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Alternate Assessment Curriculum Framework

Introduction

The D75 Alternate Assessment Curriculum Framework was developed in response to schools’

requests for instructional expectations connected to the Common Core Learning Standards

(CCLS) for students in Alternate Assessment classes. Groups of teachers, administrators, and

district content area coaches gathered for four weeks during the summer of 2013, and

participated in a collaborative process to create an Alternate Assessment Curriculum

Framework. The process included a workshop at the beginning of each week to train the group

in the leveled learner concept (Levels B, C, and D), resources available (developmental math

skills progressions, Webb’s Depth of Knowledge, Common Core Essential Elements and

Alternate Achievement Descriptors for Mathematics from the State Members of the Dynamic

Learning Maps Alternate Assessment Consortium and Edvantia, Inc.), and final product

expectations. Subsequently, small groups collaborated to develop the leveled learning plans

and activities, culminating performance tasks, and the introductory contexts for the different

modules.

The structure of the framework provides four modules in ELA, Math, Science, and Social Studies

created in grade bands (K-2, 3-5, 6-8, and High School). Four math modules have been developed as

grade specific modules for K-8, while High School modules reflect specific conceptual categories.

Each module consists of:

a context overview

culminating performance tasks for each level

Common Core Learning Standards connections

Career Development and Occupational Studies (CDOS) standards connections

Content standards connections

essential questions

key vocabulary

D 75 Alternate Assessment Curriculum Framework K-2 ELA Module 4: Informational Texts: Food

lesson strands with leveled learning plans and activities for each

Resources list

materials lists

Underlying the development of the activities included in this document is the profound belief that

students with significant intellectual disabilities need high standards that are reasonable and achievable

given sufficient and appropriate opportunities to learn. All students who participate in Alternate

Assessment classes are expected to be provided with access and exposure to the content learning

expectations of their general education peers at a reduced depth, breath and complexity. The

presented tasks, while not reflecting the degree of higher order skills and comprehensiveness of

expectations established for students participating in the general assessment system, do reflect

reasonable and achievable expectations for students with significant intellectual disabilities. In addition,

they maintain a necessarily broad connection with the Common Core Standards through a concentrated

focus on salient features of specific Standards. These content area sample learning plans and activities

are designed not only to elicit performances of content area thinking skills/behaviors but also to provide

opportunities for students to engage with, read and/or use content understandings that are imbedded

within the tasks.

The sample learning plans and activities for each strand have been divided into three distinct levels of

student expectations based on cognitive abilities: Level D, Level C, and Level B.

Level D learning plans and activities are reflective of students who experience the most significant

cognitive disabilities within our district. These students are typically working at the engagement level.

Instruction is typically focused on developing the accessing skills that a student needs to possess. It is

understood that for additional information processing to take place, engagement is a necessary first

step. (Please refer to the Essential Thinking Skills and Behaviors Explanatory Notes document for

further information regarding the concept of Engagement).

Level C learning plans and activities are reflective of students who demonstrate the essential

thinking skill of conceptualization. These students can form mental representations of a concept and

apply this knowledge. They exhibit intentional behavior in response to situations. They rely heavily on

objects, picture cues, a print rich environment, and an exposure to content in multiple and modified

formats to facilitate learning. These students typically work within Level one and two in Webb’s Depth D 75 Alternate Assessment Curriculum Framework K-2 ELA Module 4: Informational Texts: Food

of Knowledge. (Please refer to the Essential Thinking Skills and Behaviors Explanatory Notes document

for further information regarding the concept of conceptualization, and Webb’s Depth of Knowledge).

Level B learning plans and activities are reflective of students who demonstrate skill abilities closest

to meeting the CCLS and content standards expectations as they are written. These are typically

students who may participate in inclusion settings and students who may return to community based

instruction programs. These students would be expected to work in all levels of Webb’s Depth of

Knowledge.

The Revision of Modules

The Alternate Assessment Curriculum Framework was developed to serve as a guide for schools. It is

expected to be modified and adjusted in order to meet school-specific instructional goals and objectives.

To assist schools with understanding what the revision process entails, the district gathered a small

group of teachers and administrators during the summer of 2014 to revise Math module 2 for third

grade, sixth grade, and High School. These modules serve as guiding examples for schools to refer to as

they consider revisions to the additional modules in all content areas. Along with these examples, a

general revision protocol and a sample reflections document from the summer revision group regarding

the revision process can be found at the end of this introduction.

Each revised Math module 2 (grades 3, 6, and HS) now consists of:

a context overview

culminating performance tasks for each level

sample rubric designs for the performance task at the varied levels

An IEP goal tracking rubric format

Common Core Learning Standards connections

Career Development and Occupational Studies (CDOS) standards connections

Content standards connections

essential questions

key vocabulary

Sequenced lesson strands with leveled learning plans and sequenced activities


Resources list

materials lists

A sample lesson written related to one activity in one strand

It is hoped that the D75 Alternate Assessment Curriculum Framework provides teachers and schools

with a resource to better understand how students can be provided with opportunities to develop

targeted skills through content-based instructional experiences that are also applied in the context of

functional activity experiences.


Revision Protocol

The following is a step-by-step process that schools can reference when they

begin the process of revising a module for their own use. These are generic

expectations in the order they should occur to ensure an efficient and effective

revision of a module. This is by no means the only way in which a module can be

revised, but is intended to provide the essence of what the revision process

should include and be focused around.

1. Understand the standards for the learners in your class/school.

2. Ensure the connection between the standards, the learning strands and the

performance task.

3. Ensure that the learning strands and activities within the activities are

sequenced correctly for your students.

4. Ensure that the learning activities are appropriate for each level (B, C, and D).


5. Determine and agree upon the specific considerations that must be

accounted for when creating a rubric against the performance task for Level B,

C, and D.


A reflection Sample on “How to” Revise an Alternate Assessment

Curricular Framework Module of Study (AACF) based on the guiding

protocol.

