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Alternate Assessment Curriculum FrameworkIntroduction

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

lesson strands with leveled learning plans and activities for each

Resources list

materials lists

District 75 Alternate Assessment K-2 Science Module 1: Plants and Trees

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 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.).District 75 Alternate Assessment K-2 Science Module 1: Plants and Trees

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 Framework Grades K-2 Science Module 1

Plants and Trees

CONTEXTUNIT TOPIC: Plants and Trees

There are over 350,000 species of plants on this planet that play a critical role in the earth’s ecosystem. The first module of Grades K-2 Science is connected to key ideas in Life Science, specifically plants and trees. Students are provided opportunities to have direct experience with plants and trees in their environment and in the classroom. Students use magnifying glasses to examine parts of the plant. They grow plants from seeds and experiment with what plants need to live and grow. The module ends with an exploration of careers relevant to plants and trees; this is actualized in the classroom as students assume responsibility for taking care of the classroom charts. As part of a performance based assessment, students are asked to assume the role of a school gardener and demonstrate what they have learned.

The sample activities outlined are designed not only to elicit performances of content area thinking skills and behaviors but also to provide opportunities for students to engage with, read and/or use informational texts about the concepts explored in the module. Extension of this module might include a Lois Ehlert author study; her books relevant to the concepts in this module are listed in the Resource sections of this module.

The activities in this unit can be reinforced by having students experience science and nature outdoors, whether in a school garden or a local park. To encourage student exploration of plants, consider including artificial plants in the dramatic play area, as well as plants, parts of plants and magnifying glasses in a science center. The class can germinate seeds, grow terrariums and monitor their growth, and take care of a variety of plants. As part of the activities relevant to this module and connected to the CDOS standards, students can assume roles of people who tend to plants.


ASSESSMENT

FORMATIVE ASSESSMENT EVIDENCE: Observation of student during activities

Anecdotal Notes

Student work samples

Plant Assessment (see section following the Resources)

PERFORMANCE BASED ASSESSMENT TASK

To prepare for this performance assessment, the teacher gathers materials for students

to demonstrate that they can plant a seed in soil.

Task Directions for Students:

The Principal has told you that there is a big problem with the school garden. Some

plants are turning brown and dying. Seeds are not growing into plants. The gardener is

using a knife to help plant new seeds. The gardener cut the leaves off the stems. The

Principal has chosen you to be the new school gardener.

Level D:

When presented with two to three tools, students will choose a tool for planting

a seed (errorless choice). Students will engage in planting a seed, using a tool

they have chosen, by demonstrating a voluntary and sustained attention to the

activity.

Level C:

Students are asked to select photographs/symbols of two things that plants need

to grow.

Students demonstrate the sequence of planting a seed, using the appropriate

tool(s).


Level B:

Students are asked to record (in speaking, writing, dictating and/or drawing)

what might be reasons why plants are dying or not growing.

After they name the reasons, students are asked to write or “draw” an

informative text about something(s) they could do to solve the problem.

Students demonstrate how to plant a seed, using the appropriate tool(s).


STANDARDS

ELA COMMON CORE ANCHOR STANDARDS:R.1 Read closely to determine what the text says explicitly and to make logical

inferences from it; cite specific textual evidence when writing or speaking to support

conclusions 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.

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 or expression.

SL.1 Prepare for and participate effectively in a range of conversations and

collaborations with diverse partners, building on others’ ideas and expressing their own

clearly and persuasively.

SCIENCE KEY IDEAS

NYS Standard 4: The Living Environment

CAREER DEVELOPMENT AND OCCUPATIONAL STANDARDS

Standard 2: 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 the

world of work. This approach allows students to the usefulness of the concepts that


they are being asked to learn and to understand their potential application in the world

of work.

ESSENTIAL QUESTIONS

1. How do plants and trees grow?

2. How do plants and trees change?

VOCABULARY

Air

autumn

bloom

flower

flower box

gardener

hand rake

leaves

light

petals

roots

seeds

shovel

spring

stem

summer

sun

water

watering can

winter

LESSON STRANDS OVERVIEW

1. Trees change through the seasons.

2. Plants have basic needs.

3. Plants respond to changes in the environment.

4. Plants and trees have many different parts.

5. Some community workers take care of our plants and trees.


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: Trees change through the seasons.

