Reproductions of the slides and/or information from the slides in this

PowerPoint related to Alabama Extended Standards,

Kindergarten - Grade 6should be credited to:

Alabama Department of Education, Special Education Services

P.O. Box 302101Montgomery, AL 36130

speced@alsde.edu 334.242.8114

“What a teacher knows and does influences what a student learns”

Teachers’ content knowledge determines not only what a teacher teaches, but also how.

National Staff Development Council, www.nsdc.org

www.alsde.edu Click on Sections Click on Special Education Click on Standards Select “Q&A - Alabama Extended

Standards.pdf”

Reading: Grades 3-8, 11 Mathematics: Grades 3-8, 11 Science: Grades 5, 7, 11

Alignment determined. Complexity — Points awarded based on the

complexity of the extended standard Level of Support — Points awarded based

on the level of assistance (Independently, with Prompting, with Support)

Content Mastery — › 0 points for 0-24% mastery› 1 point for 25-49% mastery› 2 points for 50-74% mastery› 3 points for 75-100% mastery

Assessment and Accountability, ALSDE, Regional Workshops, Fall 2007

Independently-the student performs the task without prompting or support. The cognition of the task is performed entirely by the student.

Prompting-the student is provided cues by the teacher or aide (oral cues, repeat or additional directions, and/or gestures that initiate or sustain a task). The cognition of the task is performed entirely by the student.

Support-the student receives direct instruction to achieve the skill. The cognition of the task is not performed by the student alone; however, the task is not completed by the teacher. This assistance is more than prompting.

Assessment and Accountability, ALSDE, Alabama Alternate Assessment Making a Connection Workshop Handout, Fall 2009

Written Performance Summary Worksheet/Teacher Test Work Sample Photograph(s) (with captions/written

summary) Audio (5 minutes or less with word for

word transcript) Video (5 minutes or less with word for

word transcript)

Explain exactly what occurred: What books? What problems? What materials/computer

programs/games? What questions?

Describe exactly what happened: Expectations for success. What the teacher said/did. What the student said/did. Which student responses/actions

were correct. Which student responses/actions

were incorrect.

Ten (10) items of related content are required.

› Less than 10 items, invalid› 10 items, but some items do not

match content → unrelated items count against the content mastery score (e.g., 10 items, but 4 are unrelated, 60% content mastery is most student can earn).

Original student projects

Student’s written work on a blank sheet of paper, or something that has been manipulated (e.g., cut, pasted)

www.alsde.edu Click on Sections Click on Assessment and Accountability Click on Publications Scroll over and select AAA Information

› “AAA Minimum Evidence Per Extended Standard Reading Grades 3-8 and 11.pdf”

› “AAA Minimum Evidence Per Extended Standard Mathematics Grades 3-8 and 11.pdf”

› “AAA Minimum Evidence Per Extended Standard Science Grades 5 7 and 11.pdf”

R. ES 3.2 (3)3 pieces of evidence with at least 2 different

blends per piece of evidence.

M. ES 3.2 (3)3 pieces of evidence with at least 10 different

addition and 10 different subtraction problems across the pieces of evidence.

If the extended standard says “mimic,” the teacher must give the student something to mimic.

Teacher defines and describes participation.

Answering correctly is not necessary… involvement in the specified activity is what is required.

Be clear and specific.

Do not include trials! Evidence should only include however many times are necessary to meet minimum evidence.

No! 7.1(1)When given a choice of 4 books, student will correctly associate 3 certain characters with their stories, by pointing to the correct book, during 2/3 trials.

Yes!???

Examples: Student is supposed to identify main

character: main character is the one word story title in all pieces of evidence.

Correct answer is always in same location (e.g., 10 multiple choice questions with correct answer always on left).

Performance Summaries across multiple students with the same wording, same exact student responses, etc.

Passage or story must consist of at least three (3) sentences.

Different stories are required across the three pieces of evidence. Give the name of the story used each time so the scorer can verify a different story was used.

Complexity 3 & 4› Student must read the passage or story

independently

Complexity 2 & in some cases Complexity 1› Student can read with assistance, or the

teacher can read the passage or story

High Interest Low Vocabulary

http://childrensbooks.about.com/od/toppicks/tp/hi_lo_books.htm

The smallest unit of sound in a spoken word. An example of a phoneme is the /k/

sound in the words kite and car.

