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Jefferson County Public Schools Exceptional Child Education Alternate Assessment Instructional Framework Resource Guide Elementary School Reading Kentucky Department of Education Core Content Standards Included in This Guide: EP-1.0.3 Multiple Meanings EP-1.0.5 Punctuation Poetry, Plays EP-2.0.2 Character, Plot, Setting EP-2.0.5 Sequence of Events EP-3.0.4 Identify Main Idea 04-1.0.5 Capitalization 04-2.0.2 Character, Plot, Setting 04-3.0.4 Main Idea 04-5.0.3 Text Features 04-5.0.4 Organization Pattern 05-1.0.5 Punctuation 05-2.0.1 Characteristics of Fiction, Nonction 05-2.0.2 Literary Elements 05-3.0.4 Main Idea 05-5.0.3 Text Features

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Page 1: Exceptional Child Education Alternate Assessment ... Documents/Alternate Assessment... · Alternate Assessment Instructional Framework Resource Guide ... you refer to the Alternate

Jefferson County Public Schools

Exceptional Child EducationAlternate Assessment Instructional Framework Resource Guide

Elementary School Reading

Kentucky Department of Education Core Content Standards Included in This Guide:

EP-1.0.3 Multiple Meanings EP-1.0.5 Punctuation Poetry, PlaysEP-2.0.2 Character, Plot, SettingEP-2.0.5 Sequence of Events EP-3.0.4 Identify Main Idea

04-1.0.5 Capitalization 04-2.0.2 Character, Plot, Setting04-3.0.4 Main Idea 04-5.0.3 Text Features 04-5.0.4 Organization Pattern

05-1.0.5 Punctuation05-2.0.1 Characteristics of Fiction, Nonfi ction 05-2.0.2 Literary Elements05-3.0.4 Main Idea05-5.0.3 Text Features

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Elementary School Reading 10-1.0.2 Predictions

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How to Use This DocumentThe Alternate Assessment Instructional Framework Resource Guide is a working document that will be revised and updated as necessary. The document can be used:• To identify what resources Comprehensive Program teachers may use to both support instruction and give students practice in answering questions for state

accountability assessments.• To identify what grade-level program resources Comprehensive Program teachers may use to teach the targeted core content standards.• To identify how those resources or other grade-level standards can be adapted or modifi ed in order to meet the needs of your students. These resources may

be readily available to you, available through purchasing from a company, or available on the Internet. This list is not inclusive, but is narrow in scope, so that resource material can be focused. Please note that Web sites that are listed were current at the time of the development of this document; however, their avail-ability is not guaranteed.

• To identify systematic instructional strategies that can be used to teach the core content to your students. Please note that the guidelines for administering the assessments do not allow you to use the same materials to assess that you use to teach.

• To identify possible conditions and demonstrators that can be used for students who communicate on the three levels of communication that identify student participation. Please note that not all standards are assessed for those students under Performance Dimension B and, therefore, those standards will only have two examples—for those students who are symbolic and emerging symbolic communicators.

The use of this document does not guarantee that the portfolios of your students will score at a certain level. For information on scoring, please refer to the Kentucky Alternate Assessment Program Web site at www.ihdi.uky.edu. The documents on this Web site explain complexity, provide a scoring rubric, describe Performance Level Descriptors for each content area at grade level, and provide exemplars of portfolios.

If you have any questions or comments regarding the use of this document, please call the Exceptional Child Education Offi ce at 485-3280.

Purpose of This DocumentThis document was developed as a resource guide to assist teachers in teaching core content standards and administering the portfolio portion of the Alternate Assessment to their students. This framework guide outlines a process that can be used with a standards-based approach to both teaching and assessing for school accountability. In addition to listing the targeted standards by grade level and the intent statements for those standards, this document outlines a process for identifying grade-level resources and how those resources can be adapted and modifi ed for students who qualify for the Alternate Assessment. There are also sample conditions and demonstrators for the three communication levels that determine how students will be assessed as well as suggested strategies for teach-ing the targeted standards.

This document is not meant to be a menu from which to choose materials or assessment methods for your students. All teaching and assessment strategies and procedures must be individualized for each one of your students. It is also important that you refer to the Alternate Assessment Scoring Rubric in order to deter-mine how to best score in the areas of progress, complexity, and supports.

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Elementary School Reading 10-1.0.2 Predictions

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Acknowledgments

This document was created through a collaborative process involving JCPS teachers and administrators from across the district. We would like to recognize the following JCPS personnel for their important contribution to this document.

Joan Bockweg FMD Teacher Louisville Male High Deborah Bohn MD Teacher Indian Trail Elementary LeAnn Carrico ECE Consulting Teacher VanHoose Education Center Brenda Cooley ECE Resource Teacher VanHoose Education Center Beth Dotter ECE Resource Teacher VanHoose Education Center Rebecca Doyel ECE Administrative Specialist VanHoose Education Center Michele Durbin FMD Teacher Doss High School MCA Christel England Math Teacher Newburg Middle Rhonda Hedges Principal Binet School Donna Hepp Math Resource Teacher JCPS Gheens Academy Renee Hollinger FMD Teacher Atherton High Tyler Lincks FMD Teacher Western Middle Kristen McNair MD Teacher Hite Elementary Selina Meyer FMD Teacher Indian Trail Elementary Rob Pennington ECE Resource Teacher VanHoose Education Center Eric Purvis Math Teacher Shawnee High School MCA Karen Stark FMD Teacher Westport Traditional Middle and Fine Arts Academy Alexis Varney ECE Program Specialist VanHoose Education Center Connie Wilson ECE Program Specialist VanHoose Education Center Jeffrey Wright Science Teacher Louisville Male High

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Exceptional Child Education Alternate Assessment Standards Framework for Instruction

GRADE 3 READING—Standard 1

KCCT 4.1 Bullet Grade-Level Standard Intent StatementRD-EP-1.0.3 Students will know that some words have multiple mean-

ings and identify the correct meaning as the word is used.The student can identify the meaning of a word based on how it is used in the text.