LEARNING PLANS AND ACTIVITIES LEVEL D: Show student various pictures or photographs of trees from different seasons.

Have student look at photographs of trees from each season.

After viewing photographs of trees from different seasons (if possible on Smart

board/ IPAD/ touch computer) have student touch trees from each of the

different seasons) and use a device to put a label to the season of each of the

trees.

Gather various types of leaves from different trees (if possible, gather from

different seasons and in different colors). Have student touch and/or look at

leaves from the various trees

Take students on a community walk/trip to a location that is abundant with

trees. As a class choose a tree to “adopt.” Student will touch tree to explore the

leaves and tree trunk. Revisit the tree during each season and have students

engage in exploration of the tree.

Engage students in a read-aloud of Red Leaf, Yellow Leaf, Lois Ehlert and

exploration of different color leaves.

Student will look at a picture of a tree from each season when asked to find “a

tree in _______.”


LEARNING PLANS AND ACTIVITIES LEVEL C: Teacher will provide students with various pictures or photographs of trees from

different seasons. Have student match photographs of trees from each season

to a picture depicting each season (for example, have a tree covered tree

photograph student will match to a symbol depicting winter).

Show students the differences in the trees during the year by looking at

pictures/photographs/actual trees. Have student sequence pictures of trees

through the seasons by matching to correct name/picture.

Present students with leaves from different trees (if possible, gather from

different seasons and in different colors) Have student sort leaves by different

properties. (i.e. color, shape, size).


trees. As a class choose a tree to “adopt.” Have student identify properties of

the tree (have a worksheet that has sentences such as “The tree is _____.” Have

picture symbols that show the properties (tall, short, brown, yellow, thin, fat,

etc.). Revisit the tree during each season and have students repeat the activity

to record the differences.

Have students participate in a read-aloud of Red Leaf, Yellow Leaf, Lois Ehlert.

Answer “wh” questions.

Have students participate in a read-aloud of Fall Leaves Fall, Zoe Hall.

Have students participate in a scavenger hunt for students to find and

match/identify trees that reflect each of the four seasons.

LEARNING PLANS AND ACTIVITIES LEVEL B: Teacher will provide students with various pictures or photographs of trees from

different seasons. Student will provide an appropriate label for a photograph of


a tree at a particular season (winter tree/spring tree/summer tree/autumn tree

and/or correct name of the tree.

After researching and reading about trees (read the Seasons of Arnold’s Apple

Tree) during each season, have student create a visual diagram of what trees

look like during each season (idea: use different colored tissue paper to

represent trees at each season: white winter, red/yellow/brown/orange for

autumn, green for spring/summer).

After viewing leaves from different trees, have student describe

differences/similarities in the leaves (i.e. color, shape, tears, folds, size).


trees. As a class choose a tree to “adopt.” Have student draw a picture of the

tree. Have them write various properties of the tree to describe how it looks

and/or feels. Revisit the tree during each season and have students repeat the

activity to record the differences.

Students participate in a read-aloud of Red Leaf, Yellow Leaf, Lois Ehlert.

Answer “wh” questions, referring to where the information can be found in the

text.

Students participate in a read-aloud of Fall Leaves Fall, Zoe Hall.

Formative Assessment: Student will draw and label trees for each season and

write an identifying characteristic of that particular tree.


Lesson Strand 2: Plants have basic needs.

LEARNING PLANS AND ACTIVITIES LEVEL D: Expose students to what water feels like and looks like. Student will touch the

water to determine how it feels as it is poured from the watering can. Engage in

watering plants in the classroom.

Take students outside on a sunny day. Student will feel the difference between

the sunlight/shade.

A. Show students a living plant that has had plenty of water, sunlight and air to

grow. Have students touch plants that are thriving because they have had the

necessary resources for their survival.

B. Show students plants that have been deprived of water, sunlight, and air to

grow. Students will touch plants that are deprived of basic needs.

Point out the differences.

Show students seeds of various types and sizes. Student will be able to look at

and/or touch the seeds.

Have students explore soil by scooping soil into a pot/cup. Have students

explore the soil by touching and looking at it. Put seeds in the soil. Have student

water the plant daily and observe the plant daily/weekly for growth.

