Materials

1
Materials

• Book- Witness by Karen Hess
• Handout of pgs 24 and 25 from Witness
• Handout of Saddleback Illustrated Classic- Call
  of the Wild- free download www.sdlback.com
  Illustrated Classics-free sample
• Handbook- ATV Ridercourse Handbook
• Handout of pg 21 from ATV handbook

2
Alternate PortfolioTraining

• Grades 6-12
• August 25, 2008

3
Student 1

• 8th grade
• Core Content Standard RD-08-2.0.4Students will
  locate key ideas or information in a passage.
• Measureable/Observable Skill
• Student will identify required steps to
  complete a task using text, graphic text, or
  objects

4
Student Description

• Mild Mental Disability (lower functioning)
• 1.5 grade Reading level
• Reading weaknesses
• Decoding of multisyllabic words
• Fluency- Reading very slow, labored with poor
  prosody, however, most sight words and single
  syllable words are read correctly.
• Vocabulary- Equivalent of a seven year old
• Comprehension- Poor text engagement. Difficulty
  with summarization, visualization, and
  self-monitoring skills. Difficulty focusing on
  reading material (not presented individually with
  contextual supports i.e. photos, pictures,
  objects, etc.).
• Writing- can copy material from a text, spelling
  is unintelligible

5
Student Description

• 3. Short Term goal- Get ATV permit to ride in
  state park

6
Performance Dimension

• Dimension A
• (Has reliable mode(s) of receptive and expressive
  language)

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Supports

• Decoding- Pre-teach multisyllabic words
• Fluency- Adapt text to 1st/2nd grade reading
  level and have student listen to the passage read
  aloud 1X before reading himself.
• Vocabulary-Pre-teach Tier 2 (and important to the
  meaning Tier 3) words from the reading passage.
• May need to adapt vocabulary and use pictorial
  representation to increase receptive
  understanding
• Comprehension-Use graphic organizer for visual
  representation of the abstract task
• Instructional Support-Explicit teaching of
  scaffolded skills and one-on-one support during
  task administration
• Writing-Allow student to copy material word for
  word or scribe an oral response for the student.

8
Graphic Organizer

• (visual representation of the cognitive task)
• Sequencing Organizer
• ???????

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Text

• ATV Ridercourse Handbook
• www.atvsafety.org
• "Tips and Practice Guide for the All-Terrain
  Vehicle Rider" booklet
• Handbook Passage See handout 1
• Altered Text See handout 2
• 1st/2nd grade reading level
• Paraphrased abbreviated text

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Text

• ATV Ridercourse Handbook
• www.atvsafety.org
• "Tips and Practice Guide for the All-Terrain
  Vehicle Rider" booklet
• Handbook Passage See handout 1
• Altered Text
• 1st/2nd grade reading level
• Supported with visuals as needed for increased
  receptive and expressive language

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Crossing Roads and Highways

• ATVs are designed to be used OFF-ROAD ONLY. A
  leading cause of accidents and fatalities to ATV
  riders is riding on or crossing a road illegally
  or improperly. The hazards of crossing roads
  cannot be over-emphasized, but you may find it
  necessary on occasion to cross a road or highway.
  This is particularly true in farming areas where
  ATVs are used for various work purposes.

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Crossing Roads and Highways

• ONLY ride your ATV off the road. Riding across
  roads is very dangerous. ATV riders are often
  killed crossing a road.

Adapted Text Adapted by Downing 9-08
13

• If you must cross a road, use the following
  guidelines to reduce risk
• Make sure you know your states laws and
  regulations before you cross any road.
• Before crossing, bring your ATV to a complete
  stop on the shoulder of the road.
• Yield the right of way to all oncoming traffic.
  Look both ways.
• Ride cautiously. Your ATV will handle
  differently on pavement and may be difficult to
  maneuver, increasing the danger of collision.
• Cross the road at a 90-degree angle where there
  are no obstructions and your visibility is good.
• If you are riding in a group, have the first
  rider (leader) dismount on the shoulder before
  crossing and watch for traffic as he waves the
  group across the road. Have the last rider
  dismount on the shoulder after crossing and watch
  traffic, to help the group leader across.
• Remember, crossing roads improperly or riding
  illegally on the road is a major cause of serious
  accidents and fatalities to ATV users, so use
  extra caution. Always assume the drivers DO NOT
  SEE YOU, since most driver look for cars, not
  ATVs.

