Alternate Performance Indicators
| Key ideas are identified by numbers (1).Performance indicators are identified by
bullets (· ).
Sample tasks are identified by triangles (n ). |
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 –
- 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.
Performance indicators –
Students:
- attend to the speaker, visually and/or auditorily, or task.
- use information from books, magazines, newspapers, textbooks, audio and media
presentations, and from such forms as basic charts, graphs, maps, and diagrams.
- organize and categorize information/materials.
- use functional reading sight vocabulary.
- follow directions that involve one or two steps.
Sample tasks
This is evident, for example, when students:
- establish eye contact with others.
- complete a sorting task with decreasing verbal prompts.
- immediately respond to "don't touch" in a dangerous situation.
- identify/classify pictures of food, animals, tools, transportation modes, etc. from
publications.
- determine whether there are more items in one column of a chart than another column
(comparing the number of boys to girls).
- recognize familiar words, signs, logos (i.e., stop, mens/ladies room).
- read a basic graph to interpret the daily weather.
- use a telephone book to locate the number for a service (i.e., restaurant, store).
- listen to a book on tape and use information from it.
- visit a library to hear a presentation or to get a book and use information from the
presentation/book in school, home, community or work.
Alternate Level - Communicating and Writing
Key idea -
- Communicating and writing to acquire and transmit information requires asking questions,
applying information from one context to another and presenting the information clearly.
Performance indicators -
Students:
- use nonverbal communication skills to convey information, needs and wants.
- use verbal communication, including alternative communication systems, to convey
information, needs and wants.
- use written form to convey information, needs and wants.
Sample tasks -
This is evident, for example, when students:
- indicate preferences in food by pointing to a food choice at a meal or stating the name
of the food.
- ask supervisor at a job site for assistance in completing a job task.
- use an augmentative communication device to complete a personal identification card.
- nod head yes or no or use eye gestures to indicate need to go to the bathroom.
- write their name/signature on check.
- use manual communication to indicate illness and need for assistance.
- send messages via the computer to a pen pal.
- communicate appropriately in social situations (i.e. respond to a "hello").
Standard 2—Language for Literary Response and Expression
Students will read, write, listen and speak for literary
response and expression.
Alternate Level - Listening and Reading
Key ideas -
1. Listening and reading for literary response involves learning about
imaginative texts in every medium, drawing personal experiences and knowledge to
understand the text, and recognizing the social, historical and cultural features of the
text.
Performance indicators -
Students:
- 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
nonfiction.
- participate in reading response activities.
Sample tasks -
This is evident, for example, when students:
- listen to a picture book story and discuss the pictures.
- retell a familiar fairy tale or fable to the class.
- choose books to be read to them or with others.
- join in repeated refrains from a predictable story book.
Alternate Level - Speaking and Writing
Key ideas -
2. Speaking and writing for literary response and expression involves
reacting to the content and language of a text.
Performance indicators -
Students:
- present personal responses to literature that make reference to the plot, characters,
ideas and vocabulary.
- communicate the meaning of literary works on the literal level.
- create their own stories, poems, and songs using the elements of the literature read to
them and appropriate vocabulary.
Sample tasks -
This is evident, for example, when students:
- act out stories, poems, or plays.
- draw a picture of their favorite character.
- create their own picture books or fables to keep in the classroom library.
- explain why they like or dislike a book.
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 ideas -
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.
Performance indicators -
Students:
- form basic opinions about a variety of books, newspapers, magazines, presentations and
multimedia.
- apply a lesson learned from a book, newspapers, magazines, presenter or media
presentation to a real-life situation.
Sample tasks -
This is evident, for example, when students:
- identify why they liked or disliked a particular book, magazine or newspaper which was
read to them.
- after listening to a presentation on fire safety, demonstrate how they would leave their
home during a fire or get help.
- listen to a book where the moral of the book applies to everyday life and with teacher
assistance discuss the moral.
- decide whether it is safe to cross a street based on safety lessons learned from a book
and classroom presentation.
- compare their completed table settings with a diagram of a correct table setting.
Alternate Level - Speaking and Writing
Key ideas -
- Speaking and writing for critical analysis and evaluation requires presenting opinions
and judgments on experience, ideas, information and issues.
Performance indicators -
Students:
- express opinions about events, books, issues, and experiences.
- present arguments for certain views or actions.
Sample tasks -
This is evident, for example, when students:
- communicate the reasons why they want to go on a certain class trip.
- communicate why they liked going to a specific restaurant as compared to another.
- in collaboration with their job coaches/teachers, analyze the quality of their work at
the completion of a work assignment.
Standard 4—Language for Social Interaction
Students will read, write, listen and speak for social interaction.
Alternate Level - Listening and Speaking
Key ideas -
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.
Performance indicators -
Students:
- listen attentively and recognize when it is appropriate for them to speak/respond.
- take turns speaking and responding to others' ideas in conversations on familiar topics.
- recognize the kind of interaction appropriate for different circumstances, such as story
hour, group discussions and one-on-one conversations.
- use appropriate conversation skills.
Sample tasks -
This is evident, for example, when students:
- take part in group discussions.
- participate in group discussions during "circle time."
- greet visitors to their school or classroom and respond to their questions.
- bring messages to the principal's office or to another teacher.
- use the telephone to talk to a relative or classmate.
- maintain eye contact when speaking to another person.
- use appropriate body language for conversation such as smiling.
- use a communication device to greet a classmate or deliver a message to another teacher.
- use the computer to send an e-mail message to a friend.
Alternate Level - Reading and Writing
Key ideas -
- Written communication for social interaction requires using written messages to
establish, maintain, and enhance personal relationships with others.
Performance indicators -
Students:
- exchange friendly pictures, notes, cards, and letters with friends, relatives, and pen
pals to keep in touch and to commemorate special occasions.
Sample tasks -
This is evident, for example, when students:
- draw a picture of an activity they did and send it to a relative in another city.
- send a birthday card to a teacher or friend signing their name or drawing a picture on
it.
- use the computer to make and print a card or picture to send to a friend.