ps37r.altervista.orgps37r.altervista.org/nysaacc/Math M4 4.docx · Web viewD 75 Alternate Assessment Curriculum Framework 4th Grade Math Module 4: Measurement and Data Page 31

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

D 75 Alternate Assessment Curriculum Framework 4th Grade Math Module 4: Measurement

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Resources list

materials lists

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

belief that students with significant intellectual disabilities need high standards that are

reasonable and achievable given sufficient and appropriate opportunities to learn. All students

who participate in Alternate Assessment classes are expected to be provided with access and

exposure to the content learning expectations of their general education peers at a reduced

depth, breath and complexity. The presented tasks, while not reflecting the degree of higher

order skills and comprehensiveness of expectations established for students participating in the

general assessment system, do reflect reasonable and achievable expectations for students

with significant intellectual disabilities. In addition, they maintain a necessarily broad

connection with the Common Core Standards through a concentrated focus on salient features

of specific Standards. These content area sample learning plans and activities are designed not

only to elicit performances of content area thinking skills/behaviors but also to provide

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

imbedded within the tasks.

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

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

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

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

engagement level. Instruction is typically focused on developing the accessing skills that a

student needs to possess. It is understood that for additional information processing to take

place, engagement is a necessary first step. (Please refer to the Essential Thinking Skills and

Behaviors Explanatory Notes document for further information regarding the concept of

Engagement).

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

essential thinking skill of conceptualization. These students can form mental representations

of a concept and apply this knowledge. They exhibit intentional behavior in response to


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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


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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.


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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.


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

Framework Module of Study (AACF) based on the guiding protocol. 1. How do you ‘unpack’ or understand the standards for the learners in your class?Read the standards listed in the module and isolated the key nouns and verbs. Determined what the standard asking the students to know and do. Came to consensus regarding what the performance of these standards would look like for the students in alternate classes. Finally, the group translated the standard into actionable skills for the learners.2. How do you ensure connection between the standards, the learning strands and the performance task?One method the participants used was to use color-coding to ensure a connection. First, the group members color-coded each standard. Second, they looked at each learning strand and checked off, using the color system, where elements of each standard were contained in the strand. Last, they looked at the performance task, and highlighted or checked, using the color system, where elements of each standard were contained in the task. (These key elements were translated into actionable skills accessed in the rubric. See #5)If connections were not achieved, group members made a decision to reorganize, omit, add, condense or adjust as needed. 3. How do you ensure that the learning strands and activities within the activities are sequenced correctly for your students?Several resources were used, such as the CCLS Skills Progression at a Glance, Wisconsin Early Learning Skills, Equals chapter/skills sequencing, etc. (Note: please remember that the use of available resources such as language skills progressions, other content curricular models from various states, reading skills checklists, etc. should be referenced when revising other content area modules)4. How do you ensure that the learning activities are appropriate for each level (B, C, and D)?Participants referred back to Piaget’s Cognitive Levels of Development, their own students IEPs, as well as, keeping the individual needs of the learners in alternate assessment classes at the forefront of their minds When developing the learning activities for all levels.5. What should you consider for creating a rubric against the performance task for Level B, C, and D?Isolated key skills were identified in the standards and translated to actionable learning targets for the students when developing the Level C and B rubrics. Content expectations played a significant role in establishing the rubrics. Aspects of the rubric quantified skills for the B and C level learners and included a simple rating system (4-1, 3-1, etc.).It was determined by the revision group that a specific rubric that could be used across the modules for the level D student would provide teachers with the ability to track skills related to engagement. This was determined to be the best approach to tracking progress for student who are cognitively young and require mastery of those skills related to engagement before any further content knowledge acquisition could be expected.

D 75 Alternate Assessment Curriculum Framework 4th Grade Math Module 4: Measurement and Data

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District 75 Alternate Assessment Curriculum Frameworks 4th Grade Math Module 4

Measurement and Data CONTEXTUNIT TOPIC: Measurement and Data

The concepts of measurement are often taken for granted and sometimes we do not appreciate the importance

measurements play in our lives. We measure things every day, whether we are doing it consciously or sub-

consciously. It might be surprising to some that we unconsciously think about measuring things all day long.

When you put toothpaste on your toothbrush you are measuring the correct amount so that it stays on the

brush. When you hold up a shirt and think, will this fit me, you are using informal measurement skills. It you

use a ruler to measure an object to see if it will fit in your book bag or locker, then you are using formal or

customary measurement skills. Measuring is a skill that most people do without really thinking about it.