Assessment-Focused Resources Grade-Level Program Resources Adapted/Modifi ed ResourcesKCCT Coach for Reading, Grade 3 (Lesson 4)

Ladders to Success—Level C (Lesson 4, Using Context Clues—pp. 51–63)

Predictive Assessment Series Practice Items

Rigby, Level H—Guided Reading Titles:• “Count on Your Body” (p. 72)• “A View from Above” (p. 92)• “Lizards and Snakes” (p.104)• “A Trip Through the Airport” (p. 132)• “Moon Journal” (p. 196)

• Brainpop.com• Boardmaker

Elementary School Reading Grade 3 • 1.0.3 Multiple Meanings

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Teaching StrategyIdentify the text, and select four multiple-meaning words to use during assessment and four for instruction.(Count on Your Body—feet, hair, hands, cell)

Read the text as it is written, or modify the passage of the book by paraphrasing, adding picture symbols/objects, or enlarging or by other methods. When reading the passage, point out the pictures to the student. (Page 4—Read the page as it is, or adapt by saying, “The body has bones. There are bones in our hands and arms. There are bones in our feet and legs.”) Note that students who are communicating on a presymbolic level could be provided with an actual doll as the text is read.

Stop reading after the target word is presented in the text. Provide the student with an attention cue. “Look at these three objects/pictures.” Ensure that the student looks/feels each object. (Present a picture of a shoe, a ruler, and an apple or actual objects.)

Present task request.(“Think about the story we just read and the pictures we saw. Touch the one that means ‘feet’ from the story.”)

Reinforce/Use error correction as appropriate.

Assess as described in Conditions and Demonstrators.

Elementary School Reading Grade 3 • 1.0.3 Multiple Meanings

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Measurable Skill: (condition statement) student will select the correct meaning of a word using context cues by (demonstrator)

Dimension A

Symbolic

Conditions:After reading/listening to the actual grade-level text or adapted text, which contains the target word with multiple meanings, and a worksheet with answers given in a fi eld of three

Demonstrators:Circling the meaning of the targeted word

Emerging

Conditions:After reading/listening to a modifi ed version of the grade-level text with pictures, a work-sheet with pictures, and answers given in a fi eld of three

Demonstrators:Marking the correct meaning of the targeted word

Dimension B

Presymbolic

Conditions:After listening to a modifi ed version of the grade-level text selection (simplifi ed language and illustrations), which contains the target word, and given a fi eld of three physical objects that represent possible meanings of the targeted word

Demonstrators:Making an intentional communicative response when an object that represents the correct meaning of the word is placed in the student’s hand or fi eld of vision

Elementary School Reading Grade 3 • 1.0.3 Multiple Meanings

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Exceptional Child Education Alternate Assessment Standards Framework for Instruction

GRADE 3 READING—Standard 2

KCCT 4.1 Bullet Grade-Level Standard Intent StatementRD-EP-1.0.5 Students will identify the purpose of capitalization, punc-

tuation, boldface type, italics, or indentations to make meaning of the text.

The student will listen to a sentence and determine whether it should end with a period, a question mark, or an exclamation point.

Assessment-Focused Resources Grade-Level Program Resources Adapted/Modifi ed ResourcesKCCT Coach for Reading, Grade 3, pp. 42, 134, 138 (Lessons 7, 27, 28)

Rigby Guided Reading Titles:• “Tiger Hunt” (p. 84)• “The Piano Recital” (p. 96)• “The Singing Princess” (p. 136)• “Bug-head and Me” (p. 164)• “First Fire” (p. 172)• “The Secret” (p. 192)• “Quark Attack” (p. 252)• “Red Nose Frost” (p. 276)• “Computer Error” (p. 310)• “My Grandma, Rock Star” (p. 322)• “Leaping Lena” (p. 352)

• PECS• Keyboarding• Intellitools• PixWriter• Clicker

Elementary School Reading Grade 3 • 1.0.5 Punctuation Poetry, Plays

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Teaching StrategySelect the text (“Tiger Hunt”). Read the entire text using infl ection in your voice for statements, questions, and exclamations.

Select one type of punctuation to teach at a time. Repeat the process below for periods, question marks, and exclamation points. Read a sample page from the text modeling how to locate all examples of the targeted punctuation found on the page.

Provide the student with copies of pages from the text. Have the student highlight selected punctuation on the page. Repeat the process for two additional pages (pp. 2, 9, and 19).

Model writing a sentence that ends with the targeted punctuation. Present the student with models of sentences to copy without punctuation. Ask the student to copy the sentences and to add punctuation. This portion of the activity can be modifi ed by providing sentences that are already written and having the student add only the punctuation.

Repeat this process for additional punctuation examples (question marks and exclamation points). Repeat again with multiple types of punctuation marks.

Reinforce/Use error correction as appropriate.

Measurable Skill: (condition statement) after listening to a sentence or passage, the student will identify the correct punctuation to place at the end of the sentence by (demonstrator)

Dimension A

Symbolic

Conditions: When presented with a visual and verbal model of a sentence selected from a grade-level text

Demonstrators: Writing the ending punctuation

Emerging

Conditions: When presented with a visual and verbal model of a sentence adapted from the grade-level text with pictures and a fi eld of three visual symbols

Demonstrators: Marking the ending punctuation

Elementary School Reading Grade 3 • 1.0.5 Punctuation Poetry, Plays

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Exceptional Child Education Alternate Assessment Standards Framework for Instruction

GRADE 3 READING—Standard 3

KCCT 4.1 Bullet Grade-Level Standard Intent StatementRD-EP-2.0.2 Students will describe characters, plot, setting, or prob-

lem/solution of a passage.The student will identify the character, plot or setting after reading from a grade-level book.

