Materials

1. Materials • Book- Witness by Karen Hess • Handout of pgs 24 and 25 from Witness • Handout of Saddleback Illustrated Classic- Call of the Wild- free download www.sdlback.com Illustrated Classics-free sample • Handbook- ATV Ridercourse Handbook • Handout of pg 21 from ATV handbook

2. Alternate PortfolioTraining Grades 6-12 August 25, 2008

3. Student #1 8th grade • Core Content Standard RD-08-2.0.4Students will locate key ideas or information in a passage. • Measureable/Observable Skill Student will identify required steps to complete a task using text, graphic text, or objects

4. Student Description • Mild Mental Disability(lower functioning) • 1.5 grade Reading level Reading weaknesses: • Decoding of multisyllabic words • Fluency- Reading very slow, labored with poor prosody, however, most sight words and single syllable words are read correctly. • Vocabulary- Equivalent of a seven year old • Comprehension- Poor text engagement. Difficulty with summarization, visualization, and self-monitoring skills. Difficulty focusing on reading material (not presented individually with contextual supports i.e. photos, pictures, objects, etc.). • Writing- can copy material from a text, spelling is unintelligible

5. Student Description 3. Short Term goal- Get ATV permit to ride in state park

6. Performance Dimension Dimension A (Has reliable mode(s) of receptive and expressive language)

7. Supports • Decoding- Pre-teach multisyllabic words • Fluency- Adapt text to 1st/2nd grade reading level and have student listen to the passage read aloud 1X before reading himself. • Vocabulary-Pre-teach Tier 2 (and important to the meaning Tier 3) words from the reading passage. • May need to adapt vocabulary and use pictorial representation to increase receptive understanding • Comprehension-Use graphic organizer for visual representation of the abstract task • Instructional Support-Explicit teaching of scaffolded skills and one-on-one support during task administration • Writing-Allow student to copy material word for word or scribe an oral response for the student.

8. Graphic Organizer (visual representation of the cognitive task) Sequencing Organizer ???????

9. Text ATV Ridercourse Handbook www.atvsafety.org "Tips and Practice Guide for the All-Terrain Vehicle Rider" booklet Handbook Passage: See handout #1 Altered Text: See handout #2 • 1st/2nd grade reading level • Paraphrased abbreviated text

10. Text ATV Ridercourse Handbook www.atvsafety.org "Tips and Practice Guide for the All-Terrain Vehicle Rider" booklet Handbook Passage: See handout #1 Altered Text: • 1st/2nd grade reading level • Supported with visuals as needed for increased receptive and expressive language

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

12. Crossing Roads and Highways ONLY ride your ATV off the road. Riding across roads is very dangerous. ATV riders are often killed crossing a road. Adapted Text Adapted by Downing 9-08

13. If you must cross a road, use the following guidelines to reduce risk: • Make sure you know your state’s laws and regulations before you cross any road. • Before crossing, bring your ATV to a complete stop on the shoulder of the road. • Yield the right of way to all oncoming traffic. Look both ways. • Ride cautiously. Your ATV will handle differently on pavement and may be difficult to maneuver, increasing the danger of collision. • Cross the road at a 90-degree angle where there are no obstructions and your visibility is good. • If you are riding in a group, have the first rider (leader) dismount on the shoulder before crossing and watch for traffic as he waves the group across the road. Have the last rider dismount on the shoulder after crossing and watch traffic, to help the group leader across. • Remember, crossing roads improperly or riding illegally on the road is a major cause of serious accidents and fatalities to ATV users, so use extra caution. Always assume the drivers DO NOT SEE YOU, since most driver look for cars, not ATVs.

14. Steps to crossing the road on an ATV • Know the rules for your state. • Stop your ATV on the shoulder of the road. • Look both ways. • If you can see well, cross the road carefully. Adapted Text Adapted by Downing 9-08

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

16. Remember, crossing the road on an ATV is dangerous. Sometimes car drivers DO NOT SEE YOU. Adapted Text Adapted by Downing 9-08

17. Crossing Roads and Highways ONLY ride your ATV off the road. Riding across roads is very dangerous. ATV riders are often killed crossing a road. Steps to crossing the road on an ATV • Know the rules for your state. • Stop your ATV on the shoulder of the road. • Look both ways. • If you can see no vehicles coming in any direction, cross the road carefully. Remember, crossing the road on an ATV is dangerous. Sometimes car drivers DO NOT SEE YOU. Adapted Text Adapted by Downing 9-08

18. RD-08-2.0.4 Student will demonstrate correct sequencing using pictures of a well-known activity.

19. Making a Peanut Butter and Jelly Sandwich

20. RD-08-2.0.4 Student will demonstrate correct sequencing using pictures of a well-know activity. Student will identify bulleted or numbered steps in the text.

21. Crossing Roads and Highways ONLY ride your ATV off the road. Riding across roads is very dangerous. ATV riders are often killed crossing a road. Steps to crossing the road on an ATV • Know the rules for your state. • Stop your ATV on the shoulder of the road. • Look both ways. • If nothing is coming either way, cross the road carefully. Remember, crossing the road on an ATV is dangerous. Sometimes car drivers DO NOT SEE YOU.