1. How do you ‘unpack’ or understand the standards for the learners in your class?

Read the standards listed in the module and isolated the key nouns and verbs. Determined what the standard asking the students to know and do. Came to consensus regarding what the performance of these standards would look like for the students in alternate classes. Finally, the group translated the standard into actionable skills for the learners.

2. How do you ensure connection between the standards, the learning strands and the performance task?

One method the participants used was to use color-coding to ensure a connection. First, the group members color-coded each standard. Second, they looked at each learning strand and checked off, using the color system, where elements of each standard were contained in the strand. Last, they looked at the performance task, and highlighted or checked, using the color system, where elements of each standard were contained in the task. (These key elements were translated into actionable skills accessed in the rubric. See #5)

If connections were not achieved, group members made a decision to reorganize, omit, add, condense or adjust as needed.

3. How do you ensure that the learning strands and activities within the activities are sequenced correctly for your students?

Several resources were used, such as the CCLS Skills Progression at a Glance, Wisconsin Early Learning Skills, Equals chapter/skills sequencing, etc. (Note: please remember that the use of available resources such as language skills progressions, other content curricular models from various states, reading skills checklists, etc. should be referenced when revising other content area modules)

4. How do you ensure that the learning activities are appropriate for each level (B, C, and D)?

Participants referred back to Piaget’s Cognitive Levels of Development, their own students IEPs, as well as, keeping the individual needs of the learners in alternate assessment classes at the forefront of their minds When developing the learning activities for all levels.

5. What should you consider for creating a rubric against the performance task for Level B, C, and D?


Isolated key skills were identified in the standards and translated to actionable learning targets for the students when developing the Level C and B rubrics. Content expectations played a significant role in establishing the rubrics. Aspects of the rubric quantified skills for the B and C level learners and included a simple rating system (4-1, 3-1, etc.).

It was determined by the revision group that a specific rubric that could be used across the modules for the level D student would provide teachers with the ability to track skills related to engagement. This was determined to be the best approach to tracking progress for student who are cognitively young and require mastery of those skills related to engagement before any further content knowledge acquisition could be expected.


District 75 Alternate Assessment Curriculum FrameworkGrades K – 2 ELA Module 4Informational Texts: Food

CONTEXTUnit Topic: Informational Texts

Informational texts like restaurant menus, recipes, movies, pictures, drawings, videos,

magazines, advertisements, and books are part of students’ daily lives. Module 4 exposes

students to many of these sources and gives them the tools to write about them. Students

analyze and produce drawings, pictures, shopping lists, checklists and opinion pieces while

learning where food comes from and getting ready to cook together.

Beginning with where the food comes from will build the foundation of “The Story of Food”.

Students will research materials to categorize the origin of common familiar foods in their

present world. Students will distinguish between produce that is grown on a farm or food

products that are created in a factory.

Cooking is a great way to engage and motivate diverse group of learners. Students’ voices are

manifested through choosing a recipe they will prepare in a collective collaboration with the

students’ families and will give an opinion about the final product. By following the sequence of

steps necessary to complete this activity, students will be exposed to real life experiences such

as a community trip to the grocery store to buy the ingredients for the recipe and following the

cooking directions. In addition, to cooking this unit will expose the students to the experience

of creating a restaurant in their classroom. This will allow for creative writing and socializing

experiences. The final performance task will involve the students presenting what they

experienced and accomplished throughout this unit in a multimedia format.


The module gives students the opportunity to express their opinions, choose a preference,

retell their experiences and identify activities completed in a variety of writing forms while

exposing learners to videos, books, pictures and supermarket flyers. As they direct their own

learning experience motivated through a topic of their interest – food, students learn how to

convey their ideas in an organized way while relating their personal experiences to the

experiences of their peers. A class book will be the culminating activity to tie where the food

came from that we choose to include in our recipe, and the experience of cooking and tasting

the final product. It will include with drawings, photographs, shopping lists, recipes and graphic

organizers. This unit should be supported with fiction books as well as the ample non-fiction

resources. Refer to the book list attached.

To support student learning, a word wall focusing on different foods should be established.

Under each letter students can post symbols/words for different foods. The symbols/

labels/drawings of the food can be compiled into a class A-Z book of All About Food: A-Z.

NOTE: Prior to beginning the unit, send a food survey home to parents. Make sure that you

have reviewed whether any of the students have food allergies or intolerances.


ASSESSMENT

FORMATIVE ASSESSMENT EVIDENCE:

Photographs/video of student participation Student work products (graphs, invitation, surveys, drawings, writing journals, class books) Data collection Checklists

PERFORMANCE BASED ASSESSMENT

Students participated in various reading, writing and speaking tasks throughout this Informational Text –Food Unit. This performance based assessment task will provide the students with the opportunity to present their learnings to the school community.

Task Directions for Students:

Your Principal was very pleased with the outcome of your classroom restaurant. He/ She wants your class to describe the process from creation to implementation to another class and/or supervisor in the building.

PERFORMANCE BASED ASSESMENT TASK

LEVEL D:

Students will engage and attend to the materials created throughout the food unit and will present the experience by selecting preferred activities to display for the audience to view.

LEVEL C:

Students will organize the materials (pictures) in sequential order (or match) to present the preferred experiences they participated in throughout the unit and present them to the audience.

LEVEL B:

Students will write a three sentence narrative piece about their experiences throughout the unit and present it to the class. Students should include in their narratives; what they learned


about food, which recipe was preferred and the sequence of steps in preparing the food and lastly what their guest thought about the final product.

*See explanatory notes of “engagement” in The Essential Thinking Skills and Behaviors Document.

STANDARDS

ELA COMMON CORE ANCHOR STANDARDS:

RI.1 Read closely to determine what the text says explicitly and to make logical references from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content.

W.4 Produce clear and coherent writing in which the development, organization and style are appropriate to ask, purpose and audience.

L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension and expression.

SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally.

SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development and style are appropriate to the task, purpose and audience.