Assessment-Focused Resources Grade-Level Program Resources Adapted/Modifi ed ResourcesKCCT CoachLessons 19, 20, and 21 (pp. 96–107)

Ladders to Success, Level CLesson 2 (pp. 23–36)

Rigby Guided Reading Titles:• “Tiger Hunt” (p. 84)• “The Emperor’s New Clothes” (p. 88)• “The Piano Recital” (p. 96)• “The Saturday Adventure” (p. 108)• “Mantu the Elephant” (p. 116)• “The Picky Prince” (p. 144)• “Bug-head and Me” (p. 164)• “A Mammoth Mistake” (p. 176)• “The Runaway Ball” (p. 224)• “Red Nose Frost” (p. 276)• “My Grandma, Rock Star” (p. 322)• “The Daisy Chain” (p. 340)

• Boardmaker• PixWriter• Clicker• Intellitools

Elementary School Reading Grade 3 • 2.0.2 Character, Plot, Setting

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Teaching StrategySelect the text and read aloud to the student (“Bug-head and Me”).

Post an enlarged graphic organizer (three-column chart) that is labeled with character (people), setting (place), and plot (event). A three-column chart can be found in Ladders to Success for Reading, Level C, p. 157.

Ask the following questions, and write responses in the appropriate spot on the chart as a model for the student. Use a word or picture bank.Who was in the story? What are the names of the people in the story? (Meg, James, Alan—Bug-head, Mom, Ms. Tyer)Where did the story take place? What were the places in the story? (park, backyard, kitchen)What were the events in the story? What happened? (Alan likes to look at bugs. Meg and James make fun of [tease] Alan. Meg feels sad and becomes Alan’s friend.)

Measurable Skill: (condition statement) student will identify character, plot, or setting from a grade-level book by (demonstrator)

Dimension A

Symbolic

Conditions: After listening to a passage from a grade-level text and when presented with a word bank and a verbal request to fi ll in a three-column chart that consists of spaces for characters, settings, or plot

Demonstrators: Completing the three-column chart by writing the correct elements in the appropriate spaces

Emerging

Conditions: After listening to a passage from a grade-level text and when presented with a set of pictures and a verbal request to fi ll in a three-column chart that consists of spaces for characters, settings, or plot

Demonstrators: Gluing pictures onto the chart

Dimension B

Presymbolic

Conditions: After listening to a simplifi ed passage from a grade-level text and when presented with a verbal request to identify the plot, character, or setting of the passage represented by the correct pictures/objects and two distractors

Demonstrators:Giving an intentional communicative response when the correct items/objects are placed in the student’s hand or fi eld of vision

Elementary School Reading Grade 3 • 2.0.2 Character, Plot, Setting

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Exceptional Child Education Alternate Assessment Standards Framework for Instruction

GRADE 3 READING—Standard 4

KCCT 4.1 Bullet Grade-Level Standard Intent StatementRD-EP-2.0.5 Students will identify the correct sequence. The student will read or listen to grade-level text and then

sequence major events.

Assessment-Focused Resources Grade-Level Program Resources Adapted/Modifi ed ResourcesLadders to Success, Level CLesson 2 (pp. 23–36)

Rigby Shared Reading Series:• “Foiled Again” (p. 50)

Rigby Guided Reading Series:• “Mantu the Elephant” (p.116)• “The Picky Prince” (p.114)• “A Mammoth Mistake” (p.176)• “The Runaway Ball” (p.224)• “My Grandma, Rock Star” (p.322)

• PECS• Keyboarding• Intellitools• PixWriter• Clicker

Elementary School Reading Grade 3 • 2.0.5 Sequence of Events

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Teaching StrategySelect the text, and read to the student (“Mantu the Elephant”).

Discuss the story, and prompt the student to identify three to fi ve major events that occurred. Model for the student how to review the pictures in the story and how to look for key words. (Mantu goes into the water. The crocodile swims to him. Olita fi ghts the crocodile. The crocodile swims away. Mantu is safe.)

Write descriptions on slips of paper that illustrate each event. This activity can be prepared ahead of time by the teacher or completed by the student during the lesson, depending upon the condition and demonstrator for the student.

Present a graphic organizer that illustrates a sequence of events, such as those found in Ladders to Success, Level C, pp. 155 and 158. Review the text, and order the events as they occur (fi rst, second, third or beginning, middle, end). Model for the student how to place the events in order on the graphic organizer.

Provide the student with his or her own set of events from the story to glue independently. Prompt and correct errors as they occur. Remind the student to use the text pictures and key words/phrases to help him or her as he or she completes the task.

Reinforce/Use error correction as appropriate.

Assess as described in Conditions and Demonstrators.

Real World ApplicationTeach using schedules, personal history timelines, recipes, and cooking activities.

Elementary School Reading Grade 3 • 2.0.5 Sequence of Events

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Measurable Skill: (condition statement) student will sequence the events of a passage by (demonstrator)

Dimension A

Symbolic

Conditions: After reading/listening to an adapted grade-level text and when presented with a request to sequence four major events that are written on slips of paper from the passage and a blank organizer

Demonstrators: Gluing the four major events in order on the organizer

Emerging

Conditions: When read an adapted grade-level text with pictures and when given a verbal request to sequence three major events from the story, represented pictorially on slips of paper

Demonstrators: Gluing the events in order on the organizer

Elementary School Reading Grade 3 • 2.0.5 Sequence of Events

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Exceptional Child Education Alternate Assessment Standards Framework for Instruction

GRADE 3 READING—Standard 5

KCCT 4.1 Bullet Grade-Level Standard Intent StatementRD-EP-3.0.4 Students will identify main ideas or details that support

them.The student will read or listen to passages with details and then match to the correct main idea.