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• Steps to crossing the road on an ATV
• Know the rules for your state.
• Stop your ATV on the shoulder of the road.
• Look both ways.
• If you can see well, cross the road carefully.

Adapted Text Adapted by Downing 9-08
15

• Remember, crossing roads improperly or riding
  illegally on the road is a major cause of serious
  accidents and fatalities to ATV users, so use
  extra caution. Always assume the drivers DO NOT
  SEE YOU, since most driver look for cars, not
  ATVs.

16

• Remember, crossing the road on an ATV is
  dangerous. Sometimes car drivers DO NOT SEE YOU.

Adapted Text Adapted by Downing 9-08
17
Crossing Roads and Highways

• ONLY ride your ATV off the road. Riding across
  roads is very dangerous. ATV riders are often
  killed crossing a road.
• Steps to crossing the road on an ATV
• Know the rules for your state.
• Stop your ATV on the shoulder of the road.
• Look both ways.
• If you can see no vehicles coming in any
  direction, cross the road carefully.
• Remember, crossing the road on an ATV is
  dangerous. Sometimes car drivers DO NOT SEE YOU.

Adapted Text Adapted by Downing 9-08
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RD-08-2.0.4
Student will demonstrate correct sequencing using
pictures of a well-known activity.
19
Making a Peanut Butter and Jelly Sandwich
20
RD-08-2.0.4
Student will demonstrate correct sequencing using
pictures of a well-know activity.
Student will identify bulleted or numbered steps
in the text.
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Crossing Roads and Highways

• ONLY ride your ATV off the road. Riding across
  roads is very dangerous. ATV riders are often
  killed crossing a road.
• Steps to crossing the road on an ATV
• Know the rules for your state.
• Stop your ATV on the shoulder of the road.
• Look both ways.
• If nothing is coming either way, cross the road
  carefully.
• Remember, crossing the road on an ATV is
  dangerous. Sometimes car drivers DO NOT SEE YOU.

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RD-08-2.0.4
Student will demonstrate correct sequencing using
pictures of a well-know story.
Student will identify bulleted or numbered steps
in the text.
Student will label sequencing organizer.
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Sequence Organizer
Label
Steps to Crossing the Road
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RD-08-2.0.4
Student will demonstrate correct sequencing using
pictures of a well-know story.
Student will identify bulleted or numbered steps
in the text.
Student will complete sequencing organizer
correctly.
Student will label sequencing organizer.
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Sequence Organizer
Steps to Crossing the Road

• Stop your ATV on the shoulder of the road.

• If nothing is coming, either way, cross the road
  carefully.

• Look both ways.

Know the rules for your state.
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RD-08-2.0.4
Student will identify required steps to complete
a task using text, graphic text, or objects.
Student will demonstrate correct sequencing using
pictures of a well-know story.
Student will identify bulleted or numbered steps
in the text.
Student will complete sequencing organizer
correctly.
Student will label sequencing organizer.
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Using Pictures
Student will identify required steps to complete
a task using text, graphic text, or objects.
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Individual Assessment Target

• Standard 1 RD-08-2.0.4

Condition Measurable/ Observable goal Demonstrator
Given an adapted (1st/2nd grade reading level, visually represented) short passage, containing steps of a process, from the ATV and visually represented real life scenario. Ridercourse Handbook the student will identify required steps to complete a task using text, graphic text, or objects by ordering the steps using pictures and/or scribing the steps in the correct order Will answer questions based on real life scenarios analyzing application of the rules presented in text (i.e. draw a picture, scribe, choose best solution to problem)
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Student 2

• 10th grade
• Core Content Standard RD-10-3.0.2 Students will
  identify or explain an authors purpose in a
  passage.
• Measureable/Observable Skill
• Student will identify authors purpose in
  a grade level text by (demonstrator)

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Student 2 Description

• Physical description
• Limited fine motor movement-Uses mouth operated
  switch to choose multiple choice answer
• Speech unintelligible
• Tires quickly
• Visual Scanning of text labored
• 2. Reading Skill description
• 4th Grade Reading Level
• Fluency- Unintelligible when reading aloud. Slow
  visual scanning of the text (slow reader)
• Vocabulary- Equivalent of a 9 year old
• Comprehension- Excellent text engagement with
  short passages. Difficulty demonstrating
  comprehension skills although appears to have
  good understanding of written text as well as
  text that is read to hi .