CAREER DEVELOPMENT AND OCCUPATIONAL STANDARDS

Standard 2.1 Integrated Learning: Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings. Integrated learning encourages students to use essential academic concepts, facts and procedures in applications related to life skills and D 75 Alternate Assessment Curriculum Framework K-2 ELA Module 4: Informational Texts: Food

the world of work. This approach allows students to see the usefulness of the concepts that they are being asked to learn and to understand their potential application in the world of work.

Standard 3a.2 Thinking Skills: Thinking skills lead to problem solving, experimenting, and focused observation and allow the application of knowledge to new and unfamiliar situations. Students use ideas and information to make decisions and solve problems related to accomplishing a task.

ESSENTIAL QUESTIONS

1. How can we research a topic in our world we are curious about?2. How can we write to share information we learn about food in our world?3. How do we share what we learned about food from informational texts with others?

VOCABULARY

Aisle Aroma Breakfast Cashier Check-out

counter Cooking Customer Cut/Chop Delicious Dessert Dinner Directions Dislike

Factory Farm Fruit Food Grocery store Grow Interview Kitchen Like Lunch Menu Mix Opinion

Plants Pour Prepare Produce Purchase/Buy Recipe Restaurant Shelf Shopping List Supermarket Survey Vegetables Waiter/Waitress


** Send home a food inventory to families seeking student’s preferences at home including: favorite lunch item, snack item and dinner. If possible, request a recipe from the family as well. **

LESSON STRANDS OVERVIEW

1. Information can be expressed in many ways (through photo drawing, orally and writing).2. Writers use informational texts to explore topics they are curious about: where foods

come from.3. Various forms of informational texts provide information about people, places and

things around us. 4. Writers use relevant information to express what they think, hear, feel, smell and see.5. Writer’s present information in an organized format (sequenced).

LEARNING PLANS AND ACTIVITIES

NOTE: Preferred Mode of Communication (PMC) should be considered for all students in all activities across all levels.

Lesson Strand 1: Information can be expressed in many ways (through photo, drawing, orally, and writing).

LEARNING PLANS AND ACTIVITIES LEVEL D

*Based on family food inventory:

Engage in exploring a variety of adapted texts: fiction and non-fiction books, (Where Does Our Food Come From? Bobbie Kalman), recipes, magazines, newspaper, shopping list, menus, grocery store weekly circulars.

Engage in videos of cooking demonstrations of preferred foods or meal. http://www.youtube.com/watch?v=mtZRE8PVG2s&feature=player_detailpage


Engage in google search for students’ recipe for a preferred food or meal. Explore one real item from the recipe while attending to the video.

Attend to the read aloud Put It on the List by Kristen Darbyshire. Create a collage of pictures of food items and words from grocery circular of preferred food items. Include this in class book.

Attend to a read aloud of Pancakes for Breakfast, Tomie dePaola. Explore pancakes and syrup in a sensory bin.

Explore and engage in play breakfast food items in a sensory bin.

Explore and engage in play lunch food items in a sensory bin.

Explore and engage in play dinner food items in a sensory bin.

LEARNING PLANS AND ACTIVITIES LEVEL C


Select a preferred text from a variety of sources in print: fiction and non-fiction books, (Off We Go to the Grocery Store by Avril Webster)recipes, magazines, newspaper, shopping list, menus, grocery store circulars. Answer WH questions about the preferred text.

Attend and engage in a read aloud of the story Lunch by Denise Fleming. Identify if any food items mentioned in the book are preferred items of the students. Create a list of student’s preferred lunch items.

Match, sort and identify photographs of common food items for breakfast.

Match, sort and identify photographs of common food items for lunch.

Match, sort and identify photographs of common food items for dinner.


Attend to a video cooking demonstration on from the internet. With support and prompting; draw, write or choose a picture to represent the food items in the video. Include student work in the class book.

Record the student reading the selected text with a tape recorder or video. Play for the class to hear and attend to.

Attend to the read aloud Put It on the List by Kristen Darbyshire. Cut out preferred items from the grocery circular to create a shopping list of preferred items. Include this task in the class book.

LEARNING PLANS AND ACTIVITIES LEVEL B


Select a preferred text from a variety of sources in print: fiction and non-fiction books, recipes, magazines, newspaper, shopping list, menus, grocery store weekly circulars. Engage in a discussion and answer WH questions about the preferred text with peers.

Read and record the selected text from above, present to class via a video or audio recording.

Survey class to identify which students chose which source of informational text as their preferred type. Write in journal any similarities in findings.

Attend and engage in a read aloud of the story Dinnertime by Jan Pienkowski. Identify if any food items mentioned in the book are preferred items of the students. Create a list of student’s preferred dinner items and illustrate the foods.

Create a graphic organizer to sort food items that belong in breakfast, lunch or dinner categories. (Use pictures and words) Include in the class book.

Attend to the read aloud Put It on the List by Kristen Darbyshire. Utilize the grocery circular to identify items that are needed in a preferred recipe. Cut out those pictures and create a shopping list. Include this task in the class book.


Lesson Strand 2: Various forms of informational texts provide information about people, places and things around us.

LEARNING PLANS AND ACTIVITIES LEVEL D:

Participate in an information sources “Scavenger Hunt”. Visual schedule will be utilized to guide the students to find a specific item attached to a source. (For example, yellow circle taped to the computer, green square attached to the CD player for books on tape about food, blue triangle on a staff member) Student can respond to yes/no questions if they found the item on their visual schedule.

Engage with the library center in the classroom searching for a book on food topic.

Students will make a preference to which source they prefer after viewing either object or picture of object. Glue the visual representation in students’ journal labeled “Preferred Source of Information”.

Attend to a read aloud of Max Goes to the Grocery Store by Adria F. Klein.

Participate in a community trip to the local grocery store. Utilize a visual board of preferred food items students will search for. Ask grocery store staff for help finding items.

Engage in the process of purchasing the items at the register. (Place items on the check-out counter, hand money to cashier, place in bags, etc.)

Engage and attend to matching the items on the shopping list to the items in the shopping cart.

LEARNING PLANS AND ACTIVITIES LEVEL C:

Participate in an information sources “Scavenger Hunt”. Complete a visual checklist to guide students to locate the sources throughout the classroom. Draw a picture of two items the student located on the “scavenger hunt” in their journal.