Assessment-Focused Resources Grade-Level Program Resources Adapted/Modifi ed ResourcesKCCT Coach, Grade 3Lesson 18 (pp. 92–95)

Ladders to Success, Level CLesson 4 (pp. 65–78)

Rigby Guided Reading Series:• “Perfect Paper” (p. 180)• “The Ice Man” (p. 184)• “Antarctica: The Last Great Wilderness” (p. 280)• “The Daisy Chain” (p. 340)

Quick Reads, Level C, Book 1

• PECS• Keyboarding• Intellitools• PixWriter• Clicker• Switch/AAC

Elementary School Reading Grade 3 • 3.0.4 Identify Main Idea

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Teaching StrategiesSelect the text, and read aloud to the student. (“Thanksgiving,” Quick Reads, Grade 3, Level C, Book 1, p. 69)Have the student look at the details to identify the correct main idea of the passage. Place the main idea of the passage on the graphic organizer (Thanksgiving).

Discuss the story, and prompt the student to identify the details from the passage. Model for the student where to write/illustrate/place the details of the passage on the graphic organizer (food, Pilgrims, Native Americans). This activity can be prepared ahead of time by the teacher or completed by the student.

Reinforce/Use error correction as appropriate.

Assess as described in Conditions and Demonstrators.

Measurable Skill: (condition statement) student will match details to main idea(s) by (demonstrator)

Dimension A

Symbolic

Conditions: After reading/listening to an adapted grade-level passage and when given three possible details about the story and three possible main ideas

Demonstrators: Choosing and writing the main idea and choosing and writing a detail that supports the main idea

Emerging

Conditions: After reading/listening to an adapted grade-level passage with pictures and when given three possible picture details about the story and three possible pictures that represent the main idea

Demonstrators: Marking the main idea of the passage and one detail that supports the main idea

Dimension B

Presymbolic

Conditions: After listening to an adapted grade-level passage, and when presented with three objects that represent the possible main idea and three objects that represent possible details in the passage

Demonstrators: Giving an intentional communicative response when the correct item/object is placed in the student’s hand or fi eld of vision for both the main idea and the supporting details

Elementary School Reading Grade 3 • 3.0.4 Identify Main Idea

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Exceptional Child Education Alternate Assessment Standards Framework for Instruction

GRADE 4 READING—Standard 1

KCCT 4.1 Bullet Grade-Level Standard Intent StatementRD-04-1.0.5 Students will identify the purpose of capitalization, punc-

tuation, boldface type, italics, or indentations to make meaning of the text.

Identify that proper nouns need to be capitalized.

Assessment-Focused Resources Grade-Level Program Resources Adapted/Modifi ed ResourcesN/A Rigby Literacy—Comprehension Quarterly

• “Facts about the 50 States” (p. NF 22) —Capitalizing States and Locations• “Determined to Be First” (p. NF 102) —Names of People• “The Real McCoy” (p. F 50) —Names of Restaurants and Food• “One for All” (p. F 2) —Sports and Teams• “Home Alone Kids” (p. NF 142) —Days of the Week, Names of People and Places• “Adventure Vacations” (p. BTC 32) —Vacation Destinations—States, Cities, Beaches, Parks• “What a Job!” (p. BTC 92) —Animals, Names, States, Professions

• PECS• Keyboarding• Intellitools• PixWriter• Clicker• Switch/AAC• http://grammar.ccc.commnet.e ... pitals.htm

Elementary School Reading Grade 4 • 1.0.5 Capitalization

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Teaching StrategySelect an adapted grade-level text or appropriate section of text (“What a Job!”).

Show the text on the overhead, and read the text with the student.

When an example of a proper noun is read, write it on a two-column graphic organizer, pointing out that John is the name of a man. Write capital and not capital on the chart, and place the word in the appropriate spot (zookeeper, John Michael, San Diego Zoo, works, sometimes, animals, Australia, California).

Review the names of people, places, and things that begin with capital letters. Have the student provide examples of the names of people and/or places. Review additional examples with the student from other pages in the text. Prompt the student to see that the capitalized words are proper nouns (Florida, Dale Shields, Pelican Man).

Reinforce/Use error correction as appropriate.

Measurable Skill: (condition statement) student will identify proper nouns that need to be capitalized by (demonstrator)

Dimension A

Symbolic

Conditions: When presented with a list of ten words that are not capitalized and that are taken from a grade-level text

Demonstrators: Rewriting the words on the list that should be capitalized and using correct capitalization

Emerging

Conditions:When presented with a list of fi ve words with picture cues taken from an adapted grade-level text

Demonstrators: Marking the words that should be capitalized

Elementary School Reading Grade 4 • 1.0.5 Capitalization

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Exceptional Child Education Alternate Assessment Standards Framework for Instruction

GRADE 4 READING—Standard 2

KCCT 4.1 Bullet Grade-Level Standard Intent StatementRD-04-2.0.2 Students will describe characters, plot, setting, or prob-

lem/solution of a passage.The student will identify character, plot, or setting from grade-level text and will provide at least one descriptive detail.

Assessment-Focused Resources Grade-Level Program Resources Adapted/Modifi ed ResourcesKCCT Coach, Grade 4 Part 3, Lessons 9 and 10 (pp. 92–106)

Rigby Literacy—Comprehension Quarterly• “The Emperor’s Teacup” (p. F 62)• “Catch the Sunlight” (p. F 14)

• PECS• Keyboarding• Intellitools• PixWriter• Clicker• Switch/AAC• http://www.readwritethink.or ... asp?id=236• JanBrett.com• Starfall.com• Childcareland.com

Elementary School Reading Grade 4 • 04-2.0.2 Character, Plot, Setting

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Teaching StrategySelect the text, and read aloud to the student (“The Emperor’s Teacup: Pacal and the Ants,” p. 89)

Post an enlarged graphic organizer (three-column chart) labeled with character (people), setting (place), and plot (event). A three-column chart can be found in Ladders to Success for Reading, Level C, p. 157.