However, for our students we must make their use of measurements a conscious act. So they too will be able to

use measurements in real-world contexts and applications.

Measurement is crucial in innumerable scenarios of our everyday lives. For instance, we use measurements

when determining amounts of medication to take. If you take too little or too much then you are not going to

get the proper benefit from it. Cooking of all forms is based on proper attention to measurement. Can you bake

a chicken at 600 degrees? Well, you can but the results would be pretty catastrophic! When purchasing clothing,

measurement is critical in determining proper size. Clothing is all based on size and proper fitting which are, of

course, variants of measurement. The importance of measurements may not necessarily reveal itself when you

play sports but it is there in a big way. If you want to throw a runner out at first or make a 30 yard touchdown

pass then you really need to be accurate. This comes from a clear sense of depth and distance. Understanding

weight, is that object too heavy to pick up by yourself or do you need to use something to lift it? Some may think

this is not important, but it is pretty easy to hurt yourself if you lift objects that are too heavy. For all of us,

understanding measurement in terms of proper use of capacity is critical in our daily lives. Just how many

clothes can you fit in a dresser or closet without it becoming too crammed? Without a clear concept of capacity

you might find yourself pouring an entire half gallon of orange juice into a small glass! The ability to tell time is

all based on measurement principles. Whether you are using a digital clock or an hourglass these devices


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measure the passage of time. Now, imagine how chaotic the world would be if it was impossible to measure the

passage of time. Also, how much weight is too much for a plane to take off or a car to move efficiently? How

much fuel is needed to reach a certain point and how long will it take to get somewhere? Yes, measurements

play a significant part in transportation.

Measurements fall into categories of weight, area, volume, length, time, temperature, and perhaps for our

students, even money. Having taken a closer look at how and when measurements are used in our everyday

lives, it becomes quite clear as to why we have focused this module on standards related to Measurement and

Data. Measurements provide structure and remove the chaos that would result without any commonly

understood method of understanding weight, mass, temperature, etc.

ASSESSMENT


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FORMATIVE ASSESSMENT EVIDENCE: Pictures of students participating in various classroom lessons and activities

Data collection

Student work samples, as appropriate

PERFORMANCE BASED ASSESSMENT TASK

Level D:

Students engage in weights and measures activity centers to explore tools of measurement in a variety of

contexts. Engage with measuring cups when measuring out specific amounts/capacities of solids or liquids;

engage with objects that are placed on a balance scale when comparing weights; engage with materials of

varied lengths attached to a ruler or yardstick ( for example, attach varied lengths of Wikki Stixs to the ruler for

engagement through tactile exploration

Level C: Have student measure out the distance a group of students jump or move in their wheelchairs from the same

starting point. Students would be expected to record the information in a chart given by the teacher. Then

compare the distances to determine who jumped/moved the furthest, shortest, or equal distances.

Level B: Students work in small groups or independently. Students are directed to look up information regarding weights

and measures related to an assigned animal (eagle, penguin, etc.). How long/tall they are, how much time do

they sleep per day, how much they weigh, and how much food by weight they eat in a day etc.) Then show the

length of the animal using masking tape on the floor, gathering and weighing out objects to represent the

amount the animal weighs or the amount of food the animal eats.

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

STANDARDS


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CONTENT AREA COMMON CORE ANCHOR STANDARDS:4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.;

l, ml; hr., min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a

smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as

long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the

number pairs (1, 12), (2, 24), (3, 36)...

4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes,

masses of objects, and money, including problems involving simple fractions or decimals, and problems that

require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement

quantities using diagrams such as number line diagrams that feature a measurement scale.

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.

Standard 3a – Universal Foundation Skills-Students will demonstrate mastery of the foundation skills and

competencies essential for success in the workplace.

ESSENTIAL QUESTION

1. How do different forms of measurement help us in our daily lives?

VOCABULARY


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Amount

Bigger

Clock

Compare

Dime

Distance

Dollar

Estimate

Foot

Gallon

Guess

Hour

Inch

Larger

Length

Longer

Measure

Minute

Nickel

Ounce

Penny

Pint

Quart

Quarter

Ruler

Scale

Shorter

Size

Smaller

Taller

Tape measure

Weight

Yard

LESSON STRANDS OVERVIEW1. Estimate standard units of a measurement system (e.g. feet/inches, gallon/quart, hour/minute, cups/quarts,

quarters/dollar, dimes/ dollar, etc.)

2. Understanding the appropriate unit of measurement for a task. (E.g. to measure the weight of a person

would we use pounds and ounces or feet and inches. To tell the time of day would we use hours and

minutes or feet and yards. To measure amounts for cooking do we use cups and teaspoons or feet and yards.)