Complete a graphic organizer to identify where text, videos, or audio sources were located in the classroom.

Interview a peer about which sources they found and compare if they both completed the “Scavenger Hunt”. Then utilize yes/no questions posted on class chart. Record answers in journal.

Attend to a read aloud of A Trip to the Grocery Store by Josie Keogh.

Participate in a community trip to the local grocery store and utilize the shopping list of preferred items (pictures and words) created in the previous strand. Students will search for the necessary items, check them off the list and participate in the process of purchasing them at the register.

Students will engage in a conversation with the grocery store staff regarding where items are located in the store using visual cues as needed.

Identify attributes about the food items purchased at the grocery store and categorize them.

LEARNING PLANS AND ACTIVITIES LEVEL B:

Participate in an information sources “Scavenger Hunt”. Complete a visual checklist to guide students to locate the sources throughout the classroom. (Include questions to be answered or a task; i.e. find a page, at the source). Write in journal about the experience of searching around the classroom. Answer writing prompt which was your favorite source and why?

Write a sentence with text and symbols to list all the sources of information. Include this list in class book.

Present to class what information source he/she prefers.

Survey peers regarding his/her preferred information source and graph the results.

Attend to a read aloud of the book, At the Grocery Store by Carol Greene.


Participate in a community trip to the local grocery store and utilize the shopping list of preferred items (pictures and words) created in the previous strand. Students will search for the necessary items, check them off the list.

Students will initiate a conversation with grocery store staff asking WH questions to locate items from the shopping list.

Participate in purchasing the items at the register. (Place items on checkout counter, engage in conversation with cashier for example; “How much?” “Thank you”)


Lesson Strand 3: Writers use informational texts to explore topics they are curious about: where food comes from.


Students will engage in active listening to an adapted story about where food comes from. For example, Growing Vegetable Soup by Lois Ehlert

Provide an opportunity for sensory engagement with two types of foods (one produce item and one factory produced item) for example, a banana and boxed cereal.

Students will engage in a sensory experience in a large bucket containing soil and produce items that would grow in a garden.

Present 2 adapted texts: recipes, menus or grocery weekly circulars. Students will engage choosing a preference of which text is more interesting to their liking.

Utilize the food inventory sent in from the parents to present favorite food items to students to engage in problem solving to gain access to a container with the preferred food item.

Provide opportunity for students to request the preferred food item when presented with or without a distractor.

Create a pictograph, “Our Favorite Foods” with the students. Indicating which food items were preferred with either pictures of the students or items of the food they like. Include this task in the class book.


Students will engage in active listening to a book about where food comes from. For example, Where Does Our Food Come From? Bobbie Kalman. Students will respond to WH questions about the text.

Present at least 4 types of foods (real items) that can be categorized as produce that grows or food made in a factory. Have students match identical or non-identical pictures to the food items.


Present at least 3 texts; recipes from a magazine or on box of food items, menus and weekly grocery circulars. Have students indicate which text they find interesting and would like to explore.

Attend to a read aloud of Vegetables by Emily K. Green. Students will sort food items: fruits/vegetables and empty food boxes into two bins one with soil and one with a visual of a factory image to indicate where food comes from.

Using family generated food inventory present students with at least 3 choices of food (two of which they prefer) to explore with all senses.

Students will write in their journal about their exploration of new and familiar foods. Visuals boards of the items used in the activity will be accessible for the students to utilize in the journal.

Create a class pictograph, “Our Favorite Foods” with the students. Indicating which food items were preferred with either pictures of the students or items of the food they like. Include this task in the class book.


Students will engage in active listening to a book about where food comes from. For example, How did that Get into my Lunchbox? By Chris Butterworth. Students will engage in a discussion about the text answering WH questions and ask a peer at least a question.

Present at least 6 types of foods (real items) that can be categorized as produce that grows or food made in a factory. Students in pairs will sort both food items and non-identical pictures of these food items into a large T chart. Two categories: Food from the Farm and Food from a Factory

Students will gather information to answer at least 4 WH questions (For example, “How many cups of water are needed in recipe 1? How many fruits are pictured in the grocery circular # 2?) by utilizing the provided food related texts.


Students will complete a simple food inventory about themselves. Students will identify which food items they listed are grown on a farm or made in a factory. Students will present to the class. Teachers can compare the results to the family inventory that was sent home. Include this task in the class book.

Students will conduct a class survey; ask adults and students what their favorite food items are for breakfast, lunch and dinner and identify which items are from the farm and which are made in a factory. Include this task in the class book.

Students will write in Journals the results from their surveys and identify any similarities and note at least 2 differences among the class. In conclusion, students answer the question “Do more people prefer items that are grown on the farm or made in a factory?”


Lesson Strand 4: Writers use relevant information to express what they think, hear, feel, smell and see.


Engage students in a read aloud of an adapted version Apples, Apples, Apples by Nancy Elizabeth Wallace. Present students with a variety of apples (cut in half as well as whole) to explore with all senses. (Extension: stamp with the apple halves, count the seeds,

Explore with all senses the ingredients needed to complete a selected recipe (For example applesauce no cook recipe: http://allrecipes.com/Recipe/No-Cook-Applesauce/Detail.aspx?evt19=1# )

Attend to the sequenced pictures in a recipe and engage in making the product. (For example butter - easy to make recipe with pictures: http://thehistorykitchen.com/2013/06/14/homemade-butter/ )

Explore opposite flavors such as sour: pickles or lemons compared to sweet watermelon or orange. Spicy: crackers with pepper flavor compared to a sweet flavored rice cake. Dark chocolate/ milk chocolate. Use pictures of foods to create a chart to identify the foods that were sweet/sour/spicy. Flavored beverages can be used if there are feeding concerns. Video tape the students trying the different kinds of foods and expressing a preference.

After attending to the text Your Senses at the Grocery Store by Kimberly M. Hutmacher,Sort food items (real or 3D objects) or match by physical attributes such as color.

