Philosophy)for)Learning)Language)Disabili4es · Philosophy)for)Learning)Language)Disabili4es ......

Philosophy)for)Learning)Language)Disabili4es The goal of the special education program of the Florham Park Public Schools is that each student has the opportunity to develop to his or her fullest potential as a productive citizen. In order to ensure this objective, the curriculum will reflect through socialization and communication skills as a means to this objective. The learning and/or language disabilities classes are self-contained, small group classes for students with mild to moderate, and severe disabilities. The New Jersey Core Curriculum is presented to all students through individual and specialized instructional strategies with an emphasis on language- based instruction. Students requiring this degree of support benefit from individualized and small-group instruction, and specialized instructional materials, which are selected to correlate with the New Jersey Core Curriculum Content Standards and the Common Core Standards for math and language arts. They are aligned with the academic performance level of the individual students as written in each Individualized Education Plan.

Descrip4on)of)Language)Learning)Disabili4esDescrip4on)of)Language)Learning)Disabili4esDescrip4on)of)Language)Learning)Disabili4es Language based learning disabilities are difficulties with age-appropriate reading, spelling, and/or writing. Students classified with a language based learning disability may have trouble in the following areas:

• Expressing ideas clearly as if the words needed are on the tip of the tongue but won't come out. What the child says can be vague and difficult to understand (e.g., using unspecific vocabulary, such as "thing" or "stuff" to replace words that cannot be remembered). Filler words like "um" may be used to take up time while the child tries to remember a word.

• Learning new vocabulary that the child hears (e.g., taught in lectures/lessons) and/or sees (e.g., in books)

• Understanding questions and following directions that are heard and/or read• Recalling numbers in sequence (e.g., telephone numbers and addresses)• Understanding and retaining the details of a story's plot or a classroom lecture• Reading and comprehending material• Learning words to songs and rhymes• Telling left from right, making it hard to read and write since both skills require this

directionality• Letters and numbers• Learning the alphabet• Identifying the sounds that correspond to letters, making learning to read difficult• Mixing up the order of letters in words while writing• Mixing up the order of numbers that are a part of math calculations• Spelling• Memorizing• Telling time• Socialization and communication skills needed for functioning in everyday life

Language based learning disabilities are difficulties with age-appropriate reading, spelling, and/or writing. Students classified with a language based learning disability may have trouble in the following areas:





Language based learning disabilities are difficulties with age-appropriate reading, spelling, and/or writing. Students classified with a language based learning disability may have trouble in the following areas:





Available)Curricula)For)Students)In)LLD):Available)Curricula)For)Students)In)LLD):Available)Curricula)For)Students)In)LLD):

Project)ReadProject)ReadProject)Read

Project Read is program for students and teachers who are involved with remediation of reading. It has been developed with a multi-sensory approach. It contains three important foundations; Direct Concept Teaching, Logic Link Sequence, and Visual, Auditory, Kinesthetic and Tactile body language. It represents the order in which phonemes (sounds) and graphemes (symbols) are organized. The sequence of these skills are arranged according to three principles:

1. Progression from simple to complex- the skills range from the simplest unit of sound, or single phoneme, to the more complex or complex phonemes and morphemes.

2. Frequency of use- the grapheme taught first is dependent upon frequency of use. The phoneme/f/ would be taught first because of its frequency of use.

3. Skills dependent on prior concepts- some skills must be delayed even though they are frequently used because their true understanding or function is dependent upon the development of certain concepts. For example: /y/ as a consonant is less frequently used than /y/ as a vowel.









CPI # Cumulative Progress Indicator (CPI) Cumulative Progress Indicator (CPI)RF.K.1 Demonstrate understanding of the organization and basic features of printDemonstrate understanding of the organization and basic features of printRF.K.1a Follow words from left to right, top to bottom, and page by pageFollow words from left to right, top to bottom, and page by pageRF.K.1b Recognize that spoken words are represented in written language by specific

sequences of lettersRecognize that spoken words are represented in written language by specific sequences of letters

RF.K.1c Understand that words are separated by spaces in printUnderstand that words are separated by spaces in printRF.K. 1d Recognize and name all upper and lowercase letters of the alphabetRecognize and name all upper and lowercase letters of the alphabetRF.K.2 Demonstrate understanding of spoken words, syllables, and soundsDemonstrate understanding of spoken words, syllables, and soundsRF.K.2b Count, pronounce, blend and segment syllables in spoken wordsCount, pronounce, blend and segment syllables in spoken wordsRF.K.2d Isolate and pronounce the initial, medial vowel and final sounds in three phoneme

CVC words. Isolate and pronounce the initial, medial vowel and final sounds in three phoneme CVC words.

RF.K.2e Add or substitute individual sounds in simple words to make new wordsAdd or substitute individual sounds in simple words to make new wordsRF.K.3 Know and apply grade- level phonics and word analysis skills in decoding wordsKnow and apply grade- level phonics and word analysis skills in decoding words

Unit Essential Questions• What are the basic features of print?• How is text organized?• How do you decode/encode CVC words?• What is the difference between decodable

and sight words?

Unit Essential Questions• What are the basic features of print?• How is text organized?• How do you decode/encode CVC words?• What is the difference between decodable

and sight words?

Unit Enduring Understandings• The basic features of print include: the

cover page, title page, author and illustrator • Text is organized from left to front and front

to back• Words can be encoded/decoded by

segmenting sounds or blending sounds• The difference between decodable words

and sight words is that decodable words can be decoded or encoded and sight words do not follow the rules of the English language

Unit Learning TargetsStudents will ...• Demonstrate an understanding for the organization and basic features of print.• Demonstrate understanding of spoken words, syllables and sounds• Know and apply grade- level phonics and word analysis skills in decoding words.• Read emergent-reader texts with purpose and understanding



Evidence)of)LearningEvidence)of)LearningEvidence)of)LearningSummative Assessment (X days)Teacher will assess students on an individual basis as the program will be used based on students IEP and individual needs.

Summative Assessment (X days)Teacher will assess students on an individual basis as the program will be used based on students IEP and individual needs.

Summative Assessment (X days)Teacher will assess students on an individual basis as the program will be used based on students IEP and individual needs.

Equipment needed: Project read manuals, red word cards, puppets, sound cards, treasure chest sentences, Bonnie Klein storiesEquipment needed: Project read manuals, red word cards, puppets, sound cards, treasure chest sentences, Bonnie Klein storiesEquipment needed: Project read manuals, red word cards, puppets, sound cards, treasure chest sentences, Bonnie Klein stories

Teacher Resources: Project Read Teacher’s manuals, Project Read DVD’s Teacher Resources: Project Read Teacher’s manuals, Project Read DVD’s Teacher Resources: Project Read Teacher’s manuals, Project Read DVD’s Reading)ABZReading)ABZReading)ABZ

