NYSAA - ELA Resource Guide

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Vocational and Educational Services for Individuals with Disabilities (VESID)
Special Education and Vocational Rehabilitation Services

New York State Alternate Assessment

ENGLISH/LANGUAGE ARTS
RESOURCE GUIDE
to the
Learning Standards
and
Alternate Performance Indicators
for
Students with Severe Disabilities

Sample Training Materials September 2003

Click here for Word or PDF format for printing

Orientation to the NYSAA Resource Guide

Below you will find an annotated page of the Resource Guide. The information in each box provides a point of reference when using this guide and clarifies important terms and ideas found within this document.

ENGLISH/LANGUAGE ARTS
Standard 1 - Language for Information and Understanding

Students will read, write, listen and speak for information and understanding.

Alternate Level: Communicating and Writing

Key Idea: #2. Communicating and writing to acquire and transmit information requires asking questions, applying information from one context to another and presenting the information clearly.

Alternate Performance Indicator (Mandatory if using verbal communication):

Students will use verbal communication, including alternative communication systems, to convey information, needs, and wants.

Sample Approaches for this Alternate Performance Indicator (API)

Students will use verbal communication including alternate communication systems to convey information, needs, and wants by:

Engaging in formal discussions

Deliver an oral presentation recounting the events of a group community-based activity (See sample instructional activity below). (E, I, S)
Share likes/dislikes at an Individualized Education Program (IEP) Meeting. (S)
Summarize the main idea of a text in a cooperative group learning experience. (I, S)
Participate and or prepare for an interview for an after-school job. (S)

Responding to and initiating informal interactions and conversations

Communicate with a friend. (E, I, S)
Share weekend activities with classmates. (E, I, S)

Making requests

Ask a teacher for assistance. (E, I, S)
Indicate the need for a break. (E, I, S)
Seek assistance from a peer during a group project. (E, I, S)

Participating appropriately when communicating with others

Ask relevant questions. (E, I, S)
Wait for one’s turn, stay on topic, listen attentively. (E, I, S)
Maintain eye contact/face the person with whom you are communicating. (E, I, S)

Identifying inappropriate communication behavior, such as yelling, interrupting, ignoring, asking irrelevant questions, etc. (E, I, S)
Using a range of grammar (nouns, verbs, adjectives) when communicating. (E, I, S)

Sample Instructional Activity for delivering a verbal presentation to the class recounting the events of a group community-based activity

Prior to the class outing, the student reviews the itinerary of the community-based activity. The itinerary is presented through written format and through the use of picture communication symbols.
During the review, the teacher encourages the student to use individual communication systems (i.e., ASL, picture communication books, voice output devices, verbal response) to engage in appropriate conversation by asking questions, taking turns, responding to others, etc.
The student uses a schedule of the itinerary, topic boards, communication overlays, etc. to ask and answer questions about their experiences during the community-based activity.
The student gathers information from the community-based activity to later assist him/her in constructing and delivering his/her oral presentation (i.e., topic boards, brochures, tickets, photographs, notes on graphic organizers, souvenirs, etc.).
After returning to the classroom, the teacher provides the student with a template for organizing an oral presentation. Some students answer basic wh- questions by pointing to pictures on a topic board or communication device overlay. Other students complete a simple web based on a topic they learned on the trip.
The student delivers his/her presentation. During delivery of the presentation, an opportunity is presented to gather evidence based on the appropriate communication skills (listening, asking questions, etc.) exhibited by his/her peers.

Sample Collectable Evidence from the Above Instructional Activity

Student pointing to the appropriate picture when asked a question related to the community-based activity topic board.
Student describing the events that took place during the community-based activity using a timeline he/she designed.
Student using simple sentences and clipart to develop a "What I Learned" PowerPoint presentation.
Student delivering a presentation using topic boards, picture communication symbols, itinerary, brochures, souvenirs, etc.
Student using a series of photographs to describe his favorite exhibit.
Teacher observation of the number of times the student responded or attempted to respond independently to a question during the community-based activity.

ENGLISH/LANGUAGE ARTS
Standard 1 - Language for Information and Understanding

Students will read, write, listen and speak for information and understanding.

Alternate Level: Communicating and Writing

Key Idea: #2. Communicating and writing to acquire and transmit information requires asking questions, applying information from one context to another and presenting the information clearly.

Alternate Performance Indicator (Mandatory if using nonverbal communication):

Students will use nonverbal communication skills to convey information, needs and wants.

Sample Approaches for this Alternate Performance Indicator (API)

Students use nonverbal communication skills to convey information, needs and wants when:

Using PECS (Picture Exchange Communication System) to indicate to another person what is desired, i.e., bring a picture of "break" to the teacher when a break is desired (See sample instructional activity below). (E, I, S)
Pointing to preferences, needs, and wants in a communication book or on a communication topic board. (E, I, S)
Using augmentative communication to present or deliver information. (E, I, S)
Using sign language to communicate needs and wants. (E, I, S)
Raising their hand to participate in class. (E, I, S)

Sample Instructional Activity for using PECS (Picture Exchange Communication System) to indicate to another person what is desired, i.e., bring a picture of ‘break’ to the teacher when a break is desired

Teacher provides students with laminated picture cards including bathroom, break, more, finished, etc. Velcro-ed on a clipboard.
Student is provided opportunities to take the appropriate card and hand it to a teacher when a request is desired, i.e., student wants more drink or snack.
Teacher assists students to select the "more" card and hand it over in exchange for more drink at snack time.
When the students receive what is desired the student is provided the opportunity to replace the card on the clipboard.
Students are provided the opportunity to use PECS with greater independence.