K.1

Students must be taught print concepts, including following words from left to right and from top to bottom on the printed page.

K.2

Identify the front cover, back cover, and title page of a book.

Follow words from left to right and from top to bottom on the printed page.

Understand that printed materials provide information.

Recognize that sentences in print are made up of separate words.

K.2

Flash cards (homemade or store bought) Foam or wooden letter blocks Learning videos Books ABC song Leap Frog Fridge Phonics

Repetition is Key!!

K.3

Which picture represents the word “crying”?

K.4

The sound at the beginning of a word.

Instructional Suggestion:Show pictures of book, dog, hand, and fox.

This is book, dog, hand, and fox.Which picture begins with /b/?

1.1

Phoneme: a phoneme is the most basic unit of sound.

Grapheme: a grapheme is the written representation of a phoneme. A grapheme can consist of one, two, and rarely three or four letters.

The sound /k/ can be represented by the letters C, K, or CK as in cat, kite, and duck.

1.2

Instructional Suggestions: Take egg cartons and put a paper

letter in each slot. Say letter-sounds and ask students to pick out the letters that match those sounds

http://www.readingrockets.org/article/160

1.2

Categorizing involves grouping objects or ideas according to criteria that describe common features or the relationships among all members of that group. This procedure enables students to see patterns and connections and it develops students'

abilities to manage or organize information.

1.3

Focus on concrete objects Provide the criteria by which objects are to be

grouped such as size, color, shape or use Encourage students to explain their reasons

for placing items in particular categories Ensure that all students see and understand

the relationships Encourage students to question each other's

categorizations

1.3

Procedure continued Provide opportunities for students to

categorize their objects according to criteria of their choosing

Demonstrate this strategy with the whole class, then progress to small group and individual categorizing activities

Move students from categorizing concrete objects to categorizing pictures

http://www.sasked.gov.sk.ca/docs/kindergarten/kindapp.html

1.3

The answers to questions such as “who”, “what” and “where” are parts of story structure. By identifying these basic structures it will help a student be able to recall or retell a story.

1.4

http://www.englishclub.com/vocabulary/wh-question-words.htm

1.4

Question Word Function Example

What Asking for information about something

What did the dog do?

Who Asking what person or which people

Who opened the door?

Where Asking in or at what place or position

Where did the boy lose the dog?

A word that appears many more times than most other words in spoken or written language.

Many of these words such as the, is, to, and are do not follow commonly taught phonics rules and cannot be sounded out.

http://www.reading-tutors.com/tips/TH_Tips_HFW.pdf

Dolch Fry’s 300

1.5 2.5

InitialThe first sound you hear in the beginning of a

word.

Final The last sound you hear at the end of a word.

Example: boat› Initial sound /b/ › Final sound /t/

2.1

The ability to recognize individual sounds in a word.

Example of initial isolation: Teacher: What is the first sound in van? Student: The first sound in van is /v/.

Example of final isolation: Teacher: What is the last sound in top? Student: The last sound in top is /p/.

2.1

The word consonant is used to refer to a letter of an alphabet that denotes a consonant sound. Consonant letters in the English alphabet are B, C, D, F, G, H, J, K, L, M, N, P, Q, R, S, T, V, X, Z, and usually W and Y:

The letter Y stands for the consonant [j] in “yoke”, and for the vowel [ɪ] in “myth”

Y also commonly makes the long i and e sounds

W is almost always a consonant except in rare words.

2.2

Some Generalizations about English vowels › English vowels have "long" and "short"

forms. › The long form is the "name" of the letter› The short form is as follows:

2.2

Long Vowels

A E I O U

gateneedniceyokeyou

Short Vowels

a e i o u

batbetbitbotbut

What are they doing?

2.3

What is this? Tell me what you do with this.