Reading A-Z is a leveled reading program that uses developmentally appropriate books called leveled books. This approach recognizes that a wide range of reading ability exists within any grade level or age group, and that reading at the appropriate levels ensures success. Each session, 15 to 25 minutes, begins with introducing a book, eliciting prior knowledge, and building background. A child is placed in a small group with other children of similar ability and given a developmentally appropriate book to read. The teacher monitors and guides the reading of each child as needed. Discussion of the book follows, and the child keeps the book to read repeatedly. Subsequent lessons at the lower levels usually use an entirely new book.Leveled books are the key component in a leveled reading program. Reading A-Z leveled books are not selected from a collection of books and then leveled. Rather, Reading A-Z leveled books have been carefully written in accordance with standardized criteria for each level, then quality checked with custom software. Reading A-Z has specific leveling criteria for each of 27 reading levels. The books are graduated, meaning they get increasingly difficult with each succeeding level.Multilevel Books make differentiating instruction easier by providing three reading levels of the same book title. Group students according to skill level, but introduce comprehension skills and reading strategies to the whole class. Support each group with the right amount of instruction during reading, and bring everyone back together as a class after reading to discuss what they’ve learned. Leveled reading lesson plans, worksheets, discussion cards, and comprehension Quick Check quizzes support and guide instruction for each leveled book in the set.Each leveled book is accompanied by a multiple-page lesson plan. The lessons include strategies for introducing the book and building background, strategies to use while students read, strategies and questions for after-reading discussions, and a bank of ideas for teaching a variety of skills, including phonological awareness, phonics, high-frequency words, word structure, grammar, and mechanics. Lessons also include extension activities that link to writing and other curriculum areas, such as math, science, and social studies.Each leveled reading lesson is accompanied by up to four worksheets on comprehension and skills. The comprehension worksheet is often a graphic organizer designed to engage the reader in the reading process. The skills worksheet focuses on one of the skill-building strategies covered in the lesson.Typically, children go through specific stages of development as they progress from nonreaders to fluent readers. In leveled reading, books are written to various levels of difficulty, gradually introducing developing readers to new challenges. The stages of reading development are commonly separated as follows:

Early Emergent Readers (Reading A-Z levels aa-C) Emergent Readers (Reading A-Z levels D-J) Early Fluent Readers (Reading A-Z levels K-P) Fluent Readers (Reading A-Z levels Q-Z)





CPI # Cumulative Progress Indicator (CPI) Cumulative Progress Indicator (CPI)RF.1.1 Demonstrate an understanding of the organization and basic features of printDemonstrate an understanding of the organization and basic features of printRF.1.3 Know and apply grade-level phonics and word analysis skills in decoding wordsKnow and apply grade-level phonics and word analysis skills in decoding wordsRF.1.4 Read with sufficient accuracy and fluency to support comprehensionRead with sufficient accuracy and fluency to support comprehension

RL1.7 Use illustrations and details in a story to describe its characters, setting or eventsUse illustrations and details in a story to describe its characters, setting or eventsUnit Essential Questions• What is the difference between fiction and

non fiction texts?• What are the story elements of a fiction

text?• What is the role of the author and

illustrator?

Unit Essential Questions• What is the difference between fiction and

non fiction texts?• What are the story elements of a fiction

text?• What is the role of the author and

illustrator?

Unit Enduring Understandings• Fictional texts are make believe and non

fiction texts are real• The story elements are character, setting

and plot• The author writes the book and the

illustrator creates the picturesUnit Learning TargetsStudents will ...• Become fluent to support comprehension• Understand the difference between fiction and non fiction• Know the characters, setting and plot of a story

Unit Learning TargetsStudents will ...• Become fluent to support comprehension• Understand the difference between fiction and non fiction• Know the characters, setting and plot of a story

Unit Learning TargetsStudents will ...• Become fluent to support comprehension• Understand the difference between fiction and non fiction• Know the characters, setting and plot of a story

Evidence)of)LearningEvidence)of)LearningEvidence)of)LearningSummative Assessment (X days)Students will be assessed on an ongoing basis and as needed according to their IEP’s Summative Assessment (X days)Students will be assessed on an ongoing basis and as needed according to their IEP’s Summative Assessment (X days)Students will be assessed on an ongoing basis and as needed according to their IEP’s

Equipment needed: Reading A-Z leveled readers, Reading A-Z teacher guide, Reading A-Z worksheetsEquipment needed: Reading A-Z leveled readers, Reading A-Z teacher guide, Reading A-Z worksheetsEquipment needed: Reading A-Z leveled readers, Reading A-Z teacher guide, Reading A-Z worksheetsTeacher Resources: www.readinga-z.comTeacher Resources: www.readinga-z.comTeacher Resources: www.readinga-z.com

Touch)MathTouch)MathTouch)MathTouch)MathTouch)MathTouch)MathTouch)MathTouch)MathTouch)MathTouch)Math Touch math is a multi-sensory program that uses touch points to engage students of all abilities and learning styles. The step by step approach covers counting, addition, subtraction, place value, multiplication, division, time, money, fractions, story problems, shapes, sizes, and pre-algebra. The content in the skills is task-analyzed and broken down into small size chunks. The approach incorporates kinesthetic, visual and abstract techniques. Students will build number sense and apply counting and cardinality through out the program.

Touch math is a multi-sensory program that uses touch points to engage students of all abilities and learning styles. The step by step approach covers counting, addition, subtraction, place value, multiplication, division, time, money, fractions, story problems, shapes, sizes, and pre-algebra. The content in the skills is task-analyzed and broken down into small size chunks. The approach incorporates kinesthetic, visual and abstract techniques. Students will build number sense and apply counting and cardinality through out the program.









Learning)TargetsLearning)TargetsLearning)TargetsLearning)TargetsLearning)TargetsLearning)TargetsLearning)TargetsLearning)TargetsLearning)TargetsLearning)TargetsStandardsCounting and cardinalityOperations and algebraic thinkingNumber operations in base tenMeasurement and DataGeometry

StandardsCounting and cardinalityOperations and algebraic thinkingNumber operations in base tenMeasurement and DataGeometry









http://www.readinga-z.com

http://www.readinga-z.com

Content StatementsStudents will make sense of problems and persevere in solving themStudents will reason abstractly and quantitativelyStudents will construct viable arguments and critique the reasoning of othersStudents will model with mathematicsStudents will use appropriate tools strategicallyStudents will attend to precisionStudents will look for and make use of structureStudents will look for and express regularity in repeated reasoning










CPI #CPI # Cumulative Progress Indicator (CPI) Cumulative Progress Indicator (CPI) Cumulative Progress Indicator (CPI) Cumulative Progress Indicator (CPI) Cumulative Progress Indicator (CPI) Cumulative Progress Indicator (CPI) Cumulative Progress Indicator (CPI) Cumulative Progress Indicator (CPI)K.CCK.CC Know number names and count sequence

Count to tell numbers of objectsCompare numbers

Know number names and count sequenceCount to tell numbers of objectsCompare numbers







K.OAK.OA Understand addition as putting together and adding to, and understand subtraction as taking apart and taking fromUnderstand addition as putting together and adding to, and understand subtraction as taking apart and taking fromUnderstand addition as putting together and adding to, and understand subtraction as taking apart and taking fromUnderstand addition as putting together and adding to, and understand subtraction as taking apart and taking fromUnderstand addition as putting together and adding to, and understand subtraction as taking apart and taking fromUnderstand addition as putting together and adding to, and understand subtraction as taking apart and taking fromUnderstand addition as putting together and adding to, and understand subtraction as taking apart and taking fromUnderstand addition as putting together and adding to, and understand subtraction as taking apart and taking from

K.NBTK.NBT Work with numbers to gain foundations for place valueWork with numbers to gain foundations for place valueWork with numbers to gain foundations for place valueWork with numbers to gain foundations for place valueWork with numbers to gain foundations for place valueWork with numbers to gain foundations for place valueWork with numbers to gain foundations for place valueWork with numbers to gain foundations for place valueK.MDK.MD Describe and compare measurable attributes