Place pictures or actual objects in front of student representing the basic needs

of plant. Have student look at/touch or find specific pictures or objects to

identify the basic needs of the plant (errorless choice).

LEARNING PLANS AND ACTIVITIES LEVEL C: Show students a watering can filled with water. Have students touch the water

and practice pouring water into the soil. Student will match photographs of

pictures of water to symbols of water or the word water.


Take students outside on a sunny day. Show students the difference between a

sunny spot and a shady spot. Have students practice placing various

objects/plants in a sunny spot verses a shady spot. Have students identify

pictures showing sun/light.

Show students a plant that is alive that has had plenty of water, sunlight and air

to grow and plants that have been deprived of their needs. Have them explore

both plants. Give students photographs of plants that have needs met and

plants that are deprived of their basic needs and have them sort the pictures into

two different groups.

Take a photograph of a plant and record the date. Do not give the plant water.

Have students check the plant everyday and document the changes.

Present students with seeds of various types and sizes. Have students explore

the seeds, using a magnifying glass. Demonstrate how to sort the different types

of seeds into groups; allow students to sort the seeds. Have students identify a

picture of seeds and match to correct word or similar picture.

Model how to plant seeds using different tools and create directions for students

that show the sequence of planting a seed. Provide opportunities for students to

plant seeds into soil. Direct students to explore the soil as they are planting the

seeds. Schedule time for students to water seeds daily. Take photographs of the

plants each week and review the changes in the plant.

Have students identify pictures/words of the basic needs of a plant.

LEARNING PLANS AND ACTIVITIES LEVEL B: As a class, chart the different needs of a plant. Draw a plant and then draw/label

the different needs of plants (water, sunlight, air and soil).

Have students explore various seed types. Have the students make predictions

about what each seed will produce when it grows.


Have students plants seeds, maintain, and make observations of plant growth in

relation to whether needs are or are not met by creating a visual representation

of what their plant looks like daily/weekly. Have students place plant in a well-lit

area in the sun and water daily.

Have students create a “how to” book on how to grow a plant making sure they

include what plants need to grow.


Lesson Strand 3: Plants respond to changes in the environment.

LEARNING PLANS AND ACTIVITIES LEVEL D: Provide a sensory bin with snow (or shaved ice) for the students to explore cold

environments. Place a plant in the bin to show students what will happen in a

cold environment. Students will touch a plant that is covered in snow during the

winter.

Provide a sensory bin with various leaves of different colors and varieties. Have

students touch leaves that have changed color in the autumn.

Provide students with various plants from different environments, if possible

(cactus, orchids, grass, seaweed, etc.). Student will touch plants that grow in

different environment (desert, rainforest, arctic, marine, grassland)

Show students photographs of plants from each of the different environments.

Have student touch or look at each photograph. Students match photo to photo

of each plant variety.

LEARNING PLANS AND ACTIVITIES LEVEL C: Provide a sensory bin filled with snow (or shaved ice) for students to explore cold

environments. Place plants in the bin to show what will happen in a cold

environment. Have students identify pictures or photos of cold environments or

plants that are in a cold environment.

Provide a sensory bin filled with leaves of different colors and varieties. Have the

students sort leaves that have been affected by environmental changes by

color/shape/side/variety.

Provide students with various plants from different environments, if possible

(cactus, orchids, grass, seaweed). Have students identify different plants that

grow in different environments (desert, rainforest, arctic, marine, grassland).


LEARNING PLANS AND ACTIVITIES LEVEL B: Discuss with students what happens in an environment that is cold. Together,

have students make predictions about what they think will happen to certain

plants in an arctic environment. Have students place a plant in a bin of snow or

shaved ice to see what will happen to the plant when it is winter/cold.

Show students various leaf types. Have students describe the differences in the

leaves and predict what will happen to the leaves throughout the year and the

changes to the leaves based on changes in the environment.

Discuss various plants that grow in different habitats. Have students identify the

differences in plants that grow in different environments (desert, rainforest,

arctic, marine, grassland). Have students match at one or more plants to their

habitat(s).

Have students create an informational book about plants that grow in different

environments/habitats.


