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Making the Links: What is an
example? What is not an
example?
Example of making the link• EXAMPLE – 6th grade Algebra• Skill –
– The student records the number of tokens (stars) obtained for appropriate behavior during the day and the number of prizes she received on a graph every day of the week
– AND answered questions about the graph
• Curriculum – – M6A2 Students will consider relationships between varying quantities– a. Anlayze and describe patterns arising from mathematical rules,
tables, and graphs
• Materials– Behavior graph
Examples of making the link
• Asking the questionsAspect Important Information Is it a link?
Student Skill
Graphing and answering questions about how many tokens it takes to get a prize, how many prizes were received
on which day
Student answers questions (skill) about the changing number (numerical pattern) of tokens and prizes using the graph (activity and materials) – YES, THIS LINKS!
CurriculumAnalyze (answer questions about)
numerical patterns (how things change) from data in graphs
Activity/ MaterialsGraphs with information about two
things related to each other – number of tokens and number of prizes
Example of NOT making the link• EXAMPLE – 3rd grade Reading Comprehension• Skill –
– The student answers questions about stories presented– The student makes predictions about what will happen next in
stories presented
• Curriculum – – ELA3R3 – The student uses a variety of strategies to gain meaning
from grade-level text. The student– b. Makes predictions from text content
• Materials– Grade level books, communication device with tactile symbols
Examples of NOT making the link• Asking the questions
Aspect Important Information Is it a link?
Student Skill
Answering questions about “what happened next” in the stories presented, answering questions about “what do you think will happen when..” while listening
to stories presented
Student makes a guess about what will happen next in the story with her communication device – YES, THIS LINKS!Student answers questions (skill) about the what happened in the book using AT– NO, THIS DOESN’T LINK!
CurriculumMake predictions (make guesses about
future events) from information presented in stories
Activity/ Materials Grade and age appropriate books and communication device
What Could Be Done?
Make sure that student makes guesses in every activity OR choose another element – a. reads a variety of text for information and pleasure
Making the Links: Trying it out
Trying it out – working together to determine if the links have been made
• During this activity, you will be asked to determine if the following examples:– Demonstrate important skills– Align to the element stated– Are appropriate tasks/materials– Can be changed to show a better link if needed
Example 1: Numbers and Operations
• Skill: Matching numerals (prerequisite skill) – • Materials: Number cards - starting with a color cue
and fading the cue • Element: M7A1a: Translate verbal phrases to
algebraic expressions
• Activity: Student will match numerals 1, 2, and 3, beginning by using the color and then moving to no cues
Example 1 : What this would look like
Activity 1 Activity 2
Activity 3 Activity 4
Questions
• Is matching numerals an important skill for this student? YES or NO
• Is matching numerals a prerequisite skill for the element of Translate verbal phrases to algebraic expressions– does the matching (the way the student responds) of numerals on cards (the materials) lead to the eventual completion of the task? YES or NO
• Does this skill align to the element? YES or NO
YES NO
Questions
• Is matching numerals an important skill for this student? YES
• Is matching numerals a prerequisite skill for the element of Translate verbal phrases to algebraic expressions– does the matching (the way the student responds) of numerals on cards (the materials) lead to the eventual completion of the task? NO
• Does this skill align to the element? NO
YES NO
Does it make the link? NO!• Asking the questions
Aspect Important Information Is it a link?
Student Skill Matching numerals Student matches numerals (skill) using cards placed on the table (activity/ materials) after being instructed by the teacher– NO, THIS DOESN’T LINK!
Element Listening for parts of an equation and then developing the equation
Activity/ MaterialsTeacher places numeral cards with
various color cues on the table and asks students to match the cards
What Could Be Done?
What’s missing to make the link?
• Vote for:– A: An appropriate student response (matching is not
appropriate for this link)– B: Appropriate materials (number cards are not
appropriate for this student)– C: Verbal expressions (to meet this element, the
student should have to listen and make choices)
What’s missing to make the link?
• Vote for:– C: Verbal expressions (to meet this element, the
student should have to listen and make choices)
Examples of what could be done• Asking the questions
Aspect Important Information Is it a link?
Student Skill Matching numerals Student matches numerals (skill) using cards placed on the table (activity/ materials) after being instructed by the teacher– NO, THIS DOESN’T LINK!
Element Listening for parts of an equation and then developing the equation
Activity/ MaterialsTeacher places numeral cards with
various color cues on the table and asks students to match the cards
What Could Be Done?
The student listens and puts the numeral card into the correct spot on a board after the teacher says the numeral as part of a simple equation
What this would look likeTeacher says “We have three crackers. We put one cracker on the plate. How may crackers are left? Three minus one equals two.”
What this would look likeTeacher says “We have three crackers. We put one cracker on the plate. How may crackers are left? Three minus one equals two.”
“three” “one” “two”
Example 2: Reading Comprehension
• Skill: Utilizing a switch to interact with instructional equipment, i.e., PowerPoint presentation (access skill) –
• Materials: Toggle switch, computer interface, computer, “Frankenstein" Level 3 -- Penni Singleton (Cherokee County Schools) and Daniela Singleton from Resource Board, picture of characters from presentation (enlarged for student)
Example 2: Reading Comprehension
• Element: ELAALRL1 a: Locates and analyzes such elements in fiction as language and style, character development…
• Activity: The student will advance the PowerPoint slide of the adapted story each time a certain character appears
Example 2: What this would look like
Example 2: What this would look like
Questions• Is accessing instructional material through the
use of a switch an important skill for this student? YES or NO
• Is recognizing the appropriate time to activate the switch (such as when a familiar picture or item appears) and important skill for this student? YES or NO
YES NO
Questions• Is accessing instructional material through the
use of a switch an important skill for this student? YES
• Is recognizing the appropriate time to activate the switch (such as when a familiar picture or item appears) and important skill for this student? YES
YES NO
Questions• Is recognizing a character from a grade level
story a prerequisite skill for this element of locates and analyzes such elements in fiction as character development – when the character appears (material), does the use of the switch (the way the student responds and shows comprehension) lead to the eventual completion of the task? YES or NO
• Does this skill align to the element? YES or NO
YES NO
Questions• Is recognizing a character from a grade level
story a prerequisite skill for this element of locates and analyzes such elements in fiction as character development – when the character appears (material), does the use of the switch (the way the student responds and shows comprehension) lead to the eventual completion of the task? YES
• Does this skill align to the element? YES
YES NO
Examples of making the link
• Asking the questionsAspect Important Information Is it a link?
Student SkillUsing the switch to advance a
PowerPoint presentation when a certain character is recognized
Student recognizes a character (element) and shows recognition by activating a switch (skill) to advance the PowerPoint of a grade level text – YES, THIS LINKS!
Element Locates information about character development
Activity/ MaterialsAssistive Technology that allows student to interact with materials, adapted grade
level text
Making the Links: Review
Making the Links: A Review
• The components for making links are the student skill, the activity, and the curriculum
• The teacher needs to be familiar with each aspect and how they work together to lead to student learning
• Gaps can be filled by adjusting the skill to meet the element, finding a more appropriate element, or changing activities and materials
Resources and Contacts
• Resources:– GPS for Students with Significant Cognitive
Impairments (www.georgiastandards.org/impairment.aspx)
– Access to the GPS Resource Board
• Contacts:– Toni Bowen – [email protected]– Kayse Harshaw – [email protected]