Classify and count number of objects in each categoryDescribe and compare measurable attributesClassify and count number of objects in each categoryDescribe and compare measurable attributesClassify and count number of objects in each categoryDescribe and compare measurable attributesClassify and count number of objects in each categoryDescribe and compare measurable attributesClassify and count number of objects in each categoryDescribe and compare measurable attributesClassify and count number of objects in each categoryDescribe and compare measurable attributesClassify and count number of objects in each categoryDescribe and compare measurable attributesClassify and count number of objects in each category

K.GK.G Identify and describe shapesAnalyze create and compose shapesIdentify and describe shapesAnalyze create and compose shapesIdentify and describe shapesAnalyze create and compose shapesIdentify and describe shapesAnalyze create and compose shapesIdentify and describe shapesAnalyze create and compose shapesIdentify and describe shapesAnalyze create and compose shapesIdentify and describe shapesAnalyze create and compose shapesIdentify and describe shapesAnalyze create and compose shapes

1.OA1.OA Represent and solve problems involving addition and subtractionUnderstand and apply properties of operations and the relationship between addition and subtraction.Add and subtract within 20Work with addition and subtraction equations

Represent and solve problems involving addition and subtractionUnderstand and apply properties of operations and the relationship between addition and subtraction.Add and subtract within 20Work with addition and subtraction equations







1.NBT1.NBT Extend the counting sequenceUnderstand place valueUse place value understanding and properties of operations to add and subtract

Extend the counting sequenceUnderstand place valueUse place value understanding and properties of operations to add and subtract







1.MD1.MD Measure lengths indirectly and by iterating length unitsTell and write timeRepresent and interpret data

Measure lengths indirectly and by iterating length unitsTell and write timeRepresent and interpret data







1.G1.G Reason with shapes and their attributesReason with shapes and their attributesReason with shapes and their attributesReason with shapes and their attributesReason with shapes and their attributesReason with shapes and their attributesReason with shapes and their attributesReason with shapes and their attributes

2.OA2.OA Work with equal groups to gain foundations for multiplicationWork with equal groups to gain foundations for multiplicationWork with equal groups to gain foundations for multiplicationWork with equal groups to gain foundations for multiplicationWork with equal groups to gain foundations for multiplicationWork with equal groups to gain foundations for multiplicationWork with equal groups to gain foundations for multiplicationWork with equal groups to gain foundations for multiplication

2.MD2.MD Measure and estimate lengths in standard unitsRelate addition and subtraction to lengthWork with time and moneyRepresent and interpret data

Measure and estimate lengths in standard unitsRelate addition and subtraction to lengthWork with time and moneyRepresent and interpret data







2.G2.G Reason with shapes and their attributesReason with shapes and their attributesReason with shapes and their attributesReason with shapes and their attributesReason with shapes and their attributesReason with shapes and their attributesReason with shapes and their attributesReason with shapes and their attributes

3.OA3.OA Represent and solve problems involving multiplication and divisionUnderstand properties of multiplication and the relationship between multiplication and divisionMultiply and divide within 100Solve problems involving four operations and identify and explain patterns of arithmetic

Represent and solve problems involving multiplication and divisionUnderstand properties of multiplication and the relationship between multiplication and divisionMultiply and divide within 100Solve problems involving four operations and identify and explain patterns of arithmetic







3.NF3.NF Develop understanding of fractions as numbersDevelop understanding of fractions as numbersDevelop understanding of fractions as numbersDevelop understanding of fractions as numbersDevelop understanding of fractions as numbersDevelop understanding of fractions as numbersDevelop understanding of fractions as numbersDevelop understanding of fractions as numbers

Unit Essential Questions• How do you use touch points to count to

1000?• What is skip counting?• How do you read and write numbers?• How can you represent numbers with

manipulatives, pictures, and place value• How do you compare numbers?• What is addition and subtraction?• What is multiplication and division?• What are some strategies to solve word

problems?• What is multiplication?• What is division?

















Unit Enduring Understandings• Touch points are points on numbers that the

students use as counters• Skip counting means to count by skipping

numbers, not ordinal• You can read and write numbers through

using templates to trace, and recognizing them through using pictures of the number

• Manipulatives can be counters, pictures can be drawn, and a place value chart can be used

• Comparing numbers means telling which number is larger or smaller

• Addition is putting numbers together and subtraction is taking away numbers

• Multiplication is repeated addition, and division is separating numbers into parts

• There are different strategies to solve word problems such as guess and check,





































Unit Learning TargetsStudents will ...• Use auditory, visual. kinesthetic, and tactile methods to understand math• Understand relationships between numbers










Evidence)of)LearningEvidence)of)LearningEvidence)of)LearningEvidence)of)LearningEvidence)of)LearningEvidence)of)LearningEvidence)of)LearningEvidence)of)LearningEvidence)of)LearningEvidence)of)LearningSummative Assessment (X days)Students will be assessed based on their individual needs and IEP’sSummative Assessment (X days)Students will be assessed based on their individual needs and IEP’sSummative Assessment (X days)Students will be assessed based on their individual needs and IEP’sSummative Assessment (X days)Students will be assessed based on their individual needs and IEP’sSummative Assessment (X days)Students will be assessed based on their individual needs and IEP’sSummative Assessment (X days)Students will be assessed based on their individual needs and IEP’sSummative Assessment (X days)Students will be assessed based on their individual needs and IEP’sSummative Assessment (X days)Students will be assessed based on their individual needs and IEP’sSummative Assessment (X days)Students will be assessed based on their individual needs and IEP’sSummative Assessment (X days)Students will be assessed based on their individual needs and IEP’s

Equipment needed: Touch math worksheets and manipulativesEquipment needed: Touch math worksheets and manipulativesEquipment needed: Touch math worksheets and manipulativesEquipment needed: Touch math worksheets and manipulativesEquipment needed: Touch math worksheets and manipulativesEquipment needed: Touch math worksheets and manipulativesEquipment needed: Touch math worksheets and manipulativesEquipment needed: Touch math worksheets and manipulativesEquipment needed: Touch math worksheets and manipulativesEquipment needed: Touch math worksheets and manipulatives

Teacher Resources: Touch Math teachers’ guidesTeacher Resources: Touch Math teachers’ guidesTeacher Resources: Touch Math teachers’ guidesTeacher Resources: Touch Math teachers’ guidesTeacher Resources: Touch Math teachers’ guidesTeacher Resources: Touch Math teachers’ guidesTeacher Resources: Touch Math teachers’ guidesTeacher Resources: Touch Math teachers’ guidesTeacher Resources: Touch Math teachers’ guidesTeacher Resources: Touch Math teachers’ guidesRethink)Au4smRethink)Au4smRethink)Au4smRethink)Au4smRethink)Au4smRethink)Au4smRethink)Au4smRethink)Au4smRethink)Au4smRethink)Au4sm

Rethink Autism is a curriculum based on the research that has proven most effective in the treatment of Autism. It has applied behavior analysis interventions that are effective and available to everyone. Step-by-step lessons break down complex skills into short, easy to understand steps that you can implement immediately. Lessons might include things like:-imitating a peer-keeping hands appropriate while seated-solving single digit addition problems-playing a game-labeling prepositions/labeling objects-helping others-completing a work chore listThe curriculum supports both educational and behavioral needs of students that have been diagnosed with autism.










Standards:Based on the student’s individual needs, the teachers or professionals using the progra can search for curriculum content by grade level, or ability level and see how each video/lesson works toward the standards.










