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Stepwise Process to Access Grade Level Content Standards and Curriculum

Stepwise Process to Access Grade Level Content Standards and Curriculum. Four Steps to Access. Example - Samuel. 9 year-old elementary school student Significant cognitive disability Can: Read two to three grade levels below age answer basic recall questions inconsistently

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Stepwise Process to Access Grade Level Content Standards and Curriculum

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  1. Stepwise Process to Access Grade Level Content Standards and Curriculum Four Steps to Access PAC 6 January Insitute 2007

  2. Example - Samuel • 9 year-old elementary school student • Significant cognitive disability • Can: • Read two to three grade levels below age • answer basic recall questions inconsistently • Print personal information • Good computer use if someone assists in reading • speaks using short phrases PAC 6 January Insitute 2007

  3. Samuel’s IEP Goals • Use reading strategies to improve reading (e.g, picture and context cues) • Improve reading comprehension by answering recall questions and providing details from the text • Write first and last name in cursive • Improve articulation and speak in complete sentences PAC 6 January Insitute 2007

  4. Samuel’s Sample Form: Step 1 PAC 6 January Insitute 2007

  5. Step 1: Standard Reading: Students will engage in the reading process, constructing literal and interpretive meaning from a variety of texts. Benchmark: Reads and responds to literary texts. Writing: Students will engage in the writing process Benchmark: Use appropriate format to write friendly letters (e.g., include the date, salutation, body, closing, and signature: address the envelope). PAC 6 January Insitute 2007

  6. Step 1: Grade Level Content Standard: 4th Grade Language Arts Knows the differences among various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales. Understands the main events of the plot, their causes, and the influence of each event on future actions. Uses knowledge of a character’s traits to determine the causes for that character’s actions. Identifying characters and setting. Write a friendly letter including date, salutation, body, closing, and signature. PAC 6 January Insitute 2007

  7. Samuel’s Sample Form: Step 1 PAC 6 January Insitute 2007

  8. All Students identify type of literature (fantasy) identify main events of the plot including causes identify character traits and connect to character’s actions use appropriate form to write a friendly letter (e.g. date, salutation, body, closing, and signature) Samuel identify main event of plot identify character traits and connect to one character action write a friendly letter Step 2: Outcomes PAC 6 January Insitute 2007

  9. Supports • Samuel’s IEP has identified the following supports • Text read aloud • text reader • corresponding pictures related to grade level story PAC 6 January Insitute 2007

  10. Samuel’s Sample Form: Step 3 PAC 6 January Insitute 2007

  11. All Students The class will read the story together by either taking turns reading aloud or reading silently. The teacher will lead a class discussion after each chapter, asking the students questions about what was happening and to describe the characters and setting. The teacher will demonstrate how to complete the story map. Samuel 1. He will listen/ read story along with class. He will also have the text rewritten at a format that helps him work on reading strategies (e.g., picture cues, context cues, etc.) 2. He will listen to the class discussion. The teacher will ask him questions that have been identified as priority for him. Step 3: Instructional Activity #1 PAC 6 January Insitute 2007

  12. All Students Each student will complete a story map to describe the main character and when/where the story takes place. The students will write a friendly letter from the perspective of one of the main characters telling about the events in the story. Samuel 3. He will complete a story map that has been modified with picture symbols and a word bank and pictures to help in development. 4. He will write a friendly letter to tell about the book , but will not be required to do so from the perspective of one of the main characters. He will describe the character traits, tell one thing the character did, and tell about what happened in the story. Step 3: Instructional Activity #1 PAC 6 January Insitute 2007

  13. Step 3: Supports • corresponding pictures • Rewritten paraphrased version of each chapter • word bank • modified story map with picture cues and less detail • text reader or adult/peer reader • letter template and help with spelling PAC 6 January Insitute 2007

  14. Samuel’s Sample Form: Step 4 PAC 6 January Insitute 2007

  15. Step 4: Target specific objectives from the IEP - Samuel • While reading in class, Samuel can work on using reading strategies and can work on speech objectives of articulation and speaking in complete sentences. • While answering questions in class, he can work on reading comprehension. • While working on letter, he can work on developing a complete sentence and writing name in cursive. PAC 6 January Insitute 2007

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