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Performance Dimension

• Dimension A
• (Has reliable mode(s) of expressive and receptive
  language)

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Supports

• Vision- Enlarge text to 24 font with double
  spacing
• Physical- Use switch to choose (a), (b), or (c)
• Fluency- Allow extra time to read the passage.
  May shorten reading passage or utilize text
  reader after 10 minutes of reading.
• Vocabulary-use of pictorial supports to enhance
  receptive understanding
• Comprehension-use of a graphic organizer with
  multiple choice answers represented by physically
  adapted objects and/or pictures for easy physical
  access necessary to demonstrate skills.
• Instructional Support- Scaffolded skill organizer
  required in order to demonstrate skills.

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Graphic Organizer

• (visual representation of the cognitive task)
• Sequencing Organizer

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Text

• Witness by Karen Hess
• (Historical Fiction- to support Social Studies
  concept)
• Passage See handout 4
• Altered Text
• 24 font
• Double spaced
• Positioning of text in students visual regard
• Paraprased texts
• Support with pictures/objects for enhanced
  understanding and consistent response

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Witness by Karen HessePage 24 Harvey and Viola
Pettibone

• Harvey says
• The Ku Klux are here, Vi.
• Theres not a thing to stop them.
• We might as well join them.
• Why not?
• Theyre not low-down, like some folds say.
• Theyre good men,
• 100 percent American men.
• And they might bring us some business.

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Witness by Karen HessePage 24 Harvey and Viola
Pettibone

• Viola says
• In Texas, Harvey,
• those good men thought a certain fella was
• keeping company with a married lady.
• They had no proof of Hanky Panky, Harv.
• They beat him anyway,
• held a pistol to his head,
• said theyd kill him if he didnt clear out.
• Harv, you dont want to join a group like that.

Read the whole piece
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Organizer

• Authors Purpose

Main idea of passage What I think about the character(s)

What the author wants me to think-Authors Purpose

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Organizer

• Authors Purpose

Main idea of passage What I think about the character(s)

What the author wants me to think-Authors Purpose

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Scaffolding Instruction
Main Idea
Student will cut the Gist statement down to 10
words or less.
Student will tell the main person or thing in the
paragraph.
Student will combine the 2 into a sentence (Gist
statement).
Student will retell the paragraph.
Student will tell what is the most important
thing about this person or thing.
40

• 'Now, my dears,' said old Mrs. Rabbit one
  morning, 'you may go into the fields or down the
  lane, but don't go into Mr. McGregor's garden
  your Father had an accident there he was put in
  a pie by Mrs. McGregor.'
• 'Now run along, and don't get into mischief. I am
  going out.'
• Then old Mrs. Rabbit took a basket and her
  umbrella, and went through the wood to the
  baker's. She bought a loaf of brown bread and
  five currant buns.
• Flopsy, Mopsy, and Cotton-tail, who were good
  little bunnies, went down the lane to gather
  blackberries
• But Peter, who was very naughty, ran straight to
  Mr. McGregor's garden, and squeezed under the
  gate!

Text
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Scaffolding Instruction
Student will retell the paragraph.
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Organizer

• Get the Gist

Most important person or thing Whats most important about the most important person or thing? Gist statement (10 words or less)

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• Old Mrs. Rabbit told her bunnies not to go into
  Mr. McGregors garden because they would get
  baked into a pie like their father. The other
  bunnies did what their mother told them but not
  Peter. He went to Mr. McGregor's garden.