Unit Learning TargetsStudents will ...• Use Rethink Autism program to learn social, educational and behavioral skills










Evidence)of)LearningEvidence)of)LearningEvidence)of)LearningEvidence)of)LearningEvidence)of)LearningEvidence)of)LearningEvidence)of)LearningEvidence)of)LearningEvidence)of)LearningEvidence)of)LearningSummative Assessment (X days)Students are assessed ongoing through out this programSummative Assessment (X days)Students are assessed ongoing through out this programSummative Assessment (X days)Students are assessed ongoing through out this programSummative Assessment (X days)Students are assessed ongoing through out this programSummative Assessment (X days)Students are assessed ongoing through out this programSummative Assessment (X days)Students are assessed ongoing through out this programSummative Assessment (X days)Students are assessed ongoing through out this programSummative Assessment (X days)Students are assessed ongoing through out this programSummative Assessment (X days)Students are assessed ongoing through out this programSummative Assessment (X days)Students are assessed ongoing through out this program

Equipment needed: Training in Rethink Autism program, access to online videos, access to behavioristEquipment needed: Training in Rethink Autism program, access to online videos, access to behavioristEquipment needed: Training in Rethink Autism program, access to online videos, access to behavioristEquipment needed: Training in Rethink Autism program, access to online videos, access to behavioristEquipment needed: Training in Rethink Autism program, access to online videos, access to behavioristEquipment needed: Training in Rethink Autism program, access to online videos, access to behavioristEquipment needed: Training in Rethink Autism program, access to online videos, access to behavioristEquipment needed: Training in Rethink Autism program, access to online videos, access to behavioristEquipment needed: Training in Rethink Autism program, access to online videos, access to behavioristEquipment needed: Training in Rethink Autism program, access to online videos, access to behavioristTeacher Resources: online videos, behaviorist, teacher’s guideTeacher Resources: online videos, behaviorist, teacher’s guideTeacher Resources: online videos, behaviorist, teacher’s guideTeacher Resources: online videos, behaviorist, teacher’s guideTeacher Resources: online videos, behaviorist, teacher’s guideTeacher Resources: online videos, behaviorist, teacher’s guideTeacher Resources: online videos, behaviorist, teacher’s guideTeacher Resources: online videos, behaviorist, teacher’s guideTeacher Resources: online videos, behaviorist, teacher’s guideTeacher Resources: online videos, behaviorist, teacher’s guide

Life)Skills)Life)Skills)Life)Skills)Life)Skills)Life)Skills)Life)Skills)Life)Skills)Life)Skills)Life)Skills)Life)Skills)Content Area: Programs for students with disabilities: General curriculum flowContent Area: Programs for students with disabilities: General curriculum flowContent Area: Programs for students with disabilities: General curriculum flowContent Area: Programs for students with disabilities: General curriculum flowContent Area: Programs for students with disabilities: General curriculum flowContent Area: Programs for students with disabilities: General curriculum flowContent Area: Programs for students with disabilities: General curriculum flowContent Area: Programs for students with disabilities: General curriculum flowContent Area: Programs for students with disabilities: General curriculum flowContent Area: Programs for students with disabilities: General curriculum flow

Learning)TargetsLearning)TargetsLearning)TargetsLearning)TargetsLearning)TargetsLearning)TargetsLearning)TargetsLearning)TargetsLearning)TargetsLearning)TargetsStandardsStandardsStandardsStandardsStandardsStandardsStandardsStandardsStandardsStandards

Content StatementsContent StatementsContent StatementsContent StatementsContent StatementsContent StatementsContent StatementsContent StatementsContent StatementsContent Statements

CPI #CPI # Cumulative Progress Indicator (CPI) Cumulative Progress Indicator (CPI) Cumulative Progress Indicator (CPI) Cumulative Progress Indicator (CPI) Cumulative Progress Indicator (CPI) Cumulative Progress Indicator (CPI) Cumulative Progress Indicator (CPI) Cumulative Progress Indicator (CPI)9.2.4 C9.2.4 C Communication SkillsCommunication SkillsCommunication SkillsCommunication SkillsCommunication SkillsCommunication SkillsCommunication SkillsCommunication Skills9.2.4 D9.2.4 D Social SkillsSocial SkillsSocial SkillsSocial SkillsSocial SkillsSocial SkillsSocial SkillsSocial Skills

Functional AcademicsFunctional AcademicsFunctional AcademicsFunctional AcademicsFunctional AcademicsFunctional AcademicsFunctional AcademicsFunctional Academics9.2. 4 B9.2. 4 B Self-Management Self-Management Self-Management Self-Management Self-Management Self-Management Self-Management Self-Management

Home Living SkillsHome Living SkillsHome Living SkillsHome Living SkillsHome Living SkillsHome Living SkillsHome Living SkillsHome Living Skills9.1.4 A9.1.4 A Community Access SkillsCommunity Access SkillsCommunity Access SkillsCommunity Access SkillsCommunity Access SkillsCommunity Access SkillsCommunity Access SkillsCommunity Access Skills9.1.4 A9.1.4 A Vocational Skills Vocational Skills Vocational Skills Vocational Skills Vocational Skills Vocational Skills Vocational Skills Vocational Skills Unit Essential Questions••

Unit Essential Questions••




Unit Enduring Understandings••





Unit Learning TargetsStudents will ...• Demonstrate an understanding of the relationship between personal behavior and self image• Recognize and build upon personal strengths • Accept criticism and respond constructively• Recognize personal likes and dislikes• Demonstrate steps to deal with stress and conflict• Develop positive social skills to interact with others• Demonstrate appropriate social skills within group activities• Select and use language appropriate to the situation• Develop skills for accepting self and others through awareness of different cultures, lifestyles

and attitudes• Practice steps for effective conflict resolution• Work cooperatively with others to accomplish a task• Demonstrate a basic understanding of the value of money• Identify various sources of money for the purpose of spending• Describe how to earn and save money• Compare prices of goods to make purchases• Identify common hazards associated with home, school and community• Describe and demonstrate the safe use of tools and equipment used at home and at school



















PREBK)LIFE)SKILLSPREBK)LIFE)SKILLSPREBK)LIFE)SKILLSPREBK)LIFE)SKILLSPREBK)LIFE)SKILLSPREBK)LIFE)SKILLSPREBK)LIFE)SKILLSPREBK)LIFE)SKILLSPREBK)LIFE)SKILLSPREBK)LIFE)SKILLSContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication Skills

Lesson)ComponentsLesson)ComponentsLesson)ComponentsLesson)ComponentsLesson)ComponentsLesson)ComponentsLesson)ComponentsLesson)ComponentsLesson)ComponentsLesson)Components21st Century Themes21st Century Themes21st Century Themes21st Century Themes21st Century Themes21st Century Themes21st Century Themes21st Century Themes21st Century Themes21st Century Themes

Global AwarenessGlobal Awareness Financial, Economic, Business, and Entrepreneurial Literacy

Financial, Economic, Business, and Entrepreneurial Literacy

Civic Literacy Health Literacy

21st Century Skills21st Century Skills21st Century Skills21st Century Skills21st Century Skills21st Century Skills21st Century Skills21st Century Skills21st Century Skills21st Century SkillsCreativity and InnovationCreativity and Innovation