3. Use actual measurements and the appropriate units and tools for a task

4. Use the four basic operations to solve numerical or word- based problems involving measurements


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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: Estimate standard units of a measurement system (E.g. feet/inches, gallon/quart,

hour/minute, cups/quarts, etc.

LEARNING PLANS AND ACTIVITIES LEVEL D: Engages as teacher orders peers by estimated heights as they line up to go to lunch, gym etc.

Engage with objects that are the same (e.g. model cars, blocks, straws, etc.)when engaged in comparing

lengths , weights, etc. that are equal (same)

Engage with cubes or boxes to build towers of given estimated heights.

Engages with materials when comparing weights of objects, for example, in a grocery store,

holding items in each hand, on their laps, or in bags that contain objects of various weights.

Engage with objects of estimated equivalents (lengths, weights, volumes) using objects. For

example, engage with a straw, piece of string, and a stick that are about the same length

Engages with clothing of various sizes during sorting activity by size

LEARNING PLANS AND ACTIVITIES LEVEL C: Order peers by height to determine who in the class is the tallest/shortest

Compare objects (e.g. model cars, blocks, straws, yarn) according to similar/dissimilar lengths

Build a small/short tower of cubes, and then build a tower that is bigger/taller next to it

Order objects (blocks, yarn, straws) according to measurement unit, shortest to longest, lightest

to heaviest.

Sort items based on estimated equivalents by pairing things about the same weight, length, etc.


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Identify an object that is approximately the same weight as a given object. For example, a book

is presented by teacher, student selects an item of similar weight from a choices of items

Estimate the heights/ weights of people in appropriate unit of measurement from choice cards

Sorts clothes by visually estimating the sizes, into piles

LEARNING PLANS AND ACTIVITIES LEVEL B: Estimate the length of various objects in a variety of units of measure-inches, feet, Yards, etc.

Recognize the different standard units for measuring by placing them in order according to unit

size; smallest to largest (E.g. inch, foot, yard)

Estimate the weights of objects in a grocery store ( bags of fruit or vegetables)

Estimate the number of items that would be needed for a specific amount. For example, how

many individual apples would it take to make a total of three pounds

Estimate the heights/ weights of people in appropriate unit of measurement

Estimate an amount of various liquids in appropriate unit of measure; pints, cups, quarts, etc.

Identify best estimates by indicating the appropriate units of measurement for a series of

objects shown in pictures to complete a, “Use the Best Measurement”, activity (e.g. pencil = 6

yards or 6 inches; flag pole = 6 yards or 6 feet; weight of horse = 360 ounces or 360 pounds)

Creates outfits by visually estimating sizes and grouping the pieces together


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Lesson Strand 2: Understanding the appropriate unit of measurement for a task. For example,

“To measure the weight of a person, would we use pounds and ounces, or feet and inches?” “To tell

the time of day, would we use hours and minutes, or feet and yards?” “To measure amounts for

cooking do we use cups and teaspoons, or feet and yards?”

LEARNING PLANS AND ACTIVITIES LEVEL D: Engages in the use of an appropriate tool of measurement by standing on a scale when told that it is

time to be weighed

Engages with appropriate measurement tool(s) during cooking activities- measuring cups, scale

Engages with timer as it is set, or the sound produced when item is done in a microwave

Engages with different sized boxes needed to hold a given amount of objects or weight

Engages with representations of given units of measurement. For example, cardboard models of one

inch, one foot, one yard.

LEARNING PLANS AND ACTIVITIES LEVEL C: Given choices (shoe box/large carton), select correct size box needed to hold all of the building

blocks being put away after recreation time.

Attend to teacher using/use appropriate tool(s) of measurement during cooking activities (e.g.

measuring spoon v. clock, teaspoon v. measuring cup).

Set a timer to for amount of time needed to blend /bake/ microwave ingredients during

cooking activity.

Guess/estimate how many steps the teacher will take to walk across the classroom/hall/etc.

Select the correct tool/unit of measurement needed to measure the length (e.g. measuring cup

or ruler; ruler or measuring tape)

Identify appropriate tool from choices, used to measure a variety of objects. (e.g. poster –

ruler; milk – measuring cup; toy car – scale)

Identify units of measure that are used for specific jobs

Match abbreviations for units of measure with meaning. Inches=in., oz.=ounce, XL= extra large


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Create representations of given units of measurement. For example, cardboard models of one inch,

one foot, one yard.

