reading passage. Use objects and other graphic representations as necessary

•Use graphic organizer for visual representation of the abstract task . Use objects and other graphic representation as necessary.


.WRITING

Writing- Uses an alternate keyboard

Oral Response- Approximately 50% unintelligible

•Allow student to copy material with alternate keyboard word for word or scribe an oral response for the student.•Require responses limited to single words, or phrases

INSTRUCTIONAL SUPPORT •Explicit teaching of scaffolded skills and one-on-one support during task administration

LANGUAGE SKILLS



•Same as for Fluency, Vocabulary and Comprehension


Middle School Student B:Objective

Objective RD-07-2.0.7Students will make predictions, draw conclusions, make

generalizations, or make inferences based on what is read.


Observable goal

Demonstrator

With structured seating, after pre-teaching multisyllabic words and Tier 2 and Tier 3 vocabulary words in text adapted to the 1st – 2nd grade reading level, and the passage had been read aloud to her 1 time,

student will make predictions or conclusions that are logical or accurate based on information provided in grade level passage by

responding orally to the question, “What are you going to read about?” or “What’s going to happen next?”when given three- one word or short phrase choices and pictures or objects for support.

Graphic Organizer

(visual representation of the cognitive task)

Prediction ChartPrediction Chart

Prediction Chart

1. Discuss the book or story title. Preview the chapter headings and illustrations.

2. Make predictions and give evidence that supports that prediction.

3. Students read silently to predetermined point.

4. Check previous predictions.

5. Discuss and make new predictions and give evidence that supports that prediction.

6. Students read silently to predetermined point.

7. Check previous predictions.

8. Repeat steps.

Prediction Chart

Prediction Evidence Revision

Prediction Chart

Prediction Evidence Revision

Prediction Chart

Prediction Evidence RevisionA slave boy wants to learn to read and it is not allowed.

The boy, dressed like a slave, is holding the book as if he prizes it. The title infers that he wants something very badly.

Adapted Prediction Chart

Picture and adapted text

Prediction Evidence

What are you going to read about?

Or

What is going to happen next?

Because

Text

Call of the Wild by Jack London

(grade level text)

Illustrated and adapted text: Saddleback Publishing CompanyThree WatsonIrvine, CA 92618-2767Website: www.sdlback.com(This text was a free download.)


Picture Prediction Evidence What are you going to read about?

Because-

Book Cover



A dog on a trike.

A dog pulling a sled.

A pig in a circus.

Because-



A dog on a trike.

A dog pulling a sled.

A pig in a circus.

Because-

There’s a picture of a dog on the cover in the snow.

Adapt text: 1st – 2nd grade reading level, pre-teach multisyllabic words and Tier 2 and 3 words.

Judge Miller’s helper, Manuel, needed money. He had a family and had lost all of his money.

I will pay you money if you will bring me the dog.

I will bring you the dog tonight when Judge Miller is gone.


Picture Prediction Evidence What’s going to happen next?

Take Buck

Feed buck

Go swimming

Because-

The bad guy is paying him money.


Picture Prediction Evidence What’s going to happen next?

Take Buck

Feed buck

Go swimming

Because-

The bad guy is paying him money.

Use the organizer to assess skills- your work sample

RD-07-2.0.7

Student will make a prediction about what they are going to read based on the cover of a book they are familiar with.

Student will make a prediction based on pictures in grade level text.

Student will make a prediction about what they are going to read based on the cover of a new book.

Student will make a prediction about what is going to happen next based on a picture of a book they are familiar with.

Student will make a prediction about what is going to happen next based on a picture of a new low level book.


Physical LimitationsGross and Fine Motor Impairments Limited to no fine motor movement Some head control Nonverbal, vocalizations carry no meaning Fixed visual regard (upward) Permanent trach Tires quickly Visual Scanning of text/pictures is labored Medically fragile

Reading Description Approximately 8th Grade Reading Level Fluency- Reads silently at a slow rate. Slow visual scanning of

the text Vocabulary- Equivalent of a 14 year old Comprehension- Excellent text engagement with short

passages. Demonstrates good understanding of written text as well as text that is read to her .


Means of Response Uses head operated switch to operate a visual scanner in

order to choose multiple choice answers Writing-no written language Nonverbal- unintelligible vocalization Manipulating objects not an option Eye gaze reliable Yes/No reliable (eye blinks)

Receptive Language Abilities Receptive Language Age of 14 years

Expressive Language Abilities Expressive Language Age of 8.0 years, assessment

information unreliable due to limited means of response

PHYSICAL ABILITY

•Limited to no fine motor movement

•Tires quickly

•Visual Scanning of text /pictures is labored

•Limited head movement•Fixed visual regard (upward)

•Observes visual scanner located in her visual regard to respond to question and activates head operated switch to choose (a) (b) or (c)

•Present information in small chunks with double spacing and frequent breaks to allow time to rest

•Allow extra time to read the passage. May shorten reading passage or utilize text reader after 10 minutes of reading.

•Requires positioning of materials and switch to increase accurate and independent response


READING ABILITY

8th Grade Reading Level

• Fluency- Reads silently at a slow rate. Slow visual scanning of the text.