2.3

Sequencing is one of many skills that contributes to students' ability to comprehend what they read. Sequencing refers to the identification of the components of a story, such as the beginning, middle, and end, and also to the ability to retell the events within a given text in the order in which they occurred.

http://www.teachervision.fen.com/skill-builder/reading-comprehension/48779.html

2.4

Blend: to draw individual sounds together to pronounce a word, › Example: c-a-p, blended together, reads cap

3.1

When two or more letters appear together and you hear each sound that each consonant would normally make, the combination is called a blend.

For instance, the word blend has two consonant blends: bl, for which you hear the sounds for both b and l, and nd, for which you hear the sounds for both n and d.

3.2

See sample list of one-syllable words.

3.3

The first step to learning how to use context clues is to understand what they are. The meaning of the phrase is easy: context are the words surrounding the particular word in question, and of course clues are supposed to help you figure out the “mystery” of the word in question.

The value of context clues lies in the ability to figure out the definition without using a dictionary. This is important especially for teachers who want to instill in their students a sense of independence in learning.

http://www.helium.com/items/1833465-how-to-teach-children-to-use-context-clues-while-reading

3.4

Different Kinds of Context Clues: Definition Synonym Antonym Example Explanation

http://www.suite101.com/content/context-clues-lesson-plan-a88326

3.4

The joey, which is a baby kangaroo, peeked out of his mother's pocket. (definition)

The beach was covered with debris like paper and cans, and the children picked up all the trash. (synonym)

The ancient dress looked like new after she washed it. (antonym)

http://www.suite101.com/content/context-clues-lesson-plan-a88326

3.4

Every day he brought a delectable, delicious, wonderful, yummy lunch to school. (example)

My mother used to pull across the bay to catch flounder. Pull is a word that is sometimes used to mean row. (explanation)

http://www.suite101.com/content/context-clues-lesson-plan-a88326

3.4

Story Retelling is a procedure that enables a child to play a large role in reconstructing stories. It underlies both social and academic development. When narrating stories, the speaker uses language for an extended period of time. This active participation with stories results in increased language development, comprehension and an interest in books and in learning to read.

http://www.bridgew.us/Library/CAGS_Projects/TPALINGO/web%20page/srlitrev.htm

3.5

Blend: Refer to 3.1 Segment: to split up a word into

its individual phonemes in order to spell it,› Example: the word 'cat' has three

phonemes: /c/, /a/, /t/

4.1

Perhaps the greatest tools we can give students for succeeding, not only in their education but more generally in life, is a large, rich vocabulary and the skills for using those words. Our ability to function in today’s complex social and economic worlds is mightily affected by our language skills and word knowledge.http://www.eduplace.com/marketing/nc/pdf/author_pages.pdf

4.2

In addition to the vital importance of vocabulary for success in life, a large vocabulary is more specifically predictive and reflective of high levels of reading achievement.

http://www.eduplace.com/marketing/nc/pdf/author_pages.pdf

4.2

Synonyms are different words with identical or at least similar meanings.

An example of synonyms are the words car and automobile.

4.3

A main character is the central character of the story, the one that the reader follows through the story or account. The main character is usually involved in the problems of the tale, the climax, and its resolution.

4.4

Important details are used to support the main idea.

Details add description to a story.

Details support the main idea by telling how, what, when, where, why, how much, or how many.

4.4

A consonant blend is a group of consonants that appear together in a word without any vowels between them.

When reading blends, each letter within the blend is pronounced individually.

4.5

Letter combinations are a series of letters whose sound would not be produced correctly by a student pronouncing one letter sound at a time.

Letter combinations include digraphs, diphthongs, r-controlled vowels, etc., but do not include blends such as gr and bl.

http://www.freereading.net/index.php?title=Letter_Combination_Activities_About

4.5

Letter Combination Examples› th › er › sh › oa › wh › ol › ar

http://www.freereading.net/index.php?title=Letter_Combination_Activities_About

4.5

› qu › ee › ea › oo › ch › ai › ay

› ay › or › kn › ou › ir › ur › ph

› ph › oi › oy › wr › au › aw › al

› igh

Multiple Meaning Words are words that have several meanings depending upon how they are used in a sentence.

We use context clues to help us figure out which meaning is correct.

5.1

Examples:› Trip› Light› Check› Show› Bank› Play› Can

5.1

› Pupil› Game› Raise› Dance› Break› Store› Bowl

› Sign› Watch› Scale› Row› Right› Saw› Pit

Every action a character performs influences something else in the story. 