Explore physical attributes of food items by the sense of touch. Sort/ match smooth versus rough: kiwi, apples, strawberry, orange, bagels/ crackers, coconut, etc. into two bins with visual supports.


Attend to a read aloud of Food From Farms by Nancy Dickmann. Engage in a discussion about preferred and non-preferred foods found on a farm. Categorize by matching pictures of the foods found in the text into part of daily meals: breakfast, lunch or dinner. Determine if any items overlap into several groups.


http://thehistorykitchen.com/2013/06/14/homemade-butter/

http://allrecipes.com/Recipe/No-Cook-Applesauce/Detail.aspx?evt19=1

Explore opposite flavored foods through the sense of taste. Compare sweet/sour. Spicy/Sweet/ Salty, Crunchy/Chewy. Chart results and select preferences. Create a page for the class book including an illustration and a sentence describing the food and why they like it. Video tape the students tasting the food items and commenting via PMC how they liked or disliked the item.

Attend to a read aloud of the book, Fruits by Emily K. Green. Sort food items (real and/or picture representations) by physical attributes such as items that need to be peeled versus no rind. Create T chart to sort where foods belong Orange, bananas, kiwi, avocado, carrots, broccoli, lettuce, apples, strawberries, peppers, potatoes, etc.

After attending to a read aloud of Bread, Bread, Bread by Ann Morris, students will participate in following a recipe for making bread. Watch video of cooking demonstration to bake bread. www.breadbaking.about.com/od/yeastbreads/r/1loafbread.htm From the video take notes in words or illustrations on the sequential order of putting ingredients together.

Students will participate in following a recipe to bake bread with visual supports as needed.


Attend to a read aloud of Spuds, Taters and the French Fry Kids by Kathy Coatney. Categorize the foods into the three daily meals: breakfast, lunch and dinner. Determine if any foods overlap into several groups. Create a graphic organizer to display the results.

After attending to the video http://www.youtube.com/watch?v=HW0N-NOgckk and viewed the recipe for making a traditional English muffin pizza www.sarahscucinabella.com/2011/12/12/cooking-with-kids-english-muffin-pizza/ Students will vote on which pizza they would like to make and select toppings that they would prefer on their English muffin.

Collaboratively follow directions in video and make English muffin snacks. Video tape the students as they bake to create their own cooking demonstration video.


http://www.youtube.com/watch?v=HW0N-NOgckk

http://www.breadbaking.about.com/od/yeastbreads/r/1loafbread.htm

Explore opposite flavored foods through the sense of taste. Compare sweet/sour. Spicy/Sweet /Salty, Crunchy/Chewy. Chart results and select preferences. Create a page for class book describing the foods they liked and why they enjoyed using adjectives and illustrations.

Sort food items (real and/or picture representations) by physical attributes such as items that need to be peeled versus no rind. Create a Venn diagram to sort where foods belong and identify those items which belong in both. Orange, bananas, kiwi, avocado, carrots / broccoli, lettuce, apples, strawberries, peppers, potatoes, etc.


Lesson Strand 5: Writer’s present information in an organized format (sequenced).


Attend to read aloud of the book, In the Night Kitchen by Maurice Sendak. Match food items and things found in the kitchen.

Engage/ attend to organizing a place setting for the classroom restaurant. Match the plate, utensils to a placemat with drawn shapes for those items.

Create a collage of pictures, from a variety of sources: internet, Mayor-Johnson symbols, magazines, grocery circular to represent preferred foods. Include the student’s photograph and put in the class booklet. Use these collages as the cover to the restaurant menu.

Engage in responding to a selection (number of choices depends on student’s abilities) from the pictured menu of the food choices at the classroom restaurant.

Engage and participate in creating the banner for the classroom restaurant.

Engage and attend, participate in role playing of the class restaurant with prompting and support as needed.

Engage and attend to a read aloud of the class book.

Engage and attends to creating a comment card by selecting a preference of like or dislike to the recipes used throughout the unit. (For example, happy face or sad face on an index card, or a picture of student engaged in the recipe with a smile or displeased expression)


Using pictures and words create an invitation for the administration to participate in our class restaurant. Include a copy in the class book.


Attend in a read aloud of the story Going to a Restaurant (First Time) by Melinda Beth Radabaug. Identify what items are in the restaurant and compare them to what is in the classroom. Determine which items are needed to complete the restaurant.

Organize the classroom environment into a restaurant. Tables and chairs, table cloth, flower and vase.

Provide models of restaurant names in picture representation to students to help students choose a name for the class restaurant. Provide 3 choices if needed to let class decide on the name.

Create a banner with the title of the restaurant to display in class. (Use hands prints of all the students “Made by the little hands of class ….”)

Create a comment card to present to the guests who tried the food with a symbol or words to discover whether they like or disliked the food at the class restaurant.


Attend to a read aloud of the book Working at a Restaurant by Katie Marsico. Identify the roles of people who work at the restaurant. Designate which students will play each role in the classroom restaurant. Provide dress up clothes for students (aprons, chef hats) as appropriate.

Create menu for the class restaurant. Include an illustration and a description of the food items. Include in the class book.

Participate in creating the banner for the classroom restaurant with the name of the restaurant and a slogan for the restaurant.

Publish the recipes used during the unit, including photographs of the students engaged in the steps of the cooking.


Practice role playing the exchanges between the waiter / waitress and customers. Using visual cues or scripts as needed.

Create a comment card to present to guests to find their preference of whether they liked or disliked the food presented at the class restaurant. Ask the person to explain why.