Critical Thinking and Problem SolvingCritical Thinking and Problem Solving

Communication and Collaboration

Information Literacy

Media LiteracyMedia Literacy ICT LiteracyICT Literacy Life and Career SkillsLife and Career SkillsLife and Career Skills

http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=57&Itemid=120




Interdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allIntegration of Technology: use of I pads. Computers, communication devicesIntegration of Technology: use of I pads. Computers, communication devicesIntegration of Technology: use of I pads. Computers, communication devicesIntegration of Technology: use of I pads. Computers, communication devicesIntegration of Technology: use of I pads. Computers, communication devicesIntegration of Technology: use of I pads. Computers, communication devicesIntegration of Technology: use of I pads. Computers, communication devicesIntegration of Technology: use of I pads. Computers, communication devicesIntegration of Technology: use of I pads. Computers, communication devicesIntegration of Technology: use of I pads. Computers, communication devicesEquipment needed: consult with OT, PT, Speech therapistEquipment needed: consult with OT, PT, Speech therapistEquipment needed: consult with OT, PT, Speech therapistEquipment needed: consult with OT, PT, Speech therapistEquipment needed: consult with OT, PT, Speech therapistEquipment needed: consult with OT, PT, Speech therapistEquipment needed: consult with OT, PT, Speech therapistEquipment needed: consult with OT, PT, Speech therapistEquipment needed: consult with OT, PT, Speech therapistEquipment needed: consult with OT, PT, Speech therapist

Goals/Objec4ves Learning)Ac4vi4es/Instruc4onal)Strategies Forma4ve)Assessment)Tasks

Students:• Access sensory tools and

toys auditory, visual, tactile, proprioceptive,vestibular, olfactory, turns toward, and interacts with source

• Turns toward source of voice, use of familiar and unfamiliar voices, quiet and noisy environments

• Pre-imitation skills.teacher adult copies movements of child, activities, and copied actions are child directed

• Child plays next to adult, child plays safely within proximity of a peer, moving towards larger groups

• Demonstrates imitation skills, learns my turn, your turn

Lesson Sequence• Responds to sensory stimulation• Localizes voices• Displays co-active movement• Displays/tolerates parallel play• Participates in reciprocal activities

• Assessment based on individual needs

• Students assessed daily

)PreBK)Social))Skills)PreBK)Social))Skills)PreBK)Social))Skills)PreBK)Social))Skills)PreBK)Social))Skills)PreBK)Social))Skills)PreBK)Social))Skills)PreBK)Social))Skills)PreBK)Social))SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsLesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Timeframe: Timeframe: Timeframe:

Lesson)ComponentsLesson)ComponentsLesson)ComponentsLesson)ComponentsLesson)ComponentsLesson)ComponentsLesson)ComponentsLesson)ComponentsLesson)Components21st Century Themes21st Century Themes21st Century Themes21st Century Themes21st Century Themes21st Century Themes21st Century Themes21st Century Themes21st Century Themes

Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy

Civic LiteracyCivic Literacy Health Literacy

21st Century Skills21st Century Skills21st Century Skills21st Century Skills21st Century Skills21st Century Skills21st Century Skills21st Century Skills21st Century SkillsCreativity and Innovation

Critical Thinking and Problem Solving

Communication and CollaborationCommunication and Collaboration


Media Literacy ICT Literacy Life and Career SkillsLife and Career SkillsLife and Career SkillsLife and Career Skills

Interdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allIntegration of Technology: computers, I pads, assitive technology devicesIntegration of Technology: computers, I pads, assitive technology devicesIntegration of Technology: computers, I pads, assitive technology devicesIntegration of Technology: computers, I pads, assitive technology devicesIntegration of Technology: computers, I pads, assitive technology devicesIntegration of Technology: computers, I pads, assitive technology devicesIntegration of Technology: computers, I pads, assitive technology devicesIntegration of Technology: computers, I pads, assitive technology devicesIntegration of Technology: computers, I pads, assitive technology devicesEquipment needed: consult with CST, speech therapist, OT, PTEquipment needed: consult with CST, speech therapist, OT, PTEquipment needed: consult with CST, speech therapist, OT, PTEquipment needed: consult with CST, speech therapist, OT, PTEquipment needed: consult with CST, speech therapist, OT, PTEquipment needed: consult with CST, speech therapist, OT, PTEquipment needed: consult with CST, speech therapist, OT, PTEquipment needed: consult with CST, speech therapist, OT, PTEquipment needed: consult with CST, speech therapist, OT, PT


Students:• React appropriately to

environmental stimulation

• Demonstrate appropriate responses to emotions

• Adapts to changes in routine/environment

• Demonstrates ability to deal with stress

Lesson Sequence• Socail stories• Personal schedule• Role plays• Teaching calming techniques• Community exploration

••••

DifferentiationDifferentiationDifferentiation

Resources Provided••







)PreBK)Func4onal)Academics)PreBK)Func4onal)Academics)PreBK)Func4onal)Academics)PreBK)Func4onal)Academics)PreBK)Func4onal)Academics)PreBK)Func4onal)Academics)PreBK)Func4onal)Academics)PreBK)Func4onal)Academics)PreBK)Func4onal)AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsLesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Timeframe: Timeframe: Timeframe:









Interdisciplinary Connections: Interdisciplinary Connections: Interdisciplinary Connections: Interdisciplinary Connections: Interdisciplinary Connections: Interdisciplinary Connections: Interdisciplinary Connections: Interdisciplinary Connections: Interdisciplinary Connections: Integration of Technology: Integration of Technology: Integration of Technology: Integration of Technology: Integration of Technology: Integration of Technology: Integration of Technology: Integration of Technology: Integration of Technology: Equipment needed: Equipment needed: Equipment needed: Equipment needed: Equipment needed: Equipment needed: Equipment needed: Equipment needed: Equipment needed:


Students:• respond to environmental

stimuli• demonstrates grasp and

release of objects• uses both hands

bilaterlally• imitates vocal motor• demonstrates postural

security or maintenance of own posture

• demonstrates name recognition when spoken

• demonstrates an understanding of object permanence

Lesson Sequence• use videos• voice• alarms• mobiles• switch toys• cause and effect toys• spoons• pointers • joysticks• name stamps• rubber stamps• bingo ink stamps• singing music tapes• therapy balls• simon says• peek a boo• hide and seek• cookie jar song

••••









)PREBK)Self)Management)PREBK)Self)Management)PREBK)Self)Management)PREBK)Self)Management)PREBK)Self)Management)PREBK)Self)Management)PREBK)Self)Management)PREBK)Self)Management)PREBK)Self)ManagementContent Area: Self managementContent Area: Self managementContent Area: Self managementContent Area: Self managementContent Area: Self managementContent Area: Self managementContent Area: Self managementContent Area: Self managementContent Area: Self managementLesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Timeframe: Timeframe: Timeframe:









Interdisciplinary Connections:Interdisciplinary Connections:Interdisciplinary Connections:Interdisciplinary Connections:Interdisciplinary Connections:Interdisciplinary Connections:Interdisciplinary Connections:Interdisciplinary Connections:Interdisciplinary Connections:Integration of Technology: Integration of Technology: Integration of Technology: Integration of Technology: Integration of Technology: Integration of Technology: Integration of Technology: Integration of Technology: Integration of Technology: Equipment needed: Equipment needed: Equipment needed: Equipment needed: Equipment needed: Equipment needed: Equipment needed: Equipment needed: Equipment needed:


Students:• manintain proper eating

skills• identifies proper

dressing skills• demonstrates proper

toileting skills• demonstrates proper

personal hygiene• demonstrates proper

grooming

Lesson Sequence1. drinking, chewing swallowing. Eating

finger foods, using table utensils2. identifies clean and soiled clothing,

selects appropriate clothing, puts on and takes off clothing

3. indicates need for toileting when soiled/wet, follows toileting schedule

4. controls drooling, cares for oral hygeine, blows nose

5. washes face and hands

••••






Jim.Stiles




)Kindergarten)Communica4on)Skills)Kindergarten)Communica4on)Skills)Kindergarten)Communica4on)Skills)Kindergarten)Communica4on)Skills)Kindergarten)Communica4on)Skills)Kindergarten)Communica4on)Skills)Kindergarten)Communica4on)Skills)Kindergarten)Communica4on)Skills)Kindergarten)Communica4on)SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsLesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Timeframe: Timeframe: Timeframe:











Students:• manipulate toys• scan/search immediate

environment• demonstrates awareness

of cause/effect• participates in computer

activities• demonstrates identifiable

communicative intent

Lesson Sequence• clapping games• noise making toys, rattles, spinning

objects• eye gaze activities. Putting objects and

toys out of easy reach, moving favored objects, little rooms, lighting effects, attending to familiar people

• computer programs, voice input output switches, switches attached to appliances, cause and effect toys

• computer software-games, social stories, pre-academic/academic and other leisure programs (music, movement etc.)