Perhaps it's simply that character's next action, or it could be a plot complication, or the arc of the story. 

Each action can have consequences that ripple through the entire story.

5.2

Use a range of strategies and skills including phonetic skills to read unfamiliar and/or multi-syllable words.

5.3

Fiction (Latin: fictum, "created") is a branch of literature which deals, in part or in whole, with events that are not true at the time of writing.

In contrast to this is non-fiction, which deals exclusively in factual events (e.g., biographies, histories). Books that are non-fiction, or true, are about real things, people, events, and places.

6.1

Main Idea The central topic of a piece of

writing.

It is what the writing is all about.

6.2

Ask yourself the question, "What is this paragraph about?"

To answer, say to yourself in your mind, "The author keeps talking about XX and XX. This must be the topic –

."

http://academic.cuesta.edu/acasupp/as/308.HTM

6.2

Use strategies including locating information in informational and functional materials.

6.3

Informational/textual reading materials are generally read for information, such as materials containing charts or graphs and materials found in encyclopedias, textbooks, lab manuals, essays, and news magazines.

Literary/recreational reading materials are generally read for pleasure, such as magazine articles, poetry, novels, and short stories.

(Alabama Reading and Mathematics Test Item Specifications for Reading)

6.3 9.2 10.3 12.1 12.2

Functional reading materials are generally read for a precise action, such as directions, maps, schedules, menus, catalogues, instructions, and other materials generally encountered in everyday life beyond the classroom.

(Alabama Reading and Mathematics Test Item Specifications for Reading)

6.3 9.2 10.3 12.1 12.2

Special thanks to Alabama Reading Initiative (ARI) staff for assisting with the development of the reading slides, in particular Rosie Merold and Kim Bailey!

K.1

K.2 1.3

K.2 1.3

Circles and Squares Circles, Squares, Rectangles, and Triangles

Instructional Suggestions: Songs Games Bulletin Board

K.3

The student must count to 10 or 20 and identify all the numbers.

1.1 2.1

1.1 2.11-10 1-20

Seeing two sets of counters or other objects, the student determines the correct combined total. The student may count the total number of objects in the set or use some other strategy in order to arrive at the sum.

1.2

1.4

The student establishes the total number of counters or objects in a set; then, after some have been removed, the student figures out how many are left.

2.2

2.3

2.4

3.1 4.1 5.1

3.1 4.1 5.1

Count by 1’s to 100

Count by 10’s to 100

Count by 5’s to 100

3.1 4.1 5.1

3.1 4.1 5.1(4) Identify numbers 1 to 100

(4) Apply counting by 10’s to real life situations

(4) Apply counting to 5’s to real life situations

(3) Count by 1’s to 100

(3) Count by 10’s to 100

(3) Count by 5’s to 100

(2) Imitate counting by 1’s to 100

(2) Imitate counting by 10’s to 100

(2) Imitate counting by 5’s to 100

(1) Interact with different size groups of objects 1-100

(1) Respond purposefully to counting 1-10

(1) Imitate counting 1-10

No calculator, touch math, or preprinted counters.

3.2

Analog Digital 3.4 4.4

?Students must identify each coin and

tell the value in order to get credit.

4.2

..321There is a 1 in the ones (1) place.

..321 There is a 2 in the tens (10) place.

..321 There is a 3 in the hundreds (100) place.

4.3

No calculator, touch math, or preprinted counters.

5.2

In order to do this: Student must know coins and

coin values. Student must know how to skip

count 25’s, 10’s, 5’s, and 1’s.

5.3

Examples of Familiar Activities for 5th Graders

Walk to lunch Lunch Walk to P.E. P.E.

5.4

No calculator, touch math, or preprinted counters.

6.1

The student must divide the object and label in order to get credit.

(You cannot give the student a box or circle on a worksheet that has already been divided)

6.2

6.3

Tally charts help people count. Each tally mark in a tally chart represents

one object. For example, to count three apples, you make three tally marks in the chart.

Tally marks are grouped in sets of five, which facilitates counting. Instead of counting marks one-by-one, you can skip-count by fives and add on any remaining marks.