MATERIALS

Magazines, newspapers Grocery store weekly circulars Recipes cards Index cards Chart paper Empty containers of food items Soil Empty bins Graphic organizers Food items for recipes Table cloth, vase flowers, placemat template for place setting, utensils, plates and cups Teacher made visual supports for recipes, matching items, books Aprons, chef hats

WEB RESOURCES

http://www.easy-kids-recipes.com/index.html http://spoonful.com/recipes http://kidshealth.org/kid/recipes/index.html http://pbskids.org/zoom/activities/cafe http://www.justkidsrecipes.com/index.html http://kidnetic.com/Recipes/ http://ww.recipesource.com/ http://starchefs.com/kids/ www.mealsmatter.org

BOOKS (Books listed are both fiction and non-fiction):

Where Does Our Food Come From? by Bobbie Kalman Pancakes for Breakfast by Tomie dePaola Pancakes, Pancakes by Lois Ehlert


http://www.mealsmatter.org/

http://starchefs.com/kids/

http://ww.recipesource.com/

http://kidnetic.com/Recipes/

http://www.justkidsrecipes.com/index.html

http://pbskids.org/zoom/activities/cafe

http://kidshealth.org/kid/recipes/index.html

http://spoonful.com/recipes

http://www.easy-kids-recipes.com/index.html

Lunch by Denise Fleming Dinnertime by Jan Pienkowski Max Goes to the Grocery Store by Adria F. Klein A Trip to the Grocery Store by Josie Keogh At the Grocery Store by Carol Greene Your Senses at the Grocery Store by Kimberly M. Hutmacher Off We Go to the Grocery Store by Avril Webster Put It on the List by Kristen Darbyshire. Growing Vegetable Soup by Lois Ehlert Where Does Our Food Come From? Bobbie Kalman Vegetables by Emily K. Green Fruits by Emily K. Green Bread, Bread, Bread by Ann Morris How did that Get into my Lunchbox ? By Chris Butterworth Apples, Apples, Apples by Nancy Elizabeth Wallace Food From Farms by Nancy Dickmann Spuds, Taters and the French Fry Kids by Kathy Coatney In the Night Kitchen by Maurice Sendak Going to a Restaurant (First Time) by Melinda Beth Radabaug At the Supermarket by Ann Rockwell Our Corner Grocery Store by Joanne Schwartz Green Eggs and Ham by Dr. Seuss Everybody Cooks Rice by Nora Dooley Kids’ Kitchen by Fiona Bird Betty Crocker’s Kids Cook by Betty Crocker’s Editors Five Little Monkeys Go Shopping by Eilleen Christellow Cloudy with a Chance of Meatballs by Judi, Barrett How Do Dinosaurs Eat Their Food? By Jane Yolen Good Enough to Eat by Lizzy Rockwell Dragons love Tacos by Adam Rubin Eat Lots of Colors: A Colorful Look at Healthy by Helen Marstiller Milk by Gretchen Will Mayo Maisy’s Food (Spanish Edition) Lucy Cousins Chew Chew the Food Chain Train by Janet Michelson Soup Day by Melissa Iwai Night of the Veggie Monster by George McClements


http://www.barnesandnoble.com/c/adria-f.-klein

Gregory, The Terrible Eater by Mitchell Sharmat Pretend Soup and Other Real Recipes: A Cookbook for Preschoolers and Up by Mollie

Katzen

VIDEOS:

http://www.youtube.com/watch?v=mtZRE8PVG2s&feature=player_detailpage http://allrecipes.com/Recipe/No-Cook-Applesauce/Detail.aspx?evt19=1# http://thehistorykitchen.com/2013/06/14/homemade-butter/ www.breadbaking.about.com/od/yeastbreads/r/1loafbread.htm http://www.youtube.com/watch?v=HW0N-NOgckk www.sarahscucinabella.com/2011/12/12/cooking-with-kids-english-muffin-pizza/

IPAD APPS:

100 Kids Recipes - $0.99 Cute Food – Cooking App for Kids - $2.99 Kids Fun Recipes - $0.99 30,000 + Kid-Friendly Recipes - $2.99 Recipes for Kids – Free Free Grocery List Ease – Free Supermarket Classroom – Free Social Stories Creator and Library – Free


http://www.youtube.com/watch?v=HW0N-NOgckk

http://www.breadbaking.about.com/od/yeastbreads/r/1loafbread.htm

http://thehistorykitchen.com/2013/06/14/homemade-butter/

http://allrecipes.com/Recipe/No-Cook-Applesauce/Detail.aspx?evt19=1

http://www.youtube.com/watch?v=mtZRE8PVG2s&feature=player_detailpage

Essential Thinking Skills and Behaviors:

Definitions and Explanatory Notes

Engagement

Engagement is a behavior involving the focusing of the mental process upon someone or something. It is commonly demonstrated by a voluntary and sustained or repeated attention to stimuli. Engagement may be expressed through a wide variety of sensory, motor and/or speech, communication and language forms. Student’s physical, emotional, cognitive, social and cultural development impact significantly on the nature of the attention they are able, or choose, to demonstrate. Therefore, individual modes of student engagement need to be identified, taught, developed, refined, and/or expanded upon. These modes may include, but not limited to: exploration through touching, listening, looking, smelling, and/or tasting; and increase/decrease or initiation/cessation of body movement; and vocalizations/verbalizations. Without engagement, additional information processing cannot take place.

Explanatory Notes:

When providing students with opportunities for engagement it is critical that the same opportunities be presented daily over time. Variation in the means of story presentation, along with increased familiarity with expectations, should serve to sustain student motivation and interest. In addition, the presentation of materials should be supplemented with ongoing, direct instruction to facilitate targeted skills and behaviors specific to the content area.

Emphasis should be placed on relating meaningful activities/materials to student’s prior knowledge and experience.

Extensive efforts should be placed on involving, to the greatest extent possible, a student’s family in providing opportunities for student engagement. Such efforts might include: planning instructional materials; inviting family members to read stories in class; planning family related fairs; encourage family members to learn about and visit public and other community resources; and responding to educational needs as expressed by a student’s family.

Each student should possess a public library card, and be a member of other community organizations when appropriate and feasible.


Environmental Differentiation

Environmental Differentiation is the recognition of differences in the attributes of things/places with which, and individuals with whom, one comes in contact and includes recognition of self as a distinct entity. It is usually demonstrated by distinct patterns of exploration or reaction to different stimuli and may be evidenced through various modes of student response. Environmental Differentiation may, but does not necessarily, include knowledge of the names/functions of the materials/places/individuals involved.