22. RD-08-2.0.4 Student will demonstrate correct sequencing using pictures of a well-know story. Student will identify bulleted or numbered steps in the text. Student will label sequencing organizer.

23. Sequence Organizer Label Steps to Crossing the Road

24. RD-08-2.0.4 Student will demonstrate correct sequencing using pictures of a well-know story. Student will identify bulleted or numbered steps in the text. Student will complete sequencing organizer correctly. Student will label sequencing organizer.

25. Sequence Organizer Steps to Crossing the Road Stop your ATV on the shoulder of the road. If nothing is coming, either way, cross the road carefully. Look both ways. Know the rules for your state.

26. RD-08-2.0.4 Student will identify required steps to complete a task using text, graphic text, or objects. Student will demonstrate correct sequencing using pictures of a well-know story. Student will identify bulleted or numbered steps in the text. Student will complete sequencing organizer correctly. Student will label sequencing organizer.

27. Using Pictures Student will identify required steps to complete a task using text, graphic text, or objects.

28. Individual Assessment Target Standard 1: RD-08-2.0.4

29. Student #2 10th grade • Core Content Standard RD-10-3.0.2 Students will identify or explain an author’s purpose in a passage. • Measureable/Observable Skill Student will identify author’s purpose in a grade level text by (demonstrator)

30. Student #2 Description • Physical description • Limited fine motor movement-Uses mouth operated switch to choose multiple choice answer • Speech unintelligible • Tires quickly • Visual Scanning of text labored 2. Reading Skill description • 4th Grade Reading Level • Fluency- Unintelligible when reading aloud. Slow visual scanning of the text (slow reader) • Vocabulary- Equivalent of a 9 year old • Comprehension- Excellent text engagement with short passages. Difficulty demonstrating comprehension skills although appears to have good understanding of written text as well as text that is read to hi .

31. Performance Dimension Dimension A (Has reliable mode(s) of expressive and receptive language)

32. Supports • Vision- Enlarge text to 24 font with double spacing • Physical- Use switch to choose (a), (b), or (c) • Fluency- Allow extra time to read the passage. May shorten reading passage or utilize text reader after 10 minutes of reading. • Vocabulary-use of pictorial supports to enhance receptive understanding • Comprehension-use of a graphic organizer with multiple choice answers represented by physically adapted objects and/or pictures for easy physical access necessary to demonstrate skills. • Instructional Support- Scaffolded skill organizer required in order to demonstrate skills.

33. Graphic Organizer (visual representation of the cognitive task) Sequencing Organizer

34. Text Witness by Karen Hess (Historical Fiction- to support Social Studies concept) Passage: See handout #4 Altered Text: • 24 font • Double spaced • Positioning of text in student’s visual regard • Paraprased texts • Support with pictures/objects for enhanced understanding and consistent response

35. Witness by Karen HessePage 24 Harvey and Viola Pettibone Harvey says: The Ku Klux are here, Vi. There’s not a thing to stop them. We might as well join them. Why not? They’re not low-down, like some folds say. They’re good men, 100 percent American men. And they might bring us some business.

36. Witness by Karen HessePage 24 Harvey and Viola Pettibone Viola says: In Texas, Harvey, those “good men” thought a certain fella was keeping company with a married lady. They had no proof of Hanky Panky, Harv. They beat him anyway, held a pistol to his head, said they’d kill him if he didn’t clear out. Harv, you don’t want to join a group like that. Read the whole piece

37. Organizer Author’s Purpose

38. Organizer Author’s Purpose

39. Scaffolding Instruction Main Idea Student will cut the Gist statement down to 10 words or less. Student will tell the main person or thing in the paragraph. Student will combine the 2 into a sentence (Gist statement). Student will retell the paragraph. Student will tell what is the most important thing about this person or thing.

40. 'Now, my dears,' said old Mrs. Rabbit one morning, 'you may go into the fields or down the lane, but don't go into Mr. McGregor's garden: your Father had an accident there; he was put in a pie by Mrs. McGregor.' 'Now run along, and don't get into mischief. I am going out.' Then old Mrs. Rabbit took a basket and her umbrella, and went through the wood to the baker's. She bought a loaf of brown bread and five currant buns. Flopsy, Mopsy, and Cotton-tail, who were good little bunnies, went down the lane to gather blackberries: But Peter, who was very naughty, ran straight to Mr. McGregor's garden, and squeezed under the gate! Text

41. Scaffolding Instruction Student will retell the paragraph.

42. Organizer Get the Gist

43. “Old Mrs. Rabbit told her bunnies not to go into Mr. McGregor’s garden because they would get baked into a pie like their father. The other bunnies did what their mother told them but not Peter. He went to Mr. McGregor's garden.” Student Retell

44. Scaffolding Instruction Student will tell the main person or thing in the paragraph.

45. Get the Gist

46. Scaffolding Instruction Student will tell what is the most important thing about this person or thing.

47. Get the Gist

48. Scaffolding Instruction Student will combine the 2 into a sentence (Gist statement).

49. Get the Gist

50. Scaffolding Instruction Student will cut the Gist statement down to 10 words or less.