Sample Collectable Evidence from the Above Instructional Activity

Student identifies the correct picture when the teacher asks a question relating to a request.
Student creates his/her own clipboard with pictures of personal requests made throughout his/her day.
Student participates in exchanges throughout the day, which are captured on video clips.
Teacher collects raw data daily; tallying each time the student uses a clipboard picture to make requests throughout a given school day.
Teacher graphs data of students’ independent and prompted use of PECS.

ENGLISH/LANGUAGE ARTS
Standard 1 - Language for Information and Understanding

Students will read, write, listen and speak for information and understanding.

Alternate Level: Listening and Reading

Key Idea: #1. Listening and reading to acquire information and understanding involves collecting data, facts and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written and electronic sources.

Alternate Performance Indicator:

Students will attend to the speaker, visually and/or auditorily, or task.

Sample Approaches for this Alternate Performance Indicator (API)

Students visually and/or auditorily attend to the speaker or task by:

Attending to a presentation in the school (See sample instructional activity below). (E, I, S)
Listening to a book on tape. (E, I, S)
Listening/watching the news on television/radio. (E, I, S)
Attending to a presentation delivered by a peer during school. (E, I, S)
Establishing and maintaining eye contact during a conversation. (E, I, S)
Turning toward another person during a conversation. (E, I, S)
Taking turns and maintaining a topic during a conversation. (E, I, S)

Sample Instructional Activity for attending to a presentation in the school

Students will attend a memorial presentation in honor of Martin Luther King during January.
Prior to the presentation, student learns about the life of Martin Luther King by observing/communicating about/pointing to pictures arranged on a topic board.
Students watch a movie documenting Martin Luther King’s accomplishments.
Teacher helps students use an Internet search engine to type in Martin Luther King’s name and retrieve information (text, pictures, etc.) about his life.
Student’s go to the memorial presentation with the support of the topic boards and information they have gathered.
After the presentation, students share the information they learned about Martin Luther King by answering questions by using their topic board, communicating about the new things they learned, or by pointing to pictures in their communication book.

Sample Collectable Evidence from the Above Instructional Activity

Teacher observes and collects data on the student’s physical behavior (posture, eye-gaze, gestures, facial expressions, vocalizations) during the presentation.
Student communicates what was learned after the presentation.
Student correctly answers five relevant questions after attending the presentation.
Student creates a topic board based on the information provided during the presentation.
Student prepares a timeline of Martin Luther King’s life after attending the presentation.
Teacher collects data on the student’s ability to answer questions accurately, delivered using his/her appropriate form of communication, after various presentations/ topics.

ENGLISH/LANGUAGE ARTS
Standard 1 - Language for Information and Understanding

Students will read, write, listen and speak for information and understanding.

Alternate Level: Listening and Reading

Alternate Performance Indicator:

Students will use information from books, magazines, newspapers, textbooks, audio and media presentations, and from such forms as basic charts, graphs, maps, and diagrams.

Sample Approaches for this Alternate Performance Indicator (API)

Students use information from a variety of sources by:

Using a chart or diagram to locate assigned seats, cubby, locker, etc. (See sample instructional activity below). (E, I, S)
Identifying sounds and/or voices from a recorded audio
Identifying pictures in books and magazines. (E, I, S)
Respond to words, signs, touch, devices, or objects. (E, I, S)
Discriminate tactile features and/or differences. (E, I, S)
Associate concrete, graphic or tactile representations with their meanings (E, I)
Using a diagram of the human body to identify parts of the body. (E, I)

Sample Instructional Activity for using a chart or diagram to locate assigned seats, cubby, locker, etc.

Teacher labels student’s seats in classroom/cafeteria/library with symbol or picture representing child.
Teacher color codes/numbers rows/tables in the room and on a corresponding chart.
Teacher places chart at entrance of each environment.
Upon entering an environment, the student locates the chart.
Student matches his/her personal symbol to the designated seat as symbolized on the color coded/numbered chart.
Student removes the table/desk/seat/symbol and matches it to the actual table/desk/seat.
Student sits and looks to the teacher for instruction.
When exiting the classroom/cafeteria/library, the student returns the symbol to the coded chart.

Sample Collectable Evidence from the Above Instructional Activity

The teacher collects data on the student’s ability to locate his/her seat on the color coded/numbered chart.
The teacher collects data on the student’s accuracy and independence when locating assigned seat, cubby, locker, etc.
The teacher collects sequenced captioned photographs of the student locating their assigned seats.

ENGLISH/LANGUAGE ARTS
Standard 1 - Language for Information and Understanding

Students will read, write, listen and speak for information and understanding.

Alternate Level: Listening and Reading

Alternate Performance Indicator:

Students will organize and categorize information/materials.