Ask the following questions, and write responses in the appropriate spot on the chart as a model for the student.Who was in the story? What are the names of the people in the story? (Pacal, Pepita, brothers)

Where did the story take place? What were the places in the story? (fi elds)What were the events in the story? What happened? (Pacal leaves home to get married. Ants did Pacal’s work.)

After identifying the character, plot, and setting, show the student a picture of each element. Ask the student to give one detail per element and to write it in the spot on the chart under the appropriate heading, (Pacal is skinny. The fi elds have corn. The ants did the work.)

Reinforce/Use error correction as appropriate.

Measurable Skill: (condition statement) student will identify and describe character, plot, or setting from a grade-level text by (demonstrator)

Dimension A

Symbolic

Conditions:After listening to a passage from an adapted grade-level text, a word bank, and a verbal request to fi ll in a three-column chart that consists of spaces for characters, settings, and plot and details to support each element of the story

Demonstrators:Writing the correct elements and details in the appropriate spaces

Emerging

Conditions:After listening to a passage from an adapted grade-level text with pictures and a set of pictures representing characters, settings, plot, and possible details that support the three elements and a verbal request to fi ll in a three-column chart

Demonstrators:Gluing the pictures to the graphic organizer

Elementary School Reading Grade 4 • 04-2.0.2 Character, Plot, Setting

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Exceptional Child Education Alternate Assessment Standards Framework for Instruction

GRADE 4 READING—Standard 3

KCCT 4.1 Bullet Grade-Level Standard Intent StatementRD-04-3.0.4 Students will identify main ideas and details that support

them.Assist the student in identifying the main idea and then the student will provide the details from the text that sup-port the main idea

Assessment-Focused Resources Grade-Level Program Resources Adapted/Modifi ed ResourcesKCCT Coach, Grade 4 Part 4, Lessons 13 (pp. 126–133)

Ladders to Success, Lesson 5 (pp. 66–78)

Rigby Reading Series• “A.R. Blasts Off,” p. F 26• “Midnight Journeys: Travels in the Mysterious World of Sleep”

Comprehension Quarterly, Issue A, Vol. 2

• Boardmaker • Writing with Symbols• PixWriter• Clicker• Intellitools• Read N’ Tell stories• JanBrett.com• Starfall.com• Childcareland.com

Elementary School Reading Grade 4 • 04-3.0.4 Main Idea

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Teaching StrategySelect the passage, and read it to the student (Comprehension Quarterly, “Soothe Your Senses,” pp. B20–21).

Present the graphic organizer to identify the main idea of the passage, such as the one in Ladders to Success, Level D, p. 160.

Give one copy to your student, and enlarge one copy for modeling.

Read the story, and present a choice of three main ideas.

Say: “What do you think the story is about?”

The student responds, and the teacher presents a reinforcer or error correction.

Model for the student where to write/illustrate/place the main idea of the passage on the graphic organizer (sounds are all around you).

Say: “Put the main idea on your organizer.”

The student responds, and the teacher presents a reinforcer or error correction.

Present fi ve choices of details (three details and two distractors). Say: “Tell me/Point to the facts that support the main idea.”

Model for the student where to write/illustrate/place the details of the passage on the graphic organizer (ocean waves, horns, songbird).

The student responds, and the teacher presents a reinforcer or error correction.

Say: “Put the details on your organizer.”

The student responds, and the teacher presents a reinforcer or error correction.

Assess as described in Conditions and Demonstrators.

Elementary School Reading Grade 4 • 04-3.0.4 Main Idea

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Measurable Skill: (condition statement) student will provide details that support the main idea by (demonstrator)

Dimension A

Symbolic

Conditions: When read a story and when presented with a graphic organizer that includes the main idea of that story

Demonstrators: Selecting three details (written on index cards from a fi eld of fi ve) that support the main idea and place them in the correct location on the organizer

Emerging

Conditions: When read a modifi ed story and when presented with a graphic organizer that includes a picture depicting the main idea of that story

Demonstrators: Selecting three picture cards from a fi eld of fi ve that support the main idea and placing them in the correct location on the organizer

Dimension B

Presymbolic

Conditions:When read a modifi ed story and when presented with pictures/objects that represent the main idea of the story and two distractors

Demonstrators:Identifying the details that support the main idea by exhibiting an intentional communicative response when the correct items/objects are placed in the student’s hand or fi eld of vision

Elementary School Reading Grade 4 • 04-3.0.4 Main Idea

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Exceptional Child Education Alternate Assessment Standards Framework for Instruction

GRADE 4 READING—Standard 4

KCCT 4.1 Bullet Grade-Level Standard Intent StatementRD-04-5.0.3 Students will apply knowledge of text features (e.g.,

pictures, lists, charts, graphs, tables of contents, indexes, glossaries, captions, diagrams, headings) to answer ques-tions about a passage.

The student will point to, circle, or highlight picture cap-tions and/or bolded words in the newspaper, magazine, or book that provide information to answer questions about the passage.

Assessment-Focused Resources Grade-Level Program Resources Adapted/Modifi ed ResourcesKCCT Coach, Grade 4Part 2 (pp. 53–57)Part 3 (pp. 40–64)

Rigby Reading• “The Emperor’s Teacup” (p. F 62)• “Sorting It Out” (p. NF 12)

• PECS• Keyboarding• Intellitools• PixWriter• Clicker• Switch/AAC

Elementary School Reading Grade 4 • 04-5.0.3 Text Features

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Teaching StrategySelect a text (“Sorting it Out,” p.10).

Read the passage “Plant or Animal?” to the student. Refer to the text features (pictures, diagram) while reading the story.

Say: “Show me something on this page that gives the reader more information.”

Prompt the correct response or responses if necessary.

Say: “Good job! This is called a text feature. Can you show me another text feature?”

Repeat the process.

Give the student photocopies of page 10.

Say: “Circle a text feature.”

Reinforce/Use error correction as appropriate.

Assess as described in Conditions and Demonstrators.