LEARNING PLANS AND ACTIVITIES LEVEL B: Select, use and explain best tool to use measure the basketball court in the gym versus one tile

on the floor or wall (e.g. ruler v. measuring tape).

Determine the difference between two similar items measured using the same unit of measure

Use scale to weight self as part of exercise/nutrition program and track weight over time

Explain how different units of measure are used for specific jobs. Weight/capacity for cooking,

inches/feet for building and making clothes, coins/dollars for retail and banking

Read abbreviations for specific units of measurement

Record units of measurement in appropriate format with/without the use of abbreviations on a

graphic organizer/chart.

Convert units of measurement for objects from larger to smaller units such as, feet to inches or

smaller to larger units, cups to quart

Create models and label representations of a given unit of measurement to show their conversion

equivalents. For example, cardboard models consisting of 12 one- inch pieces, one whole model the

length of one foot, and three one foot pieces to make a yard.

Lesson Strand 3: Use actual measurement units and using the appropriate unit and tool for a task


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LEARNING PLANS AND ACTIVITIES LEVEL D: Engage with various tools used for the same measurement function. i.e. rulers, yardsticks, tape

measure; for measuring length

Engages with tools that perform standard measurements for length, weight, capacity

Engage with visual ordering of peers by height, as teacher uses height chart to accurately

determine which student in the class is the tallest/shortest.

Engage with object on one side of balance scale, and then heavier object as it is placed on

opposite side to tip the scale.

Engage with teacher pouring milk from half pint container to fill cups for all students in class

(i.e. not enough), and with teacher pouring from quart/half gallon container to fill cups for all

(i.e. enough).

Engage with game pieces to play balance board games (e.g. Topple, Balancing Monkeys, and

Balancing Burgers).

On a trip to Grocery store engages with weighing various objects, or exploring pre-packaged

objects of varied weights ( 5lb. vs. 10lb. bag of potatoes)

Engage with materials when making visual models/ representations of measurement tools

LEARNING PLANS AND ACTIVITIES LEVEL C: Selecting between half pint container, quart, or half gallon container of milk to fill cups for all

students in class. Then pour milk from selected container into cups to demonstrate enough/not

enough, more/less

Identify measurement tools for specific unit of measurement

Sort tools based on unit of measure; grouping tools that measure length; weight; capacity

Visually order peers by height, and then use a height chart to accurately determine who in the

class is the tallest/shortest

Repeat the above in relation to ruler/feet. Estimate the measurement in feet, then use ruler to

determine actual measurement in feet


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Determine the quantity (How much do you need?), for cooking activity based on a recipe and

measure out that amount using the appropriate tool

Play balance board games (E.g. Topple, Balancing Monkeys, and Balancing Burgers). Describes

what will happen when another piece is added. Then engage with movement of game

structure (acting as a balance scale) as additional piece is added. (Actual measurement)

LEARNING PLANS AND ACTIVITIES LEVEL B: Use a variety of tools to measure the actual length of a variety of objects, 2-dimensional

geometric shapes, etc. discuss which was the most appropriate tool to use

Given a measurement of an object, converts into another form of the same measurement

Determine the unit of measurement that makes sense for a given task. For example, measuring

the height of the classroom door in inches, feet, and yards by using ruler/measuring tape to

determine which the unit of measurement makes the most sense for the task/object

Track weight lost (ounces/pounds) through participation in exercise/ nutrition program and

recording on a chart to compare over time

Compare and explain how the same number of items can be different weights (3 small apples

vs. 3 large apples)

While playing balance board games (E.g. Topple, Balancing Monkeys, and Balancing Burgers),

students explain why one side went further down when another piece is added.

Create a measurement tool- making rulers

Sorts clothing based on sizes indicated on tags


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Lesson Strand 4: Use the four basic operations to solve numerical/word problems involving

measurements

LEARNING PLANS AND ACTIVITIES LEVEL D:

Demonstrate addition for capacity by “adding to”, by putting objects into a storage container as

requested until it is full.

Engages with containers that show filled to capacity and empty.

Engages with capacity concepts in errorless format by fitting covers onto filled containers of

various sizes Demonstrate subtraction regarding capacity by taking object(s) out of a container

that is over-filled (i.e. Suitcase, shopping bag, etc.).

Engage in simple movement games to that demonstrate addition for distance/length by being

guided for a given number of additional steps forward, moving game board piece forward an

additional number of spaces, etc.

Engages with two balls of varied sizes as they are rolled down and incline plane that travel

different distances

LEARNING PLANS AND ACTIVITIES LEVEL C: Follow directions to place food in microwave to heat and to set timer. Check when timer goes

off. If not ready, demonstrate addition by adding time to the timer to problem solve.