• pointing gestures, proximity, intentionality, joint attention

• Check with OT, PT, Speech Therapist, CST

• Students should be assessed daily based on individual needs









)Kindergarten)Social)Skills)Kindergarten)Social)Skills)Kindergarten)Social)Skills)Kindergarten)Social)Skills)Kindergarten)Social)Skills)Kindergarten)Social)Skills)Kindergarten)Social)Skills)Kindergarten)Social)Skills)Kindergarten)Social)SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsLesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Timeframe: Timeframe: Timeframe:











Students:• Demonstrate knowledge

of personal interests and abilities

• Displays appropriate public behavior

• Provides personal information

• Demonstrates self advocacy

• Sets and reaches personal goals

Lesson Sequence• Social stories• Role plays• Structured play groups• Teaching appropriate self calming

techniques• Rote practice• Teacher meetings

• Consult with CST, Speech. OT, PT and IEP goals

• Students should be assessed daily









Kindergarten)Func4onal)AcademicsKindergarten)Func4onal)AcademicsKindergarten)Func4onal)AcademicsKindergarten)Func4onal)AcademicsKindergarten)Func4onal)AcademicsKindergarten)Func4onal)AcademicsKindergarten)Func4onal)AcademicsKindergarten)Func4onal)AcademicsKindergarten)Func4onal)AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsLesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Timeframe: X hours/daysTimeframe: X hours/daysTimeframe: X hours/days











Students:• Demonstrate an

understanding of cause and effect

• Demonstrate listening skills/ auditory discrimination

• Demonstrates directional/positional concept skills

• Visually tracks from left to right and up and down

• Demonstrates visual motor coordination

• Recognizes and locates/names parts of the body

• Names/labels common objects

• Follows simple one step verbal directions

• Demonstrates matching

Lesson Sequence• Switches, musical instruments, noise

makers, marking pens• Circle time• Story time• Phonics• Following directions• Games like Simon Says• Point while reading using left to

right, top to bottom during physical tasks

• Keep eyes on task while writing, coloring, peg boards, puzzles, stacking, key and lock

• Songs, painting, drawing, matching, books, draw the whole body

• Vocabulary cards, photos, labeling environment

• Bingo, dominos, folder games, matching socks, putting silverware away, sorting with a model

• Consult with CST, OT, PT, Speech

• Follow IEP goals• Students assessed daily









)Kindergarten)Self)Management)Kindergarten)Self)Management)Kindergarten)Self)Management)Kindergarten)Self)Management)Kindergarten)Self)Management)Kindergarten)Self)Management)Kindergarten)Self)Management)Kindergarten)Self)Management)Kindergarten)Self)ManagementContent Area: Self ManagementContent Area: Self ManagementContent Area: Self ManagementContent Area: Self ManagementContent Area: Self ManagementContent Area: Self ManagementContent Area: Self ManagementContent Area: Self ManagementContent Area: Self ManagementLesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Timeframe: Timeframe: Timeframe:











Students:• uses toilet in community

and school setting• sneezes/coughs

appropriately• bathes/showers• performs hair care• washes face and hands• eats and drinks

appropriately

Lesson Sequence• social stories• board maker• dramatic play

• task analysis• consult with nurse• programs at home/school









)Grade)1)Communica4on)Skills)Grade)1)Communica4on)Skills)Grade)1)Communica4on)Skills)Grade)1)Communica4on)Skills)Grade)1)Communica4on)Skills)Grade)1)Communica4on)Skills)Grade)1)Communica4on)Skills)Grade)1)Communica4on)Skills)Grade)1)Communica4on)SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsLesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Timeframe: x hoursTimeframe: x hoursTimeframe: x hours











Students:• stops activity in response

to voice/expression• distinguishes meaning

from voice/expression• understands an number

of words/signs/symbols• Follows simple one step/

verbal signed directions• Follows simple unrelated

two step directions• Understands simple what/

where questions

Lesson Sequence• Transitions, behavior training, preferred

activities, pretend play• Tone of voice, intonation, pretend play,

read alouds• Pre academic reading, matching, sorting,

responds to environmental stimuli ( familiar signs)

• Simple commands, simon says, follow the leader games

• First… then directions• Reading comprehension activities,

picture cards

• Consult with CST• Following of IEP goals









)Grade)1)Social)Skills)Grade)1)Social)Skills)Grade)1)Social)Skills)Grade)1)Social)Skills)Grade)1)Social)Skills)Grade)1)Social)Skills)Grade)1)Social)Skills)Grade)1)Social)Skills)Grade)1)Social)SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsLesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Timeframe: X hours/daysTimeframe: X hours/daysTimeframe: X hours/days











Students:• react appropriately to

environmental stimulation

• demonstrate appropriate responses to emotions

• adapt to changes in routine

• demonstrate ability to deal with stress

Lesson Sequence• social stories• role plays• teaching calming techniques• personal schedule• community exploration•

• School functional assessment

• Consult with CST• Follow IEP goals









)Grade)1)Func4onal)Academics)Grade)1)Func4onal)Academics)Grade)1)Func4onal)Academics)Grade)1)Func4onal)Academics)Grade)1)Func4onal)Academics)Grade)1)Func4onal)Academics)Grade)1)Func4onal)Academics)Grade)1)Func4onal)Academics)Grade)1)Func4onal)AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsLesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Timeframe: x hoursTimeframe: x hoursTimeframe: x hours









Interdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allIntegration of Technology: Integration of Technology: Integration of Technology: Integration of Technology: Integration of Technology: Integration of Technology: Integration of Technology: Integration of Technology: Integration of Technology: Equipment needed: Equipment needed: Equipment needed: Equipment needed: Equipment needed: Equipment needed: Equipment needed: Equipment needed: Equipment needed:


Students:• identifies colors/shapes• identifies patterns• demonstrates

classification skills• demonstrates

categorizing skills• demonstrates sequencing

skills• demonstrates basic

problem solving skills• reads first and last name• reads basic sight words• identifies/reads functional

vocabulary words• identifies sound –symbol

relationship• decodes phonetically• reads direction words

Lesson Sequence• use of Touch Math • Use of Project Read program• Role playing• Short stories• Reading A-Z• Charts such as birthday and calendar• Color by number/letter drawings• Building blocks• Sorting activities• Organizing work materials• Use of Journeys reading program• Use of Math Connects program