Have students practice counting objects in class or home by using tally marks. Then practice skip-counting by fives in order to get your students familiar with multiples of five

6.4

6.4

A picture graph uses pictures or symbols to show data.

One picture sometimes stands for more than one item so a key is often necessary to understand the symbols.

6.4

6.4

6.4

6.4

6.4

Recognize that objects can move in different directions and at different speeds.

Recognize that when an object moves, it changes position.

What makes objects move? Roll a pencil, cotton ball, marble,

marshmallow down the table.

Identify a property of motion.

K.1

Animals and people need air, water, food, and shelter to survive.

Plants need air, water, nutrients, and light to survive.

K.2

K.3

Size Shape Color Texture

The small block.The big yellow ball.

1.1

1.2

Examples head foot/feet nose leg mouth hand ear neck eye stomach face finger arm hair

1.3

Type Examples

Paper Products Classroom paperNewspaper

Cardboard Cereal boxesShipping boxes

Aluminum & Steel Cans

Soda cansVegetable cans

sometimes Plastics Plastic grocery sacksWater Bottles

sometimes Glass Pickle jars

Solids1. Explore and compare the properties of

solids. 2. Define a solid in terms of its properties.

Liquids1. Explore and conclude that water takes the

shape of the container it is in. 2. Define a liquid in terms of its properties.

2.1

2.2

Globe: bodies of water and land masses

Map: rivers, lakes, and oceans

2.3

Light and Heat The sun warms our planet every day,

provides the light by which we see and is necessary for life on Earth.

3.1

Seed: when the seed is dormant (i.e., inactive or sleeping)

Seed germination: the process in which a plant emerges from a seed and begins growth. Seeds need oxygen, water, and proper temperatures to germinate.

Growth: After the plant sprouts from the seed, it starts to grow. The growth and development of a plant is one of the most spectacular events in nature. Yet, because it happens so slowly, over the course of days or weeks, it is difficult to observe in real time.

3.2

Thunderstorms Tornado Hurricanes

3.3

Light Heat Sound

4.1

Plants help animals by providing them with food, shelter, building materials, places to hide and air to breath.

Plants produce chemicals and fibers used in industry. Plants produce nearly half of all the medicines used

to treat diseases. The remains of ancient plants is the source of fossil

fuels such as coal and gas. Animals help plants by pollinating them, distributing

their seeds, and providing fertilizer for the soil. Some plants grow better after being grazed on.

4.2

Sun & Earth’s Moon

4.3

A physical change in a substance doesn't change what the substance is. In a chemical change there is a chemical reaction, a new substance is formed and energy is either given off or absorbed.

For example, if a piece of paper is cut up into small pieces it still is paper. This would be a physical change in the shape and size of the paper. If the same piece of paper is burned, it is broken up into different substances that are not paper.

5.1

Physical changes can be reversed, chemical changes cannot be reversed with the substance changed back without extraordinary means, if at all. For example, a cup of water can be frozen when cooled and then can be returned to a liquid form when heated.

If one decided to mix sugar into water to make sugar water, this would be a physical change as the water could be left out to evaporate and the sugar crystals would remain. However, if one made a recipe for a cake with flour, water, sugar and other ingredients and baked them together, it would take extraordinary means to separate the various ingredients out to their original form.

5.1

Examples of Chemical Changes: Burning a log of wood Cooking examples: popcorn, cake, pancakes, eggs,

toast, caramel icing Rotting of fruit Explosion of fireworks Lighting a match Digesting food Rusting nail Roasting a marshmallow

5.1

HabitatA place where plants and animals live and

grow

Animals get food, water, and shelter in their habitat

Plants get sunlight and water in their habitat

5.2

Dependent on each other within a habitat.› Field/Park/Backyard: Grasshoppers eat grass› Forest/Backyard: Birds nest in trees› Forest/Park/Backyard: Squirrels eat acorns› Forest/Field: Animals eat leaves and berries