Sample Approaches for this Alternate Performance Indicator (API)

Students organize and categorize information/materials when:

Creating a bar graph to indicate the frequency of sunny days vs. cloudy days during a school month (See sample instructional activity below). (E, I)
Recording student’s grades over time. (I, S)
Graphing daily times of sunrise and sunset on a line graph. (E, I, S)
Designing a table to identify different characteristics of two things, such as two living things (reptiles and amphibians), or two planets (Mars and Venus). (E, I, S)
Using a Venn diagram to compare/contrast characters in Charlotte’s Web. (E)
Using a web to identify details of a particular topic. (E, I, S)
Using a guiding template identify points of a story. (E, I, S)

Sample Instructional Activity for using a bar graph to indicate the frequency of sunny days vs. cloudy days during a school month

Students are given a blank calendar for a particular month along with pictures/words of cloudy and sunny sorted into separate plastic bags.
On each day of the school week, students decide whether it is sunny or cloudy by looking out the window or reviewing a weather report.
Students paste the appropriate picture on a given date to describe the weather as sunny or cloudy.
At the end of the month, students sort and tally the number of cloudy days and sunny days.
Students describe the number of cloudy and sunny days graphically.
Students’ trade his/her graph and describe information documented on a peer’s graph.

Sample Collectable Evidence from the Above Instructional Activity

Student appropriately matches pictures/words of sunny and cloudy with pictures and weather reports.
Student creates a calendar for a particular month documenting evidence of cloudy/sunny days with pictures and/or words.
Student creates a table documenting the number of sunny vs. cloudy days.
Student creates a simple bar graph using stamps, pictures, markers, and/or computer software.
A video clip demonstrates the student’s ability to chart, sort, and graph information gathered on the weather for the given month.
Student organizes information on the weather daily and data is collected on student’s ability to organize data of sunny and cloudy days on the calendar.

ENGLISH/LANGUAGE ARTS
Standard 1 - Language for Information and Understanding

Students will read, write, listen and speak for information and understanding.

Alternate Level: Listening and Reading

Alternate Performance Indicator:

Students will use functional reading sight vocabulary.

Sample Approaches for this Alternate Performance Indicator (API)

Students use functional reading sight vocabulary when:

Recognizing familiar words, signs, logos in the school, home, and community (i.e., men’s room/women’s room, enter/exit, poison, etc.) (See sample instructional activity below). (E, I, S)
Pointing to pictures in communication book to express oneself appropriately (E, I, S)
Reading a book adapted with picture communication symbol support (E, I, S)
Matching new vocabulary words to the picture each represents (E, I, S)

Sample Instructional Activity for recognizing familiar words, signs, logos in the school, home, and community (i.e., men’s room/women’s room, enter/exit, poison, etc.)

Students are presented with a list of functional sight vocabulary paired with pictures/logos.
Students identify the direction that each word/sign/logo indicates by matching picture scenarios with the corresponding word and/or sign/logo.
Students match vocabulary words with pictures/logos using laminated word and picture/logo cards.
Students take a trip around school and into the community, locate the sight words they have learned and take photographs of each word when found.

Sample Collectable Evidence from the Above Instructional Activity

When presented with a sight word, student verbalizes the word or points to pictures/logos corresponding to the word.
Student makes a sight word vocabulary dictionary using word cards and photographs.
Student matches sight words to pictures in his/her communication book.
Student matches word cards to signs/pictures/logos in a variety of environments and reads the word or point to the correct word/picture using their communication system.
Teacher collects data on student’s ability to match, indicate, or communicate recognition of a given sight word or vocabulary word.

ENGLISH/LANGUAGE ARTS
Standard 1 - Language for Information and Understanding

Students will read, write, listen and speak for information and understanding.

Alternate Level: Listening and Reading

Alternate Performance Indicator:

Students will follow directions that involve one or two steps.

Sample Approaches for this Alternate Performance Indicator (API)

Students follow directions that involve one or two steps when:

Following directional, positional, and quantitative commands (turn right onto Main Street, put the book under your chair, give me two pieces of paper, etc.) (See sample instructional activity below). (E, I, S)
Responding to a simple command in a given situation such as: don’t touch, give me, listen, get your snack, follow me, look, press your switch, go to lunch, put on your coat, etc. (E, I, S)
Following a sign in school or the community, i.e., student walks through the door labeled with the sign "ENTER" at the grocery store. (E, I, S)
Using sight word vocabulary or picture-based task analysis to follow a simple procedure, such as delivering school attendance, performing an after-school job, etc. (I, S)
Following a direction delivered through simple sign-language. (E, I, S)
Following a nonverbal direction, such as pointing, tap on the shoulder, etc. (E, I, S)
Following written/picture-based directions outlining a school assignment. (E, I, S)

Sample Instructional Activity for following directional, positional, and quantitative commands

Teacher sets up a 5-station exercise circuit in class.
Students are given number cards that match the station at which they will begin.
At each station, the direction that the students will follow is provided in words/pictures and/or through media (videotape, audiotape), i.e., sit on the mat, place your hands under your head, do 10 sit-ups, or reach down and touch your toes 10 times.
When finished, students move to the next station with a given directional command.

Sample Collectable Evidence from the Above Instructional Activity

Teacher collects data on student’s ability to identify different directional, positional, and quantitative directions by matching a sentence with the appropriate picture, i.e., move to the right, pull down, raise hands over your head, etc.
Student creates a poster of his favorite exercise in the circuit and the directions that are followed to complete the exercise.
Teacher audio/video tapes the student participating as a leader at a station and verbally and/or through words/pictures and actions delivers the direction to other students in his/her class.
Teacher collects data on the student’s ability to follow directional, positional, and quantitative directions (on, under, beside, left, right, etc.).