Elementary School Reading Grade 4 • 04-5.0.3 Text Features

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Measurable Skill: (condition statement) student will identify picture captions and/or bolded words that help understanding of a passage by (demonstrator)

Dimension A

Symbolic

Conditions: After listening to a passage and when given a verbal request to circle a text feature on the page

Demonstrators: Circling a text feature (diagram, picture caption, bolded words)

Emerging

Conditions: After listening to a passage and when given a verbal request to point to a text feature on the page

Demonstrators: Pointing to a correct text feature (diagram, picture caption, bolded words)

Dimension B

Presymbolic

Conditions: When presented with an enlarged page of a passage that contains text and the associated picture and when given the task request to identify the picture from a fi eld of three contain-ing the text, the picture, and a distractor

Demonstrators: Selecting the picture by hitting a switch, looking toward the picture on an eye-gaze board, or making another intentional communicative response when the picture comes into the student’s fi eld of vision

Elementary School Reading Grade 4 • 04-5.0.3 Text Features

25

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Exceptional Child Education Alternate Assessment Standards Framework for Instruction

GRADE 4 READING—Standard 5

KCCT 4.1 Bullet Grade-Level Standard Intent StatementRD-04-5.0.4 Students will identify the organizational pattern used (e.g.,

sequence, cause and effect, or comparison and contrast) to understand the passage.

The student will complete a chart (using words, pictures, or objects) to illustrate the organizational pattern of the passage (e.g., sequence, cause and effect, or comparison and contrast).

Assessment-Focused Resources Grade-Level Program Resources Adapted/Modifi ed ResourcesKCCT Coach, Grade 4Lesson 16, pp.146–150

Rigby Reading• “Chocolate Wasn’t Always Sweet”

• PECS• Keyboarding• Intellitools• PixWriter• Clicker• Switch/AAC• JanBrett.com• Starfall.com• Childcareland.com

Elementary School Reading Grade 4 • 04-5.0.4 Organization Pattern

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Teaching StrategySelect a text (“How to Use the Clothes Dryer,” KCCT Coach, p. 146).

Modify the text by reducing its complexity and by making pictures to correspond with each step of using the clothes dryer.

Read the text to the student while presenting the corresponding pictures.

Present an enlarged three-column chart (labeled beginning, middle, and end) and a set of events from the story (put clothes in dryer, set timer, etc.).

Select the beginning event, and model for the student where to place the event in the appropriate column. Continue this process until all events are sorted in the correct columns on the chart.

Reinforce/Use error correction as appropriate.

Assess as described in Conditions and Demonstrators.

Elementary School Reading Grade 4 • 04-5.0.4 Organization Pattern

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Measurable Skill: (condition statement) student will complete a chart demonstrating organizational pattern of passage (e.g.,sequence, cause and effect, Venn Diagram) by (demonstrators)

Dimension A

Symbolic

Conditions: After listening to a grade-level passage and when presented a three-column chart (la-beled beginning, middle, end) and a set of six events written on separate cards

Demonstrators: Writing the events in the appropriate column according to where they occurred in the story

Emerging

Conditions: After listening to a modifi ed grade-level passage and when presented a three-column chart (labeled beginning, middle, end) and a set of three pictures depicting events in the story

Demonstrators: Placing the pictures in the appropriate column according to where they occurred in the story

Dimension B

Presymbolic

Conditions: After listening to a simplifi ed grade-level passage that is presented simultaneously with objects and when given the request to identify the object that represents an event that hap-pened fi rst, next, and last in a story

Demonstrators: Making an intentional communicative response when the correct object is placed in his or her hand or fi eld of vision

Elementary School Reading Grade 4 • 04-5.0.4 Organization Pattern

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Exceptional Child Education Alternate Assessment Standards Framework for Instruction

GRADE 5 READING—Standard 1

KCCT 4.1 Bullet Grade-Level Standard Intent StatementRD-05-1.0.5 Students will identify the purpose of capitalization, punc-

tuation, boldface type, italics, or indentations to make meaning of the text.

The student will look at a sentence that does not have required beginning and ending punctuation and make the corrections.

Assessment-Focused Resources Grade-Level Program Resources Adapted/Modifi ed ResourcesKCCT Coach Lesson 6, pp. 36–39

Comprehension Quarterly, Vol. 3 (B)• “Just for Laughs” (p. B 17)

• PECS• Keyboarding• Intellitools• PixWriter• Clicker• Switch/AAC

Elementary School Reading Grade 5 • 05-1.0.5 Punctuation

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Teaching StrategySelect a grade-level text or appropriate section of text (Comprehension Quarterly, Vol. 3 [B], “Just for Laughs,” p. B 17)Show the text on the overhead, and read the text with the student.

Step 1Point out that each sentence begins with a capital letters, and highlight the capitalized letters. Present the passage that has been modifi ed so that there are no capital letters at the beginning of the sentences. Ask the student to either correct the errors or to highlight the letters that should be capitalized. Reinforce/Use error correction as appropriate.

Step 2Show the text on the overhead, and read the text with the student.Point out that each sentence ends with punctuation. Describe the types of sentences and their appropriate punctuation.Select one type of punctuation to teach at a time. Repeat the process below for periods, question marks, and exclamation points. Read a sample page from the text, and model how to locate all examples of the targeted punctuation found on the page. Provide the student with copies of pages from the text. The student highlights selected punctuation on the page from the text. Repeat the process for two additional pages. Model writing a sentence that ends with the targeted punctuation. Present the student with models of sentences to copy without punctuation. Ask the student to copy the sentences and to add punctuation. This portion of the activity can be modifi ed by providing sentences that are pre-written and by having the student add only the punctuation.Repeat this process for additional punctuation examples (question marks and exclamation points). Repeat again with multiple types of punctuation marks.Reinforce/Use error correction as appropriate.