5.2

Dependent on each other within a habitat.› Field/Garden/Along Road: Monarch butterflies

lay eggs on milkweed, larvae feed on the milkweed leaves

› Garden/Backyard/Park: Adult monarch butterflies pollinate flowers

› Forest/Backyard/Field: Earthworms eat dirt and dead leaves, digesting the material for food and in the process breaking down the organic matter and releasing nutrients in the soil

› Forest/Field: Deer eat plants

5.2

Dependent on each other within a habitat.› Desert: Plants in the desert help animals

stay out of the sun› Desert: Plants in the desert, such as the

cactus, save water for animals› Field/Forest/Coastal Area: Some animals get

seeds from plants stuck on their fur and move the seed to a different place so plants are spread

› Lake/Swamp/Pond: Insects eat plants that float on ponds

5.2

The first four planets are called the inner planets.

They are closest to the sun. Their names are Mercury, Venus, Earth,

and Mars. These planets are made mostly of rock.

5.3

A THERMOMETER measures the air temperature. Most thermometers are closed glass tubes containing liquids such as alcohol or mercury. When air around the tube heats the liquid, the liquid expands and moves up the tube. A scale then shows what the actual temperature is.

6.1

A BAROMETER measures air pressure. It tells you whether or not the pressure is rising or falling. A rising barometer means sunny and dry conditions, while a falling barometer means stormy and wet conditions. An Italian scientist named Torricelli built the first barometer in 1643.

6.1

A RAIN GAUGE measures the amount of rain that has fallen over a specific time period.

A WIND VANE is an instrument that determines the direction from which the wind is blowing.

An ANEMOMETER measures wind speed. The cups catch the wind, turning a dial attached to the instrument. The dial shows the wind speed.

6.1

WEATHER MAPS indicate atmospheric conditions above a large portion of the Earth's surface. Meteorologists use weather maps to forecast the weather.

http://www.weatherwizkids.com/weather-instruments.htm

6.1

Newer human impacts to the earth’s surface are more and more damaging. Landscape is wounded with newer and bigger structures and other irreversible interventions to the earth’s surface.

http://carsologica.zrc-sazu.si/?stran=downloads&download=podobnikar7.pdf

Manmade causes that shape the earth’s surface: agriculture, mining, pollution, construction, harvesting of natural resources, etc.

6.2

Natural forces that shape the earth’s surface: volcanoes, earthquakes, hurricanes, landslides, weathering, erosion, animals, and plants.

6.2

Volcanoes Volcanoes change the surface of the

earth by erupting out matter.

http://scienceed.pnl.gov/teachers/plans/EarthChanges_Part1.pdf

6.2

Earthquakes Earthquakes cause the earth’s surface

to shake, roll, and heave. http://scienceed.pnl.gov/teachers/plans/EarthChanges_Part1.pdf

At the Earth's surface, earthquakes manifest themselves by shaking and sometimes displacing the ground. http://en.wikipedia.org/wiki/Earthquake

6.2

Hurricanes Damage from hurricanes and tropical

storms is usually the result of strong winds, storm surges, or heavy rain. Winds of over 100 miles per hour can tear roofs off of houses or knock trees down. Heavy rain can ruin crops, damage buildings, cause flash flooding, and spark deadly landslides.

http://www.learner.org/interactives/weather/storms2.html

6.2

Landslides Landslides cause rocks, soil, and debris

to suddenly roll down a slope.

http://scienceed.pnl.gov/teachers/plans/EarthChanges_Part1.pdf

6.2

WeatheringWeathering is the breaking and changing of

rock.

Causes of weathering:› Freezing water› Thawing ice› Flowing water› Plant roots› Temperature changeshttp://owensville.k12.mo.us/~SMART_Lessons/4/Tracy

%20Hendrickson/SCIENCE/Changes%20in%20the%20Earth's%20Surface/Changes%20in%20the%20Earth's%20Surfacepdf.pdf

6.2

Erosion Erosion is the process by which weathered

rock and soil are moved  from one place to another. Erosion carves the Earth's surface creating canyons, gorges, and even beaches. There are five agents of erosion: › Gravity (constant pulling on all matter on

Earth) › Running water (rivers and streams) › Wind › Glaciers › Waves

http://www.powayusd.com/teachers/tdowns/earthscience/erosion/erosion.htm

6.2

6.3