ENGLISH/LANGUAGE ARTS
Standard 1 - Language for Information and Understanding

Students will read, write, listen and speak for information and understanding.

Alternate Level: Communicating and Writing

Key Idea: #2. Communicating and writing to acquire and transmit information requires asking questions, applying information from one context in another and presenting the information clearly.

Alternate Performance Indicator:

Students will use written form to convey information, needs and wants.

Sample Approaches for this Alternate Performance Indicator (API)

Students use written form to convey information, needs, and wants when:

Arranging a series of pictures (two or more) or words to express an idea or thought (See sample instructional activity below). (E, I, S)
Writing a letter or note to express oneself. (E, I, S)
Writing or stamping their name on school work. (E, I, S)
Composing/responding and sending an email to a friend. (E, I, S)
Using assistive technology to compose written language using pictures. (E, I, S)

Sample Instructional Activity for arranging a series of pictures (two or more) or words to express an idea or thought

Teacher reads a book to students outlining characters, main ideas, details, and sequence of story using pictures from the book, sentence strips, objects, and words.
Students use a topic board with pictures and/or adapted sentences to follow the sequence of the story and identify relevant facts and ideas of the story.
Students retell the story in sequence using pictures or words.
Students answer questions about the story by writing answers with pictures or words.

Sample Collectable Evidence from the Above Instructional Activity

Teacher records student’s ability to answer question in writing, using pictures or words.
Student creates a visual of the story representing each event in sequence with a picture.
Student answers questions about the story in a quiz using pictures or words.
Student uses pictures, and/or words to form simple sentences about their favorite part of the story.
Teacher collects data on the students’ ability to pair 2-4 pictures or words to create a simple sentence about what was read or heard.

ENGLISH/LANGUAGE ARTS
Standard 2 - Language for Literacy Response and Expression

Students will read, write, listen and speak for literacy response and expression.

Alternate Level: Listening and Reading

Key Idea: #1. Listening and reading for literacy response involves learning about imaginative texts in every medium, drawing from personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text.

Alternate Performance Indicator:

Students will listen to a variety of literature: poems; articles and stories from magazines; fables, myths and legends; songs, plays and media productions; and works of fiction and notification.

Sample Approaches for this Alternate Performance Indicator (API)

Students listen to a variety of literature when:

Retelling beginning, middle, and end of a fairy tale or fable to the class using primary mode of communication (See sample instructional activity below). (E, I)
Listening to picture books and retell the story using pictures in the book, topic boards, objects, and communication symbols. (E, I, S)
Categorizing a variety of literature into categories of different genres (poems, fairy tales, songs, etc.). (I, S)
Identifying the basic structure/organization of different genres of literature. (I, S)
Selecting a book to be read to them or with others. (E, I, S)
Reading/listening to a poem or song and identifying its basic meaning. (E, I, S)

Sample Instructional Activity for retelling beginning, middle, and end of a fairy tale or fable to the class using primary mode of communication

Teacher reads a fable to the class, e.g., the Fox and the Grapes by Aesop.
Students participate in retelling the fable by using objects to act events of the fable in order.
Students watch a video production of the fable read.
Students retell the fable in three steps. (First, Then, Last; or Beginning, Middle, End).
Students read additional fables and compare/contrast fables read.

Sample Collectable Evidence from the Above Instructional Activity

Students point to pictures on a topic board to retell the events of the fable.
Students create a booklet of fables read, indicating beginning, middle, and end of each fable.
Students use pictures/drawings to sort and retell the fable in order on a template (First, Then, Last; or, Beginning, Middle, End).
Students draw a series of three pictures to retell the fable.
Students orally retell the fable to peers.
Teacher collects data on student’s ability to retell the fable in three parts.

ENGLISH/LANGUAGE ARTS
Standard 2 - Language for Literacy Response and Expression

Students will read, write, listen and speak for literary response and expression.

Alternate Level: Communicating and Writing

Key Idea: #2. Speaking and writing for literacy response and expression involves reacting to the content and language of a text.

Alternate Performance Indicator:

Students will present personal responses to literature that make reference to the plot, characters, ideas and vocabulary.

Sample Approaches for this Alternate Performance Indicator (API)

Students present personal responses to literature that make reference to the plot, characters, ideas and vocabulary when:

Using a template to organize ideas and write a book report including plot, characters, setting, and theme (See sample instructional activity below). (E, I, S)
Making predictions about the plot, characters, ideas, and theme of a chapter book by making observations about the cover of the book. (E, I, S)
Identifying, defining and using new vocabulary from a piece of literature read or heard. (E, I, S)
Role playing a part of a story, poem or play. (E, I, S)
Comparing a character with oneself or a friend. (E, I, S)
Identifying the theme central to a piece of literature (survival, divorce, peer pressure). (E, I, S)

Sample Instructional Activity for using a template to organize ideas and write a book report including plot, characters, setting, and theme

Teacher reads a chapter book with students.
Each chapter of the book is adapted through 3-5 summary paragraphs paired with pictures to support the details of each paragraph.
Students volunteer to read and/or point to pictures about each chapter as it is read.
Students use photographs, pictures, and objects to identify events, plot, characters, setting, and theme of the chapter book read.
Students organize their ideas across a series of projects.