Lesson Strand 4: Plants and trees have many different parts.

LEARNING PLANS AND ACTIVITIES LEVEL D: Sensory Bin

o Place various stems into a sensory bin for students to explore.

o Place various petals into a sensory bin for students to explore.

o Place roots of plants in a sensory bin for students to explore.

o Place various leaves into a sensory bin for students to explore.

Read The Tiny Seed by Eric Carle and discuss how flowers produce seeds, as

well as how the seeds then grow into flowers of the same variety. Engage the

student by having them point to each section of an already completed

Beginning, Middle, and End organizer.

LEARNING PLANS AND ACTIVITIES LEVEL C: Sensory Bin

o Place various stems into a sensory bin for students to explore. Have students

place a label of the word stem to a picture of a stem.

o Place various petals into a sensory bin for students to explore. Have students

place a label of the word petal to a picture of a petal.

o Place roots of plants in a sensory bin for students to explore. Have students

place a label of the word roots to a picture of roots.

o Place various leaves into a sensory bin for students to explore. Have students

place a label of the word leaves to a picture of leaves.

Read The Tiny Seed by Eric Carle and discuss how flowers produce seeds, as well

as how the seeds then grow into flowers of the same variety. Ask the student to

then complete a Beginning, Middle, and End organizer for The Tiny Seed using

illustrations and sentences strips of words found within the text.


Review parts of a plant and show a celery stalk, stating that it is a stem. Put

celery in a cup of water to which you add food coloring. Ask students, “What will

happen to the stem?” Students make observations over a 2 day period. Chart

the results.

LEARNING PLANS AND ACTIVITIES LEVEL B: Create a chart/diagram of all of the parts of a plant. Have students use various

art materials to create a flower/tree visual diagram. Have students place labels

on each of the parts of the flower/tree.

Participate in a reading of The Tiny Seed by Eric Carle and discuss how flowers

produce seeds, as well as how the seeds then grow into flowers of the same

variety. Ask the student to then complete a Beginning, Middle, and End organizer

for The Tiny Seed by creating illustrations and/or writing the primary event of the

seed cycle taking place during each section of the story.

Read aloud The Vegetables We Eat, Lois Ehlert. Introduce the plant parts we eat.

Review parts of a plant and show a celery stalk, stating that it is a stem. Put

celery in a cup of water to which you add food coloring. Ask students, “What will

happen to the stem?” Students make predictions which are put on a chart; on

the following day assess to what extent their predictions are correct.


Lesson Strand 5: Some community workers take care of our plants and

trees.

LEARNING PLANS AND ACTIVITIES LEVEL D: Have a farmer visit the classroom to show students various materials they use on

the farm, or, gather various farming materials. Have students touch and hold

the materials/tools and use with soil.

Take a field trip to a farmer’s market to have students meet a farmer and see

various plants and vegetables/fruits that are grown on the farm. Have students

touch and hold what they find at the market.

Take a field trip to a farm. Look for the many plants and foods that are grown on

the farm. Have student match a photograph to the actual plant/food that is on

the farm. Have students meet the workers at the farm.

Take a field trip to the florist.

Play a bingo game. Have students match plants and to identical pictures. (See

attachment following resources section of this module.)

LEARNING PLANS AND ACTIVITIES LEVEL C: If possible, have a farmer visit the classroom to show students various materials

they use on the farm. Or, gather various farming materials. Have student

identify materials/tools that are necessary for a farmer to use to take care of

plants.


various plants and vegetables/fruits that are grown on the farm. Have students

go on a hunt to find different foods while at the farmer’s market (scavenger

hunt).


Take a field trip to a farm. Look for the many plants and foods that are grown on

the farm. Have the students find and identify different food/plants/people they

find at the farm (scavenger hunt).

Take a field trip to the florist. Have the students smell the different colors.

Play a bingo game. Teacher will show a picture and student will place a marker

on their board. (See attachment following resources).

Use photographs to review with students different kinds of tools and people

responsible for caretaking of plants and trees. Have students identify at least

one person/tool that is used to help plants grow.