• Vocabulary- Equivalent of a 14 year old

• Comprehension- Excellent text engagement with short passages. Demonstrates good understanding of written text as well as text that is read to her .

INSTRUCTIONAL SUPPORT


LANGUAGE SKILLS

Receptive Language Age of 14 years

Expressive Language Age of 8.0 years (unreliable due to limited oral abilities)

WRITING

•No written language

MEANS OF RESPONSE

•Nonverbal- unintelligible vocalizations•Manipulating objects not an option•Eye gaze reliable•Yes/No reliable•Using head switch and visual scanner

•Yes/ No response

•Chooses correct multiple choice answer with use of a head switch and scanner


High School Student C:Objective

Objective RD-10-3.0.2Students will identify or explain an author’s purpose in a

passage.


Observable goal

Demonstrator

With reading material in her visual regard, and no more than 10 minutes of double spaced reading material, with frequent breaks to allow time to rest and extra time to read the passage,

student will identify author’s purpose in a grade level text by

choosing the correct multiple choice answer with use of a head switch and scanner.

After losing them, he ran on four legs and went faster, so that

I think he might have got away altogether if he had not

unfortunately run into a gooseberry net, and got caught by

the large buttons on his jacket. It was a blue jacket with

brass buttons, quite new.

Peter gave himself up for lost, and shed big tears; but his

sobs were overheard by some friendly sparrows, who flew to

him in great excitement, and implored him to exert himself.

Organizer

Author’s PurposeAuthor’s PurposeMain idea of

passageAuthor’s Purpose

Peter got caught in a Peter got caught in a net and thought he was net and thought he was a goner.a goner.

entertain-entertain-Is it fiction?Is it fiction?

describe-Do you see, feel and hear something that is not in the text?

inform-Does it provide facts/ information?

persuade-Does it convince with facts and opinions?

What did the author wants me to think,

feel, learn or believe?-Author’s

Purpose

The author The author wanted me to feel wanted me to feel sorry for poor sorry for poor Peter.Peter.

High School Student C:Text

The Day We Lost So Much by Jane Concha, Age 15

Since that day, (Sept.11th) I feel like many of us are still searching for an answer , wanting those missing bodies to be found, wanting the Towers restored like the whole thing never happened. Every time we see an image of New York City, there’s something missing. And now I realize what I have lost…what everyone has lost.

But the truth is, we’re never going to get it back. We can never go back to that day, and it seems useless that people are always trying to put the blame on someone else. “He didn’t do his job!” “No one took it seriously!” “Why weren’t they there when it happened?”

We keep fighting and blaming each other, but don’t you think that the victims need a little more respect than that? Maybe I’m just a “confused teenager” and don’t understand why finding the answers to all the questions is so important. Pointing fingers won’t change the past. But helping the families, remembering the Twin Towers in their glory, and smiling in the face of despair just might change the future. What would you rather do?

High School Student C:Text Adaptations

double spacing andmay shorten reading passage or utilize text reader after 10 minutes of reading

Since that day, (Sept.11th) I feel like many of us are still searching for an

answer, wanting those missing bodies to be found, wanting the Towers

restored like the whole thing never happened. Every time we see an

image of New York City, there’s something missing. And now I realize

what I have lost…what everyone has lost.

Organizer



entertain-Is it fiction?






Purpose

Main Idea-Multiple Choice

A. The author is expressing her sadness concerning the loss of lives in 911 tragedy.

B. The author is upset about loosing the twin towers.

C. The author thinks there has been too much emphasis on finger pointing and blame.

Organizer



The author thinks that The author thinks that after 911, too much after 911, too much emphasis has been on emphasis has been on finger pointing and finger pointing and laying blame.laying blame.







Purpose

Organizer







persuadepersuade-Does it convince -Does it convince with facts and opinions?with facts and opinions?



Purpose

Author’s Purpose-Multiple Choice

What did the author wants me to think, feel, learn or believe?

1. that we should be more concerned with remembering the people that were lost in the tragedy and their families.

2. that New York will never be the same.

3. that 911 will be forgotten just like all tragedies.

Organizer







persuadepersuade-Does it convince -Does it convince with facts and opinions?with facts and opinions?



Purpose

that we should be that we should be more concerned more concerned with remembering with remembering the people that the people that were lost in the were lost in the tragedy and their tragedy and their families.families.

Graphic Organizers

ObjectiveObjective ToolTool Description of the Description of the ToolTool

Main Idea Get the Gist

Prediction Prediction Chart

Author’s Purpose Author’s Purpose Organizer

Character Description

Character Map

Identify Character, Setting, Problem and Solution

Probable Passage

Identify Plot Plot Organizer

Make Inferences It Says-I Say-and So

Sequencing Sequencing Organizer

Cause and Effect Cause and Effect Organizer

Contact Information

Carolyn DowningLiteracy Consultant, WKSEC

[email protected] Sherida Gentry Low Incidence Consultant, [email protected] Marsha Harper Low Incidence Consultant, [email protected]

https://wksec.wikispaces.com/

Documents

Considerations for the Development of Alternate Portfolios