Sample Collectable Evidence from the Above Instructional Activity

When asked questions about the plot, characters, setting, and theme of a chapter book, the student responds through language or pictures to identify what he/she have learned.
Student draws pictures of the important characters in the book.
Student creates character cubes, listing the character on one side and words/pictures to describe the character’s traits on the remaining five sides.
Student uses a variety of art supplies to create a diorama of the main setting where the events in the book take place.
Teacher collects data on students’ ability to answer questions after the teacher reads a chapter in the book to the student.

ENGLISH/LANGUAGE ARTS
Standard 2 - Language for Literacy Response and Expression

Students will read, write, listen and speak for literary response and expression.

Alternate Level: Communicating and Writing

Key Idea: #2. Speaking and writing for literacy response and expression involves reacting to the content and language of a text.

Alternate Performance Indicator:

Students will communicate the meaning of literacy works on the literal level.

Sample Approaches for this Alternate Performance Indicator (API)

Students communicate the meaning of literacy works on the literal level when:

Answering wh- questions (who, what, when, where, why) about a piece of literature read (See sample instructional activity below). (E, I, S)
Sequencing the events of a story. (E, I, S)
Identifying characters in a book. (E, I, S)
Retelling basic facts of a story. (E, I, S)
Identifying the appropriate book when presented with a summary. (E, I, S)

Sample Instructional Activity for answering wh- questions (who, what, when, where, why) about a piece of literature read

Teacher reads a story aloud to students.
As the teacher reads the story, she places pictures/words on a bulletin board divided into grids labeled with who, what, when, where, why headings.
After the story is read, the teacher removes the pictures/words under each heading, placing them in a word bank next to the bulletin board with additional pictures/words unrelated to the story at hand.
Teacher proceeds to ask wh- questions of the students.
Students take turns using the word/picture bank to place the appropriate answer under the correct heading on the bulletin board.

Sample Collectable Evidence from the Above Instructional Activity

Teacher records the student’s ability to retell basic facts of the story using the word wall and bulletin board.
Student uses a template of the bulletin board grid on paper to answer basic questions about the story read.
Student matches wh- placards to words related to the story to create a visual.
Student selects pictures/words from the word wall that are related to the story read.
Student orally answers wh- questions about the story.
Student takes turns reading/retelling stories to the class and creates wh- questions that peers will answer.
Teacher graphs students’ performance retelling basic facts about what was read across a variety of stories.

ENGLISH/LANGUAGE ARTS
Standard 2 - Language for Literacy Response and Expression

Students will read, write, listen and speak for literary response and expression.

Alternate Level: Communicating and Writing

Key Idea: #2. Speaking and writing for literacy response and expression involves reacting to the content and language of a text.

Alternate Performance Indicator:

Students will create their own stories, poems, and songs using the elements of the literature read to them and appropriate vocabulary.

Sample Approaches for this Alternate Performance Indicator (API)

Students create personal stories, poems, and songs using the elements of the literature read to them and appropriate vocabulary when:

Composing a personal poem based on the structure of a specific poem read, such as a limerick, haiku, etc. (See sample instructional activity below). (I, S)
Using vocabulary from a piece of literature to write personal sentences that demonstrate the meaning of each word. (I, S)
Creating their own picture books or fables to keep in the classroom library. (E, I)
Writing a personal story related to a theme in a piece of literature read. (E, I, S)
Writing a story with a clear beginning, middle and end. (E, I, S)
Writing a song to express ideas of a particular topic. (I, S)

Sample Instructional Activity for composing a personal poem based on the structure of a specific poem read, such as a limerick, haiku, etc.

Teacher reads a variety of haiku poems to students.
Teacher re-reads each poem and claps at each syllable (or each sound heard) to demonstrate the structure of each line (5 syllables in the first line, 7 syllables in the second line, 5 syllables in the third line).
Students recite lines of the poems after teacher reads to demonstrate the structure of a haiku.
Students use a number line to count the number of syllables heard in each line of the haiku poem.
Students create his/her own haiku poems.

Sample Collectable Evidence from the Above Instructional Activity

Student identifies haiku poems out of a series of poems read.
Student identifies a variety of possible topics for his/her poem.
Student selects a topic and uses a template (3 number lines, 1-5, 1-7, 1-5 with spaces for pictures and words) to write the haiku poem using appropriate structure.
Student uses computer word processing to type their poem into electronic format.
Student pairs drawings, clipart, or photographs from magazines to visually represent ideas of a written poem.
Teacher collects data on student’s ability to write a poem using the appropriate template.

ENGLISH/LANGUAGE ARTS
Standard 2 - Language for Literacy Response and Expression

Students will read, write, listen and speak for literacy response and expression.

Alternate Level: Listening and Reading

Alternate Performance Indicator:

Students will participate in reading response activities.