LEARNING PLANS AND ACTIVITIES LEVEL B:

If possible, have a farmer visit the classroom to show students various materials

they use on the farm. Or, gather various farming materials. Have students

create a list of materials/tools that are needed to take care of plants and why

they are needed.


various plants and vegetables/fruits that are grown on the farm. Prior to the

trip, have students make predictions on who and what they may see at the

farmer’s market. Have students ask basic questions to the workers to find out

more information about what they do and how plants grow.

Take a field trip to a farm. Prior to field trip, have students predict who/what

they will see at the farm. Have students make a list. Look for the many

plants/foods/people while at the farm. Have students check off from their list as

well as add to their list of other things/people they saw (confirming their

predictions).

Have students take a field trip to the flower shop. Prior to the field trip, develop

a list of questions to ask the florist.


Play a bingo game. Teacher will show a picture and student will place a marker

on their board (see attachment).

Make a chart about different people who help plants and trees grow. Students

write about one person that helps plants grow and what they do for a class book.


RESOURCES

Toothpicks

Sweet potatoes

Assorted seeds

Avocado seeds

Magnifying glasses

Soil

Containers

Soda bottles (for terrariums)

Flower boxes

Teacher Book Resources:Early Childhood Activities for a Greener Earth, Patty Born Selly ISBN: 9781605541198

Learning About Plants: Scienceworks for Kids, Evan-Moor Educational Publishers

Read Aloud Texts:From Seed to Plant, Gail Gibbons

Johnny Appleseed

The Seasons of Arnold’s Apple Tree , Gail Gibbons

The Apple Pie Tree written by Zoe Hall

The Magic School Bus Plants Seeds: a book about how living things grow, Joanna Cole

and B Degan

Flowers Bloom, Mary Dodson Wade

The Giving Tree, Shel Silverstein ISBN: 0-590-73301-X

The Tiny Seed ,Eric Carle

Lois Ehlert Author Study District 75 Alternate Assessment K-2 Science Module 1: Plants and Trees

Eating the Alphabet : an alphabetical tour of fruits and vegetables.

Growing Vegetable Soup: cut paper illustrations and minimal text show how to grow

vegetables. Vegetables are labeled.

Leaf Man: A man made of a variety of leaves blows away.

Pie in the Sky: a story about a cherry tree and the cherry pie made from its cherries.

Planting a Rainbow: planning, planting and picking flowers in a garden, told in simple

sentences.

Red Leaf, Yellow Leaf: life story of a tree in the yard, showing seasonal changes.

Vocabulary is introduced through labels.

Website Resources for Teacher:Boardmaker Share (Free registration required) : www.boardmakershare.com. Search

for “parts of a plant,” “trees,” “plant needs,” “plants”

Reading A –Z (subscription required): www.readinga-z.com

The Garden (Level AA)

The Plant (Level AA)

The Forest (Level A)

Where Plants Grow (Level D)

About Trees (Level D)

Grow Vegetables Grow (Level D)

Grow Tomatoes in Six Steps (Level G)

A Seed Grows (Level G)

What Comes From Plants (Level J)

Strange Plants (Level K)

Teachers Pay Teachers (Free registration required):

www.teacherspayteachers.com Search: “Parts of a plant,” “Parts of a Flower Song”

Smart Exchange (registration required): www.exchange.smarttech.com.


http://www.exchange.smarttech.com/

http://www.teacherspayteachers.com/

http://www.readinga-z.com/

http://www.boardmakershare.com/

Search: “Flowers” “Life of a plant” “plants”

Website Resources for Students:Starfall Flower Story: http://www.starfall.com/n/holiday/gardenshop/load.htm?

f&n=main

School Tube: Needs of a plant song:

http://www.schooltube.com/video/7ef63fe536015231930c/

Brain Pop Jr. (subscription required): Video Resources: Reduce, reuse, recycle; Parts of a

plant; plant adaptations; Johnny Appleseed; Spring; Fall; Forests; www.brainpopjr.com


http://www.brainpopjr.com/

http://www.schooltube.com/video/7ef63fe536015231930c/

http://www.starfall.com/n/holiday/gardenshop/load.htm?f&n=main

http://www.starfall.com/n/holiday/gardenshop/load.htm?f&n=main

Essential Thinking Skills and Behaviors: Definitions and Explanatory Notes

EngagementEngagement 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-regulation

o 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 environment

o 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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