Explanatory Notes:

The purpose for having students learn to differentiate is to help them develop a basis from which they will be able to use materials functionally, make informed choices and develop concepts related to materials. However, instruction related to Environmental Differentiation should not preclude instruction toward other essential skills or behaviors (e.g. Functional Use of Objects; Self Regulation).

When various content area materials are being functionally used by a student, the student is already demonstrating environmental differentiation.

For a student with a limited response repertoire (i.e. a student with additional significant physical/sensory impairments), differentiation may be evidenced through the engagement with different stimuli. For example, a student might demonstrate differentiation simply by focusing on or maintaining hand contact with one stimulus for a significantly longer period of time than another stimulus.

For a student who is not environmentally differentiating, an implication for instruction is that the student may need to be provided with increased opportunities for sensory exploration of/interaction with the materials and for using the materials functionally. In providing these increased opportunities, it is essential to insure that a student’s safety and dignity are maintained, especially with regard to social context and age appropriateness.


Conceptualization

Conceptualization is the formation of mental representations or ideas for categorizing information or mental connections to prior experiences. As children develop, new concepts about objects, people, places and the relationship between them are continually being learned. Conceptualization may be demonstrated through a range of initiated utterances/actions or responses to questions, comments, or directions. Individual communication modes may vary, and need to be identified, taught, developed, refined and/or expanded upon.

Explanatory Notes:

In identifying a concept that a student is expected to learn, it is important to make known to instructors and students the intended definition of that concept.

It is important that incidental displays of knowledge of identified concepts/meanings are noted/documented as they occur throughout the day.

In order for a student to demonstrate the knowledge of a concept/meaning, it is necessary for the student to exhibit a behavior that is intentional. For instance, a student who might typically sit without movement would not be considered to demonstrate knowledge of “wait” by remaining in a motionless position. Rather, the student would need to initiate a movement at the proper turn-taking time in order to have displayed knowledge of what “waiting” means.

Learning environments should be picture cue/object cue/print rich, so as to facilitate the learning of the concepts.

In expecting demonstration of knowledge of specific concepts, it is important that the other concepts/meanings used contextually by the instructor are known by the student or made clear (e.g. through demonstration) to the student. This is especially important with regards to concepts/meanings that define an expected mode of performance (e.g. touch, press, look).

Beyond the concepts/meanings that are found in this curriculum frameworks, which is based on the ELA and Math Common Core Learning Standards and Science and Social Studies NYS/NYC


Scope and Sequence for grade level instructional content, there are other NYS standards based concepts that may be important to explicitly address in relation to each content area. For example, in Career Development and Occupational Studies, these may include: work; start/begin; end/finish; put away/put back; more/enough; and no. In Health, these may include; privacy, danger, emergency, clean, stranger, helper, friend, “feeling uncomfortable”, sick/hurt, exercise, medicine, and choice. These other concepts can identified by referring to New York State’s Learning Standards for Family and Consumer Sciences, Health, Phys. Ed., Career Development and Occupational Studies, The Arts, as well as, the NYSAA Alternate Grade Level Indicators for Science and Social Studies, and the grade level Extensions for English Language Arts and Math.

In addition to basic key concepts related to a content area, it is critical that students learn concepts needed for them to use their individual system of communication during assessment and instructional situations (e.g. point, touch, look, press, pick-up, give, tell, me/say).

Functional Use of Objects


Functional Use of Objects is the appropriate utilization of materials in alignment with the purpose(s) for which they exist in a given culture. It may be applied to the use of an object that has undergone modifications. Students unable to utilize materials functionally due to a physical impairment may achieve this standard by communicating the purpose of the materials.

Explanatory Notes:

Emphasis should be placed on involving family members in encouraging a student to use content related materials during functional daily activities. For example, in the area of English Language Arts/Native Language Arts, some activities might include: giving a greeting card to a relative or friend; bringing a shopping list, with accompanying tangible symbols, to the supermarket; marking important dates on a calendar; labeling household items; and engaging with books and magazines.

Problem Solving


Problem solving is the directing of one’s actions towards achieving a goal that presents uncertainty or difficulty. It presupposes an awareness of the existence of a problem. It generally involves taking into account factors related to a problem, and trying or considering more than one way to solve a problem. Resolution of a problem may be unattainable even though problem solving behaviors have been applied.

Explanatory Notes:

When considering problem solving, an emphasis should be placed on a student’s involvement in the process of solving a problem rather than on a student’s resolution of a problem.

A student’s performance of Problem Solving may take the form of a variety of actions/response modes.

An implication for instruction is a recognition of the need to provide students with adequate time and opportunities “to try” or consider more than one way of solving a problem before intervening in the process.

Problem Solving may be accomplished through the completion of tasks formulated with the intent of providing opportunities for students to demonstrate specific problem solving behaviors. It may be accomplished, however, within a broader framework of general content area assignments, which naturally include a variety of problem solving situations.

A distinction involves the student’s completion of the task that the student has previously demonstrated an ability to do readily, while problem solving involves an element of uncertainly or difficulty for the student.

When a student secures needed help, instructors should not simply complete an action for the student. Rather, the student should be guided through the problem solving process, with help provided only to the extent actually needed by the student. In this way, a student hopefully will begin to approach future problem solving situations by trying another way before securing help.

Self-Regulation


Self-regulation is an ongoing monitoring of ones’ own sensory/physical/social/cognitive conditions, and an adjusting of these conditions to maintain a desired and comfortable internal state. Self-regulation involves knowing and applying a repertoire of behaviors to diverse settings, making informed choices, and acting upon or indicating a desire or need for change.

Explanatory Notes: (Self-Regulation, General)

The following conditions may necessitate self-regulationo Sensory, including sensitivities to light, sound texture taste, smell and surrounding physical

space. o Physical, including pain, pleasure, hunger, thirst, discomfort, fatigue, hyperactivity, illness,

and a need to use the bathroom.o Emotional, including distress, loneliness, need for solitude, anger, aggressiveness,

withdrawal, sadness, frustration, disappointment, elation, fear, anxiety, and stress.o Social, including segregation, lack of privacy, and numbers/appearance/behaviors of

individuals in the environmento Cognitive, including level of subject content (either too high or too low), nature of subject

matter presentation, and lack of appropriate means for accessing/expressing information.