Student Retell
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Scaffolding Instruction
Student will tell the main person or thing in the
paragraph.
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Get the Gist
Who or What (the main person or thing) Most Important Thing (about the Who or What) Main Idea (10 words or less)
Peter Rabbit
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Scaffolding Instruction
Student will tell what is the most important
thing about this person or thing.
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Get the Gist
Who or What (the main person or thing) Most Important Thing (about the Who or What) Main Idea (10 words or less)
Peter Rabbit He disobeyed his mothers instruction and went into Mr. McGregors garden.
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Scaffolding Instruction
Student will combine the 2 into a sentence (Gist
statement).
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Get the Gist
Who or What (the main person or thing) Most Important Thing (about the Who or What) Main Idea (10 words or less)
Peter Rabbit He disobeyed his mothers instruction and went into Mr. McGregors garden. Peter Rabbit disobeyed his mother and went into Mr. McGregors garden.
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Scaffolding Instruction
Student will cut the Gist statement down to 10
words or less.
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Get the Gist
Who or What (the main person or thing) Most Important Thing (about the Who or What) Main Idea (10 words or less)
Peter Rabbit He disobeyed his mothers instruction and went into Mr. McGregors garden. Peter Rabbit disobeyed his mother and went into Mr. McGregors garden.
Although over 10 words- very appropriate
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Organizer

• Authors Purpose

Main idea of passage What I think about the character(s)
Harvey wants to join the KKK and Viola doesnt.
What the author wants me to think-Authors Purpose

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Organizer

• Authors Purpose

Main idea of passage What I think about the character(s)
Harvey wants to join the KKK and Viola doesnt. Harvey Viola See adapted text
What the author wants me to think-Authors Purpose

Spouses Viola and Harvey Pettibone hes a
member of the Klan, but she repeatedly chides him
for joining. When Violas arguments against the
Klan prove right, she forces Harvey to do some
heavy self-examination
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Organizer

• Authors Purpose

Main idea of passage What I think about the character(s)
Harvey wants to join the KKK and Viola doesnt. Harvey I think Harvey knows better but he thinks joining the KKK will bring him more business. Viola I think Viola knows that the KKK is trouble. She cares more about whats right than the business joining the Klan will bring them.
What the author wants me to think-Authors Purpose

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Organizer

• Authors Purpose

Main idea of passage What I think about the character(s)
Harvey wants to join the KKK and Viola doesnt. Harvey I think Harvey knows better but he thinks joining the KKK will bring him more business. Viola I think Viola knows that the KKK is trouble. She cares more about whats right than the business joining the Klan will bring them.
What the author wants me to think-Authors Purpose

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Organizer

• Authors Purpose

Main idea of passage What I think about the character(s)
Harvey wants to join the KKK and Viola doesnt. Harvey I think Harvey knows better but he thinks joining the KKK will bring him more business. Viola I think Viola knows that the KKK is trouble. She cares more about whats right than the business it will bring him.
What the Author wants me to think- Authors Purpose
The authors wants me to see that Harvey joined the Klan, not really understanding or agreeing with the mission of the Klan. Although he did know that the work of the Klan was somewhat shady, he chose to go along with the crowd.
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Organizer

• Authors Purpose- Multiple choice answers

Main idea of passage What I think about the character(s)
Harvey wants to join the KKK and Viola doesnt. Harvey I think Harvey knows better but he thinks joining the KKK will bring him more business. B. I think Harvey is most interested in doing Whats right. C. I think Harvey wants to be a Klan leader. See adapted text
What the Author wants me to think- Authors Purpose
See next slide.
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Multiple Choice

1. The authors wants me to see that although Harvey
   did know that the work of the Klan was somewhat
   shady, he chose to go along with the crowd.
2. The author wants me to see how Harvey and Viola
   argued about topics in their community.
3. The author wants me to see how the Klan forced
   men to join them.

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Student 2

• 10th grade
• Core Content Standard RD-10-3.0.2 Students will
  identify or explain an authors purpose in a
  passage.
• Measureable/Observable Skill
• Student will identify authors purpose in
  a grade level text by (demonstrator)

60
Individual Assessment Target

• Standard 1 RD-10-3.0.2

Condition Measurable/ Observable goal Demonstrator
When given adapted text (24 font, doubled spaced, paraphrased, w/ visual supports/context clues) and use of a graphic organizer positioned in students visual regard with appropriate switch position the student will identify authors purpose in a grade level text By choosing the correct purpose for the given text from a choice of 3 visually represented choices through use of switch And answering questions related to why the author wrote the specific text by choosing from 3 visually represented choices through use of switch
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Student 3

• 10th grade
• 1. Core Content Standard RD-10-1.0.2
• Student will make predictions based on
  what is read.
• 2. Measureable/Observable Skill
• Student will make predictions based on
  grade level text (book jacket, pictures in book,
  summary of book, etc) by demonstrator.