Elementary School Reading Grade 5 • 05-1.0.5 Punctuation

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Measurable Skill: (condition statement) the student will identify needed capitalization and ending punctuation for a sentence by (demonstrator)

Dimension A

Symbolic

Conditions: When presented with fi ve sentences, each containing a beginning-of-the-sentence capi-talization error and no ending punctuation

Demonstrators: Capitalizing the beginning word and selecting the correct ending punctuation

Emerging

Conditions: When presented with three sentences, each containing a choice (the capitalized word, the noncapitalized word, a distractor) of correct beginning-of-the-sentence capitalization and a choice (exclamation point, question mark, period) of correct ending punctuation Demonstrators: Pointing to the correct beginning and ending punctuation

Elementary School Reading Grade 5 • 05-1.0.5 Punctuation

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Exceptional Child Education Alternate Assessment Standards Framework for Instruction

GRADE 5 READING—Standard 2

KCCT 4.1 Bullet Grade-Level Standard Intent StatementRD-05-2.0.1 Students will identify and describe the characteristics of

fi ction, nonfi ction, poetry, or plays.The student will identify fi ction, nonfi ction, poetry, or plays by describing the characteristics when making determina-tion.

Assessment-Focused Resources Grade-Level Program Resources Adapted/Modifi ed ResourcesKCCT Coach, Grade 5, Lesson 16, p. 82 Comprehension Quarterly, Grade 5 (Multiple volumes

contain fi ction, nonfi ction, and poems.)• PECS• Keyboarding• Intellitools• PixWriter• Clicker• Switch/AAC• JanBrett.com• Starfall.com• Childcareland.com

Elementary School Reading Grade 5 • 05-2.0.1 Characteristics of Fiction, Nonfi ction

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Teaching StrategySelect four texts (a fi ction piece, a nonfi ction article, a play, a poem) to use during instruction.

Select one type of text to introduce the genre.

Present an enlarged copy, and point out key features of the text.

Say: “A play has characters speaking parts, scenes, scenery, and props.”

Give the student a sample text from a play. Ask the student to highlight key features while modeling on the enlarged copy.

Ask the student to identify multiple play texts from distractors (play vs. newspaper).

Repeat steps for each genre.

Reinforce/Use error correction as appropriate.

Assess as described in condition and demonstrators.

Measurable Skill: (condition statement) student will identify text of fi ction, nonfi ction, poetry, or plays by (demonstrator)

Dimension A

Symbolic

Conditions: When presented with a passage from a comic book, a newspaper, a poem, and a play and a request to identify the genre (fi ction, nonfi ction, poetry, play)

Demonstrators: Stating the correct genre

Emerging

Conditions: When presented with passages from a comic book, a newspaper, a poem, and a play and a request to identify the genre (fi ction, nonfi ction, poetry, play)

Demonstrators: Pointing to the correct passage

Elementary School Reading Grade 5 • 05-2.0.1 Characteristics of Fiction, Nonfi ction

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Exceptional Child Education Alternate Assessment Standards Framework for Instruction

GRADE 5 READING—Standard 3

KCCT 4.1 Bullet Grade-Level Standard Intent StatementRD-05-2.0.2 Students will identify or explain literary elements (e.g.,

characterization, setting, plot, theme, point of view) in a passage.

The student must identify where or explain what method the author used to develop a character (i.e., characteriza-tion). This may include (1) showing the character’s ap-pearance, (2) displaying the character’s actions, (3) reveal-ing the character’s thoughts and emotions, (4) letting the character speak, and (5) getting the reactions of others.

Assessment-Focused Resources Grade-Level Program Resources Adapted/Modifi ed ResourcesKCCT Coach Lesson 20, pp. 98–101

Rigby Literacy Series • “Tucker’s Gold” (p. F 14)• “Freddy in the Fridge” (p. F 50)• “Summer of Sea Monster” (p. F 62)

Ladders to Success, Level E• “John Glenn: American Hero” (p. 35)

• PECS• Keyboarding• Intellitools• PixWriter• Clicker• Switch/AAC• JanBrett.com• Starfall.com• Childcareland.com

Elementary School Reading Grade 5 • 05-2.0.2 Literary Elements

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Teaching StrategySelect a text (Ladders to Success, Level E, “John Glenn: American Hero,” p. 35).

Read the text to the student.

Enlarge the graphic organizer on p. 160 of Ladders to Success, Level E.

Place a picture of a selected character in the top box of the organizer.

Guide the student to identify a trait of a character (e.g., astronaut).

Present fi ve details (three from the story plus two distractors [e.g., went to space, wears a spacesuit, rode in a rocket, wears overalls, was in the senate]), and ask the student to select the ones that support the characterization of John Glenn as an astronaut.

Reinforce/Use error correction as appropriate.

Assess as described in Conditions and Demonstrators.

Elementary School Reading Grade 5 • 05-2.0.2 Literary Elements

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Measurable Skill: (condition statement) student will identify or explain characterization from grade-level text by (demonstrator)

Dimension A

Symbolic

Conditions: After listening to a grade-level passage and when given a character trait (mean person, baseball player)

Demonstrators: Stating three details from the story that support characterization

Emerging

Conditions: After listening to a modifi ed grade-level passage and when given a picture that depicts a character trait (mean person, baseball player) and a fi eld of fi ve possible answers

Demonstrators: Selecting three pictures that depict details and support characterization

Dimension B

Presymbolic

Conditions: After listening to a simplifi ed story that is presented simultaneously with objects/photographs and when given a request to identify a character trait

Demonstrators: Selecting a picture or object that represents the character trait by making an intentional communicative response when the correct object/picture is placed in his or her hand or fi eld of vision

Elementary School Reading Grade 5 • 05-2.0.2 Literary Elements

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Exceptional Child Education Alternate Assessment Standards Framework for Instruction

GRADE 5 READING—Standard 4

KCCT 4.1 Bullet Grade-Level Standard Intent StatementRD-05-3.0.4 Students will identify main ideas and details that support

them.The student will read or access (text reader, picture symbols, etc.) grade-level passage and identify what the passage is about. The student will then identify the details from the passage that support the selection of the main idea.