Students may exhibit behaviors that are self-regulatory in nature but fail to meet the standard for self-regulation (as they are not desired behaviors). These include:

o Behaviors which are unsafe (e.g. abuse to self or others; object destruction)o Behaviors which interfere with one’s own learning or the learning of others (e.g. replacing

attention to task with stereotypic response; continuous noise production)o Behaviors which interfere with positive social interactions (e.g. grabbing belongings of

others; public disrobing).

Recognition should be given to the fact that most individuals engage in some common mannerisms or behaviors (e.g. finger-tapping; shaking of a glass with ice cubes; nail biting) through which they express their internal state. These behaviors, for the most part, are accepted by other individuals and do not seem to interfere in the development and maintenance of social relationships. Although the behavior of a student may differ in nature from these more common expressions, there is an expectation that such student behaviors, if exhibited in a safe and healthy manner, should be understood and accepted by others as an inherent part of “who” the student is. In fact, it may be precisely through such a particular behavior that a student is self-regulating.

In order to maintain internal control for self-regulating, students may need to be provided with positive behavioral support systems, including attention to communication and/or sensory needs and abilities.


Explanatory Notes: (Self-Regulation, Informed Choice-Making)

An informed choice refers to a student’s selection (within a single activity) of one of two (or possibly more) objects, activities, or environments for which opportunities for exploration/acquisition of knowledge have been provided. The informed nature of the choice may be demonstrated through a consistent response to an initial presentation (e.g. verbal; tangible; pictorial) and then to a second presentation with order/position altered**. If any doubt about a student’s selection still exists, a final presentation in either order/position can be made. Informed choice may be demonstrated in a different manner by a student who clearly has a demonstrated knowledge of the concept “yes” or “no”. Such a student needs only to reaffirm his/her choice by responding “yes” or “no” when asked if this choice is what he/she wants. Informed choice may also be demonstrated through independent indication of a choice different from the objects, activities, or environments offered.

An informed choice also assumes that a student possesses an equal opportunity to choose either of the sections available. This is especially important to consider when the student has limited motor and/or sensory abilities.

Given the concept of informed choice, various implications for instruction are evident, and include consideration of the placement of materials, the communicative means utilized by students to make choices, and steps taken to familiarize students with materials/activities/ environments available as choices.

Instructional efforts to increase a student’s opportunities to make informed choices will increase the probability of a student’s demonstration of general self-regulatory behavior, decision-making and awareness of the consequences of one’s decisions. Therefore, instructional provision for facilitating informed choice-making should be ongoing throughout a students’ day.

**It is recognized that repeatedly presenting choices in a different order/position may result in frustration on the part of students. Therefore, this type of procedure for insuring informed choice is designed primarily for the purpose of occasional assessment rather than for the purpose of ongoing instruction.


Social Interaction

Social Interaction is reciprocal in nature and involves the use of communication for a variety of purposes. These may include having one’s desires or needs realized, or becoming involved in personal relationships. Such relationships may vary and may include being a one-time partner on a project, a member of a frequently meeting group, a helper, or a friend. Social interaction presupposes self-recognition, that is, the perception of self as a separate being, distinct form people/objects in the surrounding world.

Explanatory Notes:

In general, communication refers to a process through which individuals receive from, transmit to, or exchange with others information, feelings or thoughts.

In order to help a student to learn how to socially interact, it is imperative that a student be assessed in a comprehensive and ongoing manner to determine which modes of communication are most appropriate for that student. Individual communication modes may vary and need to be identified, taught, refined, and /or expanded upon. Some students may even need to have meaning assigned to some of their naturally occurring behaviors (e.g. movements; facial expressions; vocalizations) so that they might begin intentionally to use these behaviors to communicate. Such a process should result in a student having ongoing access to and use of an effective system of communication.

In interactions with a student, it is critical to be aware of and respond immediately and consistently to any form of communication exhibited by the student, especially one of a subtle nature. In so doing, one is helping the student understand and come to expect that a communication causes others to act or respond. If such student communications are not attended to, the student most likely will discontinue communication since his/her communicative intent is not being realized.

It is beneficial to use a variety of communicative means (e.g. pictures, speech, gestures) when the student is engaged in receptive communication, even if some of these means appear to be of a nature that is beyond a student’s present cognitive level. However, a student should be taught and then have access to a means of communicating expressively that is consistent with that student’s present cognitive level.

It is critical that a student’s requests/directives and rejections/protests be addressed. Even if it is determined that the student’s attempt to control the environment cannot be accommodated, the attempt should at least be acknowledged.


To maximize a student’s social interactions, emphasis needs to be placed on providing a student with an opportunity to communicate in the context of authentic situations and environments.

A student’s alternative/augmentative communication system (e.g. a device, board, and/or set of tangible symbols) needs to be accessible to the student throughout the day - at home, at school, and in community settings.

Significant emphasis should be placed on encouraging a student’s communication partners to accept and respond to alternate/augmentative forms of communication.

In order to interpret a student’s utterance or other communication as a request, it is subsequently necessary for the student to accept/interact with the referred to object/action/person. Otherwise, it may be that the student is merely recognizing the existence of an object/action/person.

To the greatest extent possible, and certainly to the degree mandated by a student’s IEP and by applicable educational regulations, a student should be learning to socially interact with students receiving general education services.

Certainly there is value in social interactions that occur between students and adults. Adults are able to provide appropriate models of communication and to respond readily to student initiations of communications. However, a significant emphasis also needs to be placed on providing opportunities for students to interact with peers (those receiving general and special education services).

When teaching a student to use a communication system expressively, it is critical that an instructor consistently model the use of the system in communications with the student.

The District 75 Office of Technology Solutions provides resources to students, staff, administrators, and parents in the areas of instructional, informational, and assistive technologies.


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