• Consult with CST• Following IEP goals









)Grade)2)Communica4on)Skills)Grade)2)Communica4on)Skills)Grade)2)Communica4on)Skills)Grade)2)Communica4on)Skills)Grade)2)Communica4on)Skills)Grade)2)Communica4on)Skills)Grade)2)Communica4on)Skills)Grade)2)Communica4on)Skills)Grade)2)Communica4on)SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsLesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Timeframe: x hoursTimeframe: x hoursTimeframe: x hours









Interdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allInterdisciplinary Connections: allIntegration of Technology: Integration of Technology: Integration of Technology: Integration of Technology: Integration of Technology: Integration of Technology: Integration of Technology: Integration of Technology: Integration of Technology: Equipment needed: Equipment needed: Equipment needed: Equipment needed: Equipment needed: Equipment needed: Equipment needed: Equipment needed: Equipment needed:


Students:• Understands questions

requiring knowledge of object function

• Understands descriptive cues

• Understands negotiation• Understands opposites• Understands plurality

Lesson Sequence• Reading comprehension activities,

picture cards “Who is it?” “Where are they?” Daily living discussion

• Picture cards, matching cards with objects or questions “What do you do with a _____? Where do you find a _____?What goes together?

• Categorizing, ex) Find the dog with no spots

• Opposites games and books• Which doesn’t belong games

• Consult with CST• Follow IEP goals• Inclusion in classroom

activities









)Grade)2)Social)Skills)Grade)2)Social)Skills)Grade)2)Social)Skills)Grade)2)Social)Skills)Grade)2)Social)Skills)Grade)2)Social)Skills)Grade)2)Social)Skills)Grade)2)Social)Skills)Grade)2)Social)SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsLesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Timeframe: Timeframe: Timeframe:











Students:• demonstrates knowledge

of personal interests and abilities

• displays appropriate public behavior

• provides personal information

Lesson Sequence• community exploration• leisure groups• social stories• role plays• structured play groups

• Consult with CST• IEP goals• observation• inclusion in classroom

activities









)Grade)2)Func4onal)Academics)Grade)2)Func4onal)Academics)Grade)2)Func4onal)Academics)Grade)2)Func4onal)Academics)Grade)2)Func4onal)Academics)Grade)2)Func4onal)Academics)Grade)2)Func4onal)Academics)Grade)2)Func4onal)Academics)Grade)2)Func4onal)AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsLesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Timeframe: x hoursTimeframe: x hoursTimeframe: x hours











Students:• read abbreviations• read contractions• comprehends written

messages• reads for leisure• copies written

information• writes legibly with

appropriate size, spacing and alignment

• Writes simple sentences• Identifies number

quantities• Demonstrates an

understanding of more/less

• Demonstrates and understanding of patterning/sequencing

Lesson Sequence• Use of Project Read program• Use of Reading A-Z program• Use of Touch Math • Use of manipulatives/counters• Use of paper with raised lines, or

highlighted paper• Appropriate reading materials/ materials

of interest• Follow as much of general ed curriculum

as possible

• Consult with CST• IEP goals• Inclusion in class

activities• Daily observation









)Grade)3)Communica4on)Skills)Grade)3)Communica4on)Skills)Grade)3)Communica4on)Skills)Grade)3)Communica4on)Skills)Grade)3)Communica4on)Skills)Grade)3)Communica4on)Skills)Grade)3)Communica4on)Skills)Grade)3)Communica4on)Skills)Grade)3)Communica4on)SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsLesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Timeframe: Timeframe: Timeframe:











Students:• Requests through

gestures/vocalizations/signs/symbols

• Makes choices through gestures/vocalizations/signs/symbols

• Uses questions• Uses syntax• Uses language to

facilitate problem solving• Uses complete sentences• Retells events/stories in

sequence• Vocalizes with inflections• Uses understandable

speech• Delivers messages• Communicates in

emergency situations

Lesson Sequence• Use of icons, pictures, signs• Requesting/protesting• Model/ manipulate the

environment(remove or hide preferred objects)

• I want boards• Small groups, role playing• Social stories• Grammar activities• Language cards• Picture/feelings cards• What’s wrong activities• Modeling • Writing activities describing pictures,

answering questions• Sequencing cards• Retell comprehension activities• Graphic organizers, use of multiple steps• Phonemes, articulation skills• Voice volume use of walkie talkies/

telephone • Invite safety speakers• Teach practice drills• Stranger danger

• IEP goals• Consult with CST• Daily observation• Inclusion in general

education classroom









)Grade)3)Func4onal)Academics)Grade)3)Func4onal)Academics)Grade)3)Func4onal)Academics)Grade)3)Func4onal)Academics)Grade)3)Func4onal)Academics)Grade)3)Func4onal)Academics)Grade)3)Func4onal)Academics)Grade)3)Func4onal)Academics)Grade)3)Func4onal)AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsLesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Timeframe: Timeframe: Timeframe:














Grade)4)Social)SkillsGrade)4)Social)SkillsGrade)4)Social)SkillsGrade)4)Social)SkillsGrade)4)Social)SkillsGrade)4)Social)SkillsGrade)4)Social)SkillsGrade)4)Social)SkillsGrade)4)Social)SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsLesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Timeframe: Timeframe: Timeframe:











Students:• Identifies ordinal

numbers• Identifies number words• Counts by 2’s, 5’s, 10’s• Identifies math symbols

associated with operations

• Identifies place value• Performs addition/

subtraction operations• Reads numbers with

decimals• Solves simple story

problems• Handles money/makes

purchases• Makes change• Identifies/uses various

measurement tools• Identifies times related to

daily events• Uses capitalization/

punctuation• Alphabetizes• Demonstrates word

processing skills

Lesson Sequence• Use of Touch Math• Use of Math connects/Triumphs• Use of manipulatives/counters• Modified spelling lists• Dictionary play• Spell/grammar check• Handwriting Without Tears

• IEP goals• Consult with CST• Observation in class• Observation









)Grade)4)Func4onal)Academics)Grade)4)Func4onal)Academics)Grade)4)Func4onal)Academics)Grade)4)Func4onal)Academics)Grade)4)Func4onal)Academics)Grade)4)Func4onal)Academics)Grade)4)Func4onal)Academics)Grade)4)Func4onal)Academics)Grade)4)Func4onal)AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsContent Area: Functional AcademicsLesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Timeframe: Timeframe: Timeframe:











Students:• attends to another person• responds to verbal or

gestural greetings• engages in your turn/my

turn verbal responses• demonstrates patience

with delays and turn taking

• listens during conversations without interrupting

• uses facial expressions to communicate meaning

• makes/maintains eye contact

• respects personal space• initiates conversation• maintains dialogue• asks meaningful

questions

Lesson Sequence• teach conversational skills• role play• etiquette skills• group discussions• retell, sharing time• present daily news• respond when spoken to• social behavior maps• teach/tell jokes• teach when humor is appropriate and

when its not• use videos and modeling• use pictures for recognition of teachers/

classmates

• IEP goals• Consult with CST• Inclusion in the general

education classroom• Observation in class• Daily assessment









)Grade)5)Communica4on)Skills)Grade)5)Communica4on)Skills)Grade)5)Communica4on)Skills)Grade)5)Communica4on)Skills)Grade)5)Communica4on)Skills)Grade)5)Communica4on)Skills)Grade)5)Communica4on)Skills)Grade)5)Communica4on)Skills)Grade)5)Communica4on)SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsContent Area: Communication SkillsLesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Timeframe: Timeframe: Timeframe:














)Grade)5)Social)Skills)Grade)5)Social)Skills)Grade)5)Social)Skills)Grade)5)Social)Skills)Grade)5)Social)Skills)Grade)5)Social)Skills)Grade)5)Social)Skills)Grade)5)Social)Skills)Grade)5)Social)SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsContent Area: Social SkillsLesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Timeframe: Timeframe: Timeframe:











Students:• Associates numeration/

place value in relation to quantities

• Performs math operations involving decimals

• Performs multiplication/division operations

• Identifies/uses fractions• Adds subtracts monetary

values • Estimates cost of items• Measures weights• Measures temperatures• Identifies units of time

and equivalencies• Comprehends written

passages• Reads for leisure• Follows reading

curriculum• Continues writing skills

in paragraph form

Lesson Sequence• Touch Math• Math Connects and Math Triumphs• Reading A-Z• Project Read• Journeys

• Following IEP goals• Consult with CST• Following and

integrating General Education Curriculum

• Observation in general education classroom

• Assessments weekly according to curriculum









)Grade)5)Func4onal)Academics)Grade)5)Func4onal)Academics)Grade)5)Func4onal)Academics)Grade)5)Func4onal)Academics)Grade)5)Func4onal)Academics)Grade)5)Func4onal)Academics)Grade)5)Func4onal)Academics)Grade)5)Func4onal)Academics)Grade)5)Func4onal)AcademicsContent Area: Content Area: Content Area: Content Area: Content Area: Content Area: Content Area: Content Area: Content Area: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Timeframe: X hours/daysTimeframe: X hours/daysTimeframe: X hours/days














)Grades)6B8)Self)Management)Grades)6B8)Self)Management)Grades)6B8)Self)Management)Grades)6B8)Self)Management)Grades)6B8)Self)Management)Grades)6B8)Self)Management)Grades)6B8)Self)Management)Grades)6B8)Self)Management)Grades)6B8)Self)ManagementContent Area: Self ManagementContent Area: Self ManagementContent Area: Self ManagementContent Area: Self ManagementContent Area: Self ManagementContent Area: Self ManagementContent Area: Self ManagementContent Area: Self ManagementContent Area: Self ManagementLesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Timeframe: Timeframe: Timeframe:











Students:• relays negative

information• gives compliments at the

appropriate time• interrupts a conversation

appropriately• continuation of

previously learned skills

Lesson Sequence

• teach complimentary social scripts• role playing• video modeling• manipulate environment• group discussions• model• set up opportunities for students to

interrupt appropriately

• IEP goals• Appropriate interaction

in classroom environment

• Observation • Integrating general

education curriculum• Weekly/daily

assessments









)Grades)6B8)Home)Living)Skills)Grades)6B8)Home)Living)Skills)Grades)6B8)Home)Living)Skills)Grades)6B8)Home)Living)Skills)Grades)6B8)Home)Living)Skills)Grades)6B8)Home)Living)Skills)Grades)6B8)Home)Living)Skills)Grades)6B8)Home)Living)Skills)Grades)6B8)Home)Living)SkillsContent Area: Home Living SkillsContent Area: Home Living SkillsContent Area: Home Living SkillsContent Area: Home Living SkillsContent Area: Home Living SkillsContent Area: Home Living SkillsContent Area: Home Living SkillsContent Area: Home Living SkillsContent Area: Home Living SkillsLesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Timeframe: Timeframe: Timeframe:











Students:• demonstrates self

organization• demonstrates self

determination• identifies correct

information about sexual anatomy and development

• Gives/accepts help from others

• Ignores negative behavior of others

• Chooses alternatives to resolve conflicts

• Accepts/gives praises/criticism

Lesson Sequence• Set up schedules• Use of binders/ notebooks in different

colors• Initiates learning on own• Participates in human growth and

development• Use of role playing/social stories• Small group activities for praise

opportunities

• Following IEP goals• Consult with CST• Integration in general

education classroom• Observation in classroom• Weekly and daily

assessments










Students:• measures volumes• measures weights• understands daylight

savings/standard time zones

• Uses a calendar for planning/scheduling

• Continuing improvement of past skills

Lesson Sequence• Use of Math Connects/Math Triumphs• Use of Touch Math• Journeys reading series• Project Read program• Follow General education curriculum as

much as possible

• IEP goals• Daily/weekly

assessments• Consult with CST• Observation and

inclusion in general education classroom





)Lesson)Plan)3)Template)Lesson)Plan)3)Template)Lesson)Plan)3)Template)Lesson)Plan)3)Template)Lesson)Plan)3)Template)Lesson)Plan)3)Template)Lesson)Plan)3)Template)Lesson)Plan)3)Template)Lesson)Plan)3)TemplateContent Area: Content Area: Content Area: Content Area: Content Area: Content Area: Content Area: Content Area: Content Area: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Lesson Title: Timeframe: x hoursTimeframe: x hoursTimeframe: x hours











Students:• Use deodorant• Identify proper products

for hygiene and where to obtain them

• Takes care of feminine needs

• Takes care of hair and nails

• Shaves• Uses cosmetics• Indicates where medical

attention is needed• Indicates between

prescription and non prescription medication

• Takes medication appropriately

• Reports when feeling ill• Demonstrates knowledge

of common illness/injury prevention and treatment

• Develop and maintain an exercise program

• Accesses community health facilities

• Avoids dangerous places/situations

• Demonstrates actions to take in case of an emergency

• Demonstrates ability to get assistance

• Recognizes a problem• Anticipates consequences• Develops/evaluates

alternatives

Lesson Sequence• Social stories• Boardmaker• Consult with OT,PT• Health and Safety curriculum• Consult with school nurse• Use of magazine and newspaper ads• Role playing• Group discussions• Brain pops• Slim Goodbody• Guest medical professionals• Consult with PE teacher/adaptive PE• Goal posters and log books

• IEP goals• Consult with CST• Observation in class• Daily/weekly

assessments• Observation in social

setting










Students:• disposes garbage• cleans floors• dusts furniture• clears couches, chairs,

tables, magazines• returns items to proper

storage area• cleans windows and

mirrors• cleans bedroom• hangs clean towels/

washcloths• cleans bathroom• replaces bathroom

supplies when needed• adjusts to room

temperature• cares for indoor plants• maintains emergency

alarms• uses common household

tools• sweeps driveway, porch,

sidewalks• recycles• identifies and plans well

balanced meals• plans a meal utilizing

available foods• plans simple snacks or

desserts• makes a shopping list to

go grocery shopping• identifies places to buy

food other than a grocery store

• requests assistance from store employees

• locates various items within departments

• identifies/uses common cooking ingredients

• demonstrates proper food handling skills

• stores food safely• demonstrates proper use

of cooking utensils• demonstrates proper use

of kitchen appliances• washes dishes and puts

them away

Lesson Sequence• Home Depot• Home improvement books• Demonstrate proper use of gloves,

goggles, appropriate clothing, headwear• Use of calendar, meal planner• Rakes, sweeps, knows difference between

weeds and plants, digs, pushes wheelbarrow

• Uses hose nozzle, sequencial patterns, sprinkle lawn clippings

• Collages, pictures, sorting groceries on line, plan a dinner party

• Use of recipes, cookbooks, research internet

• Shopping list generator• Pre published brochures• Computer scavenger hunt• Nature/survival skills• Self advocacy, etiquitte skills•

••••





Philosophy)for)Learning)Language)Disabili4es · Philosophy)for)Learning)Language)Disabili4es ......

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