Sample Approaches for this Alternate Performance Indicator (API)

Students participate in reading response activities when:

Communicating the correct response in unison with a cooperative group during an oral reading activity (See sample instructional activity below). (E, I, S)
Joining in repeated refrains from a predictable story book. (E)
Reading sight words in a story with an increased frequency of sight words. (E, I, S)
Communicating the repetitive refrain of a book with peers at the correct time. (E, I)
Communicating a response with a different volume or pace. (E, I, S)
Reciting a short poem from memory. (E, I, S)

Sample Instructional Activity for communicating the correct response in unison with a cooperative group during an oral reading activity

Teacher selects a book with repetitive sentences.
Each cooperative group of students is assigned one sentence that repeats throughout the book.
Students are instructed that the teacher will pause at the appropriate time at the sentence each group will communicate out loud.
Teacher has pre-programmed some students’ voice output devices with the correct sentence.
Students communicate in unison at the appropriate time as the teacher reads the book aloud to students.

Sample Collectable Evidence from the Above Instructional Activity

Teacher collects data on the student’s ability to use his/her communication system to respond at the appropriate time
Teacher collects data on the student’s ability to use his/her communication system to communicate the correct sentence.
A video clip demonstrates the student’s ability to participate at the correct times in choral reading.
Student creates an audiotape of his/her assigned sentences.

ENGLISH/LANGUAGE ARTS
Standard 3 - Language for Critical Analysis and Evaluation

Students will read, write, listen and speak for critical analysis and evaluation.

Alternate Level: Listening and Reading

Key Idea: #1. During listening and reading activities, analysis and evaluation of experiences, ideas, information, and issues are used. This requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluations based on different sets of criteria.

Alternate Performance Indicator:

Students will form basic opinions about a variety of books, newspapers, magazines, presentations and multimedia.

Sample Approaches for this Alternate Performance Indicator (API)

Students form basic opinions about a variety of literature when:

Identifying a character in a book read or heard and forming an opinion about him/her (See sample instructional activity below). (E, I, S)
Identifying favorite section of the newspaper, such as sports, weather, etc. (E, I, S)
Identifying/locating a favorite magazine at the store. (E, I, S)
Identifying a favorite movie or scene in a movie. (E, I, S)
Identifying whether they liked or disliked a particular reading material read or heard. (E, I, S)
Reporting the reason why a particular reading material was liked or disliked. (E, I, S)
Sorting and classifying reading materials read throughout the school year as those liked verses those disliked. (E, I, S)
Discussing a favorite television show with a peer. (I, S)

Sample Instructional Activity for identifying a character in a book read or heard and making an opinion about him/her

Teacher asks students to identify characters in a book that was read/heard.
Teacher and students identify traits of each character (kind, mean, silly, etc.).
Students categorize each character as one that they either liked or disliked.
Students use a template to answer a question about why he/she liked or disliked the character, such as "I like/dislike (character’s name) because (reason why)."
Some students use pictures or the computer to complete the template for each character.
Students compare each others’ opinions about characters in the book.
Students express opinions about a character in a book when using a template and their primary mode of communication.

Sample Collectable Evidence from the Above Instructional Activity

Teacher collects data based on the student’s use of a table to categorize each character as "liked" or "disliked."
Teacher collects data based on the student’s completion of a template or sentence strips describing their opinion of each character.
Teacher collects data based on the student’s use of a Venn diagram to compare their opinions with another peer.
When asked a question about a character the student is familiar with in a book read or heard, student selects a picture communication symbol indicating whether they liked or disliked the character. Teacher collects data and charts students’ response or lack of response over a 2 week period.

ENGLISH/LANGUAGE ARTS
Standard 3 - Language for Critical Analysis and Evaluation

Students will read, write, listen and speak for critical analysis and evaluation.

Alternate Level: Listening and Reading

Alternate Performance Indicator:

Students will apply a lesson learned from a book, newspaper, magazine, presenter or media presentation to a real-life situation.

Sample Approaches for this Alternate Performance Indicator (API)

Students apply a lesson learned from literature when:

Identifying the moral of a movie or book and applying that moral to daily life situations (See sample instructional activity below). (E)
Demonstrating safety steps/procedures after learning about a given situation. (E, I, S)
Using a diagram or map to identify or locate objects/classrooms in the school. (E, I, S)
Using the newspaper to identify the forecast for the day, and then dress accordingly. (E, I, S)

Sample Instructional Activity for learning about the moral of a movie or book and applying that moral to daily life situations

Teacher recounts a personal story about being honest and identifies the benefits of being truthful in the particular situation.
Students are encouraged to do the same.
Students watch a media presentation of "The Boy Who Cried Wolf."
Teacher uses a variety of pictures to help students recognize the moral of the story (people will not believe/trust you if you consistently lie).
Teacher uses a feeling topic board to ask students how they feel when people are truthful with them.

Sample Collectable Evidence from the Above Instructional Activity

Student reads/listens to a story and identifies the moral of the story from a series of three pictures.
Student circles feelings on the topic board to indicate how he/she feels when others are honest.
Student draws a picture of how they felt when somebody was truthful to them.
Student uses the topic board to verbalize/point to pictures to indicate how they feel.
Teacher collects data on student’s ability to identify the theme of a collection of stories read/heard.

ENGLISH/LANGUAGE ARTS
Standard 3 - Language for Critical Analysis and Evaluation

Students will read, write, listen and speak for critical analysis and evaluation.

Alternate Level: Communicating and Writing

Key Idea: #2. Speaking and writing for critical analysis and evaluation requires presenting opinions and judgments on experience, ideas, information and issues.