Follow recipe direction(s) by pouring liquid ingredient into measuring cup and stopping at the

indicated line marking when asked “How much do we need?” If liquid is under/over the line, “Is

that enough?” If not, add more. “Is that too much?” If so, take some away (subtract).

Count to find out “How many more steps/spaces do you have to travel to get to the next

location/ to the finish line, etc.

Identifies containers that are empty, filled to capacity, and overfilled.

Measure the distance two balls of varied sizes roll down and incline plane and determine which

went the furthest


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LEARNING PLANS AND ACTIVITIES LEVEL B: Calculate how much a classroom plant has grown by measuring and recording the current

height. Compare with previously recorded heights, and indicate the growth by subtracting to

find the difference.

Demonstrate multiplication by grouping coins of the same value to calculate if there is enough

money to purchase a selected snack shop item.

Describe trends/differences related to temperature readings student records over time. ( ie

student uses subtraction to determine how many degrees colder it was on one day vs. another

day)

Determines the average earned over a 5 day period when paid different amounts for various

class jobs completed each day

Read and solve simple word problems printed (with or without illustrations) on a worksheet.

Explains what needs to be done in order to cover a container that is overfilled

Measure the distance two balls of varied sizes roll down and incline plane and calculate the

differences in those distances and provide a possible reason for this difference


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MATERIALS/RESOURCES Pbskids.org

sciencenetlinks.com

Sidthesciencekid.com

Commoncoresheets.com

o http://www.funbrain.com/measure/

o http://www.ehow.com/how_8688571_teach-kids-units-measurement.html

o http://www.ehow.com/info_12012033_fun-ways-teach-customary-units-length.html

o http://englishplus.com/grammar/00000058.htm (list of unit of measurement

abbreviations)

o http://www.ducksters.com/kidsmath/measurement_glossary.php

o http://www.tlsbooks.com/unitsofmeasure.html (free worksheets)

MANIPULATIVES

Equals Math manipulatives support kit

Ruler(s), measuring tape(s), scale(s), height chart, measuring cup/spoons, money, clocks

Classroom objects, containers, etc.

Balance board games (E.g. Topple, Balancing Monkeys, Balancing Burgers)

BOOKS (including but not limited to)

12 Snails to One Lizard

Counting on Frank

How Big is a Foot? - Myler

How tall, how short, how far away? - Adler

Inch by Inch - L. Lionni

Inchworm and a Half - Princez

Jim and the Beanstalk - Briggs

Librarian Who Measured the Earth - Lasky


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http://www.tlsbooks.com/unitsofmeasure.html

http://www.ducksters.com/kidsmath/measurement_glossary.php

http://englishplus.com/grammar/00000058.htm

http://www.ehow.com/info_12012033_fun-ways-teach-customary-units-length.html

http://www.ehow.com/how_8688571_teach-kids-units-measurement.html

http://www.funbrain.com/measure/

Measuring Penny - Leedy

Super Sand Castle Saturday - Murphy

The fattest, tallest, biggest Snowman Ever! - Bettina Ling

Follow the Money-Leedy

The Coin Counting Book- Rozanne Lanczak Williams

Coins Series- Mary Hill

How Do You Measure Weight? (Measure It!)- Thomas K. and Heather Adamson

VIDEO http://www.youtube.com/watch?v=274gK7i7yGs

http://www.teachertube.com/viewVideo.php?video_id=2287

http://www.bing.com/videos/search?

q=math+videos+on+measurement&qpvt=Math+Videos+on+Measurement&FORM=VQFRML&a

dlt=strict#view=detail&mid=608451F79D6FEFA7F33B608451F79D6FEFA7F33B

http://www.brainpopjr.com/math/measurement/


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http://www.brainpopjr.com/math/measurement/

http://www.bing.com/videos/search?q=math+videos+on+measurement&qpvt=Math+Videos+on+Measurement&FORM=VQFRML&adlt=strict#view=detail&mid=608451F79D6FEFA7F33B608451F79D6FEFA7F33B



http://www.teachertube.com/viewVideo.php?video_id=2287

http://www.youtube.com/watch?v=274gK7i7yGs

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.


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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.


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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


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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).


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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.


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Problem SolvingProblem 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.


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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.


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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.


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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.


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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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Documents

ps37r.altervista.orgps37r.altervista.org/nysaacc/Math M4 4.docx · Web viewD 75 Alternate Assessment Curriculum Framework 4th Grade Math Module 4: Measurement and Data Page 31