Assessment-Focused Resources Grade-Level Program Resources Adapted/Modifi ed ResourcesKCCT Coach, Grade 5, Lesson 18, pp. 90–93 Comprehension Quarterly, Grade 5, Vol. 4 (B)

• “Far and Away” (p. B12

Comprehension Quarterly, Grade 5, Vol. 2 (A)• “Gobs of Goo” (p. A24)

Comprehension Quarterly, Grade 5, Vol. 3 (A)• “Miniatures on Parade” (p. B24)

• PECS• Keyboarding• Intellitools• PixWriter• Clicker• Switch/AAC• JanBrett.com• Starfall.com• Childcareland.com

Elementary School Reading Grade 5 • 05-3.0.4 Main Idea

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Teaching StrategySelect a passage, and read it aloud to the student. Reduce complexity if necessary. (“Far and Away,” Comprehension Quarterly, Grade 5, Vol. 4 [B], p. B12)

Present an enlarged graphic organizer, and give the student an individual copy, such as the one in Ladder to Success, Level E, p. 71.

Discuss the story, and prompt the student to identify the main idea from the passage from a fi eld of three ideas that are paired with pictures.

Model for the student where to write/illustrate/place the main idea of the passage (planning a vacation) on the graphic organizer.Ask the student to complete the organizer.

Present fi ve choices of details (three details and two distractors—be a cowboy on a ranch, see penguins at the South Pole, see kangaroos in Australia).

Ask the student to identify the details that support the main idea of the passage.

Model for the student where to write/illustrate/place the details of the passage on the graphic organizer.

Ask the student to complete the organizer.

Reinforce/Use error correction as appropriate.

Assess as described in Conditions and Demonstrators.

Elementary School Reading Grade 5 • 05-3.0.4 Main Idea

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Measurable Skill: (condition) the student will identify the main idea and supporting details by (demonstrator)

Dimension A

Symbolic

Conditions: When read a story and when presented with a graphic organizer and three choices to support the main idea written on index cards

Demonstrator 1: Selecting the correct main idea

Conditions: When read a story and when presented with fi ve supporting choices of supporting details of the main idea

Demonstrator 2: Selecting three details that support the main idea

Emerging

Conditions: When read a modifi ed story and when presented with a graphic organizer and three pic-tures of possible main ideas

Demonstrator 1: Selecting a picture depicting the main idea

Conditions: When read a modifi ed story and when presented with fi ve picture choices of supporting details of the main idea

Demonstrator 2: Selecting three pictures that depict supporting details of the main idea

Dimension B

Presymbolic

Conditions: When read a modifi ed story and when presented with a picture/object that represents the main idea of the story and a fi eld of three possible answers

Demonstrator 1: Selecting an object or picture depicting the main idea by making an intentional communicative response when the correct object/picture is placed in his or her hand or fi eld of vision

Demonstrator 2: Selecting a picture/object representing a detail that supports the main idea by making an intentional communicative response when the correct object/picture is placed in his or her hand or fi eld of vision

Elementary School Reading Grade 5 • 05-3.0.4 Main Idea

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Exceptional Child Education Alternate Assessment Standards Framework for Instruction

GRADE 5 READING—Standard 5

KCCT 4.1 Bullet Grade-Level Standard Intent StatementRD-05-5.0.3 Students will apply knowledge of text features (e.g.,

pictures, lists, charts, graphs, tables of contents, indexes, glossaries, captions, diagrams, headings) to answer ques-tions about a passage.

The student will use picture captions, bolded words, or charts to answer questions regarding information located in books, magazines, educational newspapers, internet, etc.

Assessment-Focused Resources Grade-Level Program Resources Adapted/Modifi ed ResourcesKCCT Coach, Grade 5, Lesson 18, pp. 90–93 Comprehension Quarterly, Vol. 4 (B)

Rigby Literacy• “Mystery at Marin Marsh” (p. F 26)• “Laser Shows” (p. BTC 2)• “What’s Up? Watching the Night Sky” (p. BTC 14)• “Clowning Around” (p. BTC 20)”

• PECS• Keyboarding• Intellitools• PixWriter• Clicker• Switch/AAC

Elementary School Reading Grade 5 • 05-5.0.3 Text Features

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Teaching StrategySelect a text to use during instruction (Comprehension Quarterly 5, Vol. 4 [B], p. C 4).

Introduce the text by showing the cover and asking the student what the story is going to be about. State behavioral expectations for instruction.

Present a page, and point to the text features. (p. C 4: Point to the frogs and heading.)

Say: “Look at the picture/diagram/heading. This tells me that the text is about frogs.”

Present another page, and point to the text feature (p. D 10, picture and caption of monkeys, heading).

Say: “Look at the picture/diagram/heading. What is this text about?

Reinforce/Use error correction as appropriate.

Assess as described in Conditions and Demonstrators.

Elementary School Reading Grade 5 • 05-5.0.3 Text Features

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Measurable Skill: (condition) student will identify picture captions, bolded words, and/or charts to understand a passage by (demonstrator)

Dimension A

Symbolic

Conditions: When presented three separate passages that contain text features (diagram, heading, picture) and the request “What is the story about?”

Demonstrators: The student will verbally answer the question.

Emerging

Conditions: When presented three modifi ed passages containing text features (diagram, heading, picture) and the request “What is the story about?” and a fi eld of three picture choices

Demonstrators: Pointing to the picture that answers the question

Dimension B

Presymbolic

Conditions: When presented with three modifi ed (enlarged, simplifi ed) passages containing text features and the request “Look at this caption/picture/diagram. What is the story about?”

Demonstrators: Selecting the correct picture/object by making an intentional communicative response when the correct object/picture is placed in his or her hand or fi eld of vision

Elementary School Reading Grade 5 • 05-5.0.3 Text Features

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