Alternate Performance Indicator:

Students will express opinions about events, books, issues and experiences.

Sample Approaches for this Alternate Performance Indicator (API)

Students express opinions about events, books, issues and experiences when:

Communicating reasons why they want to participate in a specific class activity (See sample instructional activity below). (E, I)
Communicating reasons why they like going to a specific restaurant as compared to another. (E, I, S)
Using pictures and/or words to describe one enjoyable experience from each day of the weekend. (E, I)
Pointing to pictures in their communication book to indicate the reasons why a certain book appeals to them. (E, I, S)

Sample Instructional Activity for communicating reasons why they want to participate in a specific class activity

Teacher presents the students with a choice of two instructional activities.
Teacher reviews the itinerary of each choice using pictures, brochures, Internet sites, etc.
Each student creates his/her own pro/con list of each choice.
Students communicate the pros and cons of each choice.
Students vote for their choice based on their lists.

Sample Collectable Evidence from the Above Instructional Activity

Student identifies pros/cons when presented with a choice, such as a field trip.
Student generates a list of pros/cons of each trip using a graphic organizer.
Student tallies each choice, graphs the outcome, and identifies the field trip choice with the most votes.
Student communicates his/her choice based on his/her personal pro/con list.
Teacher collects data on the student’s ability to identify one reason he/she desires and one reason he/she does not desire to participate in a particular experience.

ENGLISH/LANGUAGE ARTS
Standard 4 - Language for Social Interaction

Students will read, write, listen and speak for social interaction.

Alternate Level: Listening and Speaking

Key Idea: #1. Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations.

Alternate Performance Indicator:

Students will listen attentively and recognize when it is appropriate for them to speak/respond.

Sample Approaches for this Alternate Performance Indicator (API)

Students listen attentively and recognize when it is appropriate to speak and respond when:

Opening/closing the conversation and listening/responding when the other person pauses on the telephone (See sample instructional activity below). (I, S)
Listening to a peer on the playground and responding with the appropriate words/actions. (E)
Listening to an employer during an interview and asking questions about the position available, when appropriate. (S)
Listening to a question posed by a peer and responding appropriately. (E, I, S)

Sample Instructional Activity for opening/closing the conversation and listening/responding when a thought is completed on the telephone

Teacher begins the lesson with a teaching assistant placing a divider between them. The teacher and teaching assistant each have a phone.
Teacher and teaching assistant role-play a simple conversation on the telephone, demonstrating how each person waits as the other person is talking on the phone. They also demonstrate appropriate language when beginning/ending the phone conversation.
Students take turns having conversations with each teacher using the phone.
Students generalize the skills they have learned to make phone calls and have appropriate conversations using real phones in the classroom, at home, or in the community.

Sample Collectable Evidence from the Above Instructional Activity

Student role-plays appropriate conversation and turn-taking skills using a telephone in the classroom.
Student places sentence strips in order to demonstrate the opening, closing, and turn-taking of a phone conversation.
Student arranges sentences into a coherent conversation, and then chooses a role and acts out the given conversation with the teacher/aide/peer.
Student watches video clips of phone conversations and correctly identifies whether or not participants appropriately took turns appropriately in each clip.
Teacher collects data on whether student appropriately waits and listens, or whether he/she interrupts the person with whom he/she is speaking with on the telephone.

ENGLISH/LANGUAGE ARTS
Standard 4 - Language for Social Interaction

Students will read, write, listen and speak for social interaction.

Alternate Level: Listening and Speaking

Alternate Performance Indicator:

Students will take turns speaking and responding to others’ ideas in conversations on familiar topics.

Sample Approaches for this Alternate Performance Indicator (API)

Students take turns speaking and responding to others’ ideas in conversations on familiar topics when:

Responding to a question using relevant information about the topic at hand (See sample instructional activity below). (E, I, S)
Taking turns sharing information about a topic during circle time. (E)
Taking turns introducing new topics to discuss with friends in the cafeteria. (E, I, S)
Taking turns asking and answering questions with fellow students during a work break. (S)

Sample Instructional Activity for responding to a question using relevant information about the topic at hand

Teacher presents a topic board with pictures representing ideas for conversations.
Students use the topic board, divided into three categories to answer each question demonstrating the relevant topic at hand.

What is your favorite subject? My favorite subject is ____.

What is your favorite snack? My favorite snack is _____.

What is your favorite sport? My favorite sport is ______.

Students are encouraged to repeat the information presented in each question to demonstrate good listening skills.
Students ask and answer questions using the topic board and their preferred mode of communication.
Students think of additional questions to ask a peer and possible responses, such as "What is your favorite restaurant?"

Sample Collectable Evidence from the Above Instructional Activity

Student creates new topic boards representing questions and possible answers.
Student responds to questions using the topic board presented by the teacher.
Teacher collects data on student’s ability to repeat or rephrase each question when answering.
Student records the questions asked and the answers generated by a particular peer on a work sample.
Students use topic boards during social instances/interactions (cafeteria, snack time, etc) to communicate with a peer and demonstrate effective listening skills.
Teacher collects student work samples or data based on appropriate/inappropriate student conversations.

ENGLISH/LANGUAGE ARTS
Standard 4 - Language for Social Interaction

Students will read, write, listen and speak for social interaction.