62
Student Description

1. Low cognitive abilities
2. No consistent expressive and receptive language
3. Non-reader
4. Speech intelligible to the trained listener

63
Performance Dimension

• Dimension B
• (Has un-reliable receptive language. Responses
  are inconsistent.)

64
Supports

• Provide pictures and manipulatives (objects)
• Provide reader
• Multi-sensory presentation of materials
• Provide scribe
• Simply paraphrased texts supported visually

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Graphic Organizer

• (visual representation of the cognitive task)
• Prediction Chart

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Prediction Chart

Discuss the book or story title. Preview the chapter headings and illustrations. Make predictions and give evidence that supports that prediction. Students read silently to predetermined point. Check previous predictions. Discuss and make new predictions and give evidence that supports that prediction. Students read silently to predetermined point. Check previous predictions. Repeat steps.
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Prediction Chart
Prediction Evidence Revision



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Prediction Chart
Prediction Evidence Revision

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Prediction Chart
Prediction Evidence Revision
A slave boy wants to learn to read and it is not allowed.
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Prediction Chart
Prediction Evidence Revision
A slave boy wants to learn to read and it is not allowed. The boy, dressed like a slave, is holding the book as if he prizes it. The title infers that he wants something very badly. Show voc. Ppt. slide show
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Adapted Prediction Chart
Picture Prediction Evidence



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Text

• Call of the Wild by Jack London
• (grade level text)
• Illustrated and adapted text
• Saddleback Publishing Company
• Three Watson
• Irvine, CA 92618-2767
• Website www.sdlback.com
• (This text was a free download.)

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Adapted Prediction Chart
Picture Prediction Evidence
I predict Im going to read about- Because-
Book Cover
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Adapted Prediction Chart
Picture Prediction Evidence
I predict Im going to read about- A dog that pulls a snow sled. Because-
75
Adapted Prediction Chart
Picture Prediction Evidence
I predict Im going to read about- A dog that pulls a snow sled. Because- Theres a picture of a dog on the cover in the snow and more dogs by the trees.
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(No Transcript)
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Adapted Prediction Chart
Picture Prediction Evidence
I predict- The man is going to steal Buck. Because- The bad guy is paying him money.
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Adapted Prediction Chart
Picture Prediction Evidence
I predict- Buck is going to get away. Because- He is pulling the rope and growling.
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RD-08-2.0.4
Student will make predictions based on pictures
in grade level text.
Student will make a prediction about what they
are going to read based on the cover of a book
they are familiar with.
Student will make a prediction about what they
are going to read based on the cover of a new
book.
Student will make a prediction about what is
going to happen next based on a picture of a book
they are familiar with.
Student will make a prediction about what is
going to happen next based on a picture of a new
low level book.
80
Individual Assessment Target

• Standard 1 RD-10-1.0.2

Condition Measurable/ Observable goal Demonstrator
When presented/read a grade level adapted text simplified with illustrations and supported by pictures, objects, and/or other multi-media/multi-sensory materials the student will make predictions based on grade level text (book jacket, pictures in book, summary of book, etc) By choosing from 3 visually represented choices (i.e. pictures, objects, other multi-media representations)
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Adapted Prediction Chart
Picture Prediction Evidence
I predict- Buck is going to get away. Because- He is pulling the rope and growling.
Use the organizer to assess skills- your work
sample.
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Typical Adaptationsfor Comprehension

• Reader
• Work in small portions (paragraphs 1st, then move
  to passages)
• Repeat reading same text before addressing the
  task
• Use lower level text to train the task-(below
  students grade level)
• Adapt the text
• Use narrative text before going to expository
  text
• Use Graphic Organizers
• Small groups or one-on-one
• Explicit teaching teacher and student working
  together, student on their own
• Use pictures, objects or augmentative device
• Use of before, during and after reading
  instruction