Alternate Level: Listening and Speaking

Alternate Performance Indicator:

Students will recognize the kind of interaction appropriate for different circumstances, such as story hour, group discussions and one-on-one conversations.

Sample Approaches for this Alternate Performance Indicator (API)

Students recognize the kind of interaction appropriate for different circumstances when:

Taking turns and sharing information learned with peers in a cooperative group setting (See sample instructional activity below). (E, I, S)
Participating in sharing the summary of a given chapter in a chapter book to peers. (I, S)
Recognizing when it acceptable/not appropriate to talk to a person that they do not know. (E, I, S)
Greeting/bidding farewell to familiar people. (E, I, S)

Sample Instructional Activity for taking turns and sharing information learned with peers in a cooperative group setting

Students participate in cooperative groups, following directions of when to communicate and when not to communicate, as well as when to listen and when to respond.
Teacher arranges students in a cooperative group setting. Students are paired for a THINK-PAIR-SHARE activity.
Students are paired and are guided to think about their favorite character in a given book.
Students discuss the reasons why they feel how they do.
Next, students in each pair are instructed to take turns discussing their favorite character for two minutes.
Once the timer rings, students are instructed to stop their communication and turn their attention toward the teacher.
Finally, the teacher asks each pair to volunteer and share what they discussed.

Sample Collectable Evidence from the Above Instructional Activity

The teacher collects data on the student’s ability to follow the appropriate conversation skills in a cooperative group setting.
Student writes his/her thoughts down on a graphic organizer.
Student uses bingo stamps to mark their favorite character in a topic board.
Student takes turns with a peer discussing a favorite character.
Student records his/her response using a video if signing or audiotape if speaking.

ENGLISH/LANGUAGE ARTS
Standard 4 - Language for Social Interaction

Students will read, write, listen and speak for social interaction.

Alternate Level: Listening and Speaking

Alternate Performance Indicator:

Students will use appropriate conversation skills.

Sample Approaches for this Alternate Performance Indicator (API)

Students use appropriate conversation skills when:

Using polite words during a conversation (See sample instructional activity below). (E, I, S)
Turning toward a person during a conversation. (E, I, S)
Maintaining eye contact with a person who is communicating with them. (E, I, S)
Using primary mode of communication to respond to others and express oneself. (E, I, S)

Sample Instructional Activity for using polite words during a conversation

Teacher models polite words for students (i.e., thank you, please, excuse me, your welcome, etc.).
Teacher creates laminated cards of polite words.
Students use the cards to demonstrate how to respond to others in certain situations, i.e., saying thank you when somebody gives you a present, or saying please when requesting something.
Students also review written/picture-based scenarios and match the appropriate polite word to use in each situation.
Students add polite words or add laminated cards to provided simple sentences.

Sample Collectable Evidence from the Above Instructional Activity

Teacher collects data on the number of polite words used during lunch.
Student matches polite word cards to written/picture-based scenarios.
Student points to pictures of polite words when communicating with a peer.
Student creates posters with the heading of each polite word and makes a corresponding visual of situations in which the words might be used.
Teacher records a tally of student’s use of polite words in natural conversation and the level of prompting needed on each occasion (pre, post, follow-up).

ENGLISH/LANGUAGE ARTS
Standard 4 - Language for Social Interaction

Students will read, write, listen and speak for social interaction.

Alternate Level: Reading and Writing

Key Idea: #2. Written communication for social interaction requires written messages to establish, maintain, and enhance personal relationships with others.

Alternate Performance Indicator:

Students will exchange friendly pictures, notes, cards, and letters with friends, relatives, and pen pals to keep in touch and to commemorate special occasions

Sample Approaches for this Alternate Performance Indicator (API)

Students exchange friendly written communication when:

Writing and sending invitations to relatives and friends when planning their person-centered meeting* (See sample instructional activity below). (S)
Creating a card and sending it to a relative or friend on a special occasion, such as a birthday or holiday. (E, I, S)
Using a computer to send an email to a friend. (E, I, S)
Replying to a letter by addressing each topic written in the letter. (E, I, S)
Using simple sentences and pictures to write a friendly letter. (E, I, S)
Writing a note to remind somebody of a task that needs to be performed. (E, I, S)
Delivering a written message to the school office. (E, I)

Sample Instructional Activity for writing and sending invitations to relatives and friends when planning their person-centered meeting

Teacher reviews the person-centered meeting* with the student, indicating that the student will be inviting important people to discuss their likes/dislikes, hopes and dreams for the future.
Student uses computer software and clipart to design the invitation.
Student addresses each envelope and visits the post office to send each invitation in the mail.

Sample Collectable Evidence from the Above Instructional Activity

Student creates invitations with date, place, time, and location.
Student personalizes each invitation, writing a simple sentence or using a stamp message to invite relatives or peers from a given list.
Student uses address labels to address each envelope (labels categorized in envelope with person’s picture on it).
The teacher collects data on the student’s ability to independently and accurately develop a written invitation.
The teacher graphs the student’s ability to develop a written personal sentence in a card, invitation, or note to a friend or relative.

*Person-Centered Planning - The person-centered planning approach creates a team of people who know and care about the individual with a disability, who come together to develop and share a dream for the person's future, and who work together to organize and provide the supports necessary to make that dream a reality. The individual directs the planning process focusing on his/her strengths, interests, preferences, abilities and needs.