Sarah Banister, Michelle Gaertner, Kelly Palik, Alex ... · 1 Generations EFRT 449 Fall 2010 Grade: 8 Sarah Banister, Michelle Gaertner, Kelly Palik, Alex Schaefer, and Rachel Jones

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Generations

EFRT 449

Fall 2010

Grade: 8

Sarah Banister, Michelle Gaertner, Kelly Palik, Alex Schaefer, and Rachel Jones

*Understanding the past to appreciate the future*

http://rds.yahoo.com/_ylt=A0WTb_7Cy.JMkncATl.JzbkF;_ylu=X3oDMTBxamo5cWZ2BHBvcwMxMQRzZWMDc3IEdnRpZANJMTMyXzgy/SIG=1g55us5eo/EXP=1290018114/**http:/images.search.yahoo.com/images/view?back=http://images.search.yahoo.com/search/images?_adv_prop=image&va=family&fr=yfp-t-701&w=620&h=500&imgurl=www.londonnfp.com/lnfp/images/family.jpg&rurl=http://www.londonnfp.com/&size=25KB&name=...+Natural+Fami...&p=family&oid=e6e436f7e459ddb79f64ee01dc7419a8&fr2=&no=11&tt=9400000&sigr=10p7ne72q&sigi=1181a3dnl&sigb=12jdqp150&.crumb=iWTS9I007eU

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Table of Contents: Unit Description………………………………………………………..…………3 Special Education Parent Letter…………………………..……………………4

Stage One…………….……………………………………………………….….5

Social Studies Section………………………………………………………...…6

French Section……………………………………………………………………8

Math Section………………………………………………………………...…..12

Hilda Hanson IEP……………………………………………………………….17

Ronald Weasley IEP……………………………………………………………22

Penny Wilson IEP………………………………………………………………27

Jane Doe IEP……………………………………………………………………32

Ron Roo IEP……………………...……………………………………………..36

Alex Smith IEP…………………………………………………………….…….40

Data Use…………………………………………………………………………44

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Unit Description This interdisciplinary unit is a combination of mathematics, French and social

studies classes examining the topic of generations. The students will use 21st Century

skills to compare and contrast past generations with the 21st Century. We feel it is

important for students to understand and appreciate their family histories as well as use

the information acquired during research in real-life situations. We feel that students

should be proud of their family and the heritage that they have. This unit allows students

to connect their learning from subject to subject and make a personal connection to the

concepts/skills they are leaning. Social studies, French and Math seem to be very

different entities, but by creating an interdisciplinary connection, students will more

easily build schemata into their memory.

The study of family history is a practical concept in social studies. Learning

about heritage is an important concept and students must be able to connect their

families to specific people and events that happened in history. Mathematics uses the

data of ethnic make-up of each student to create fractions and percentages of ethnic

backgrounds of the class. Students will use the data to complete a chart of diversity.

French will use the data collected to learn and converse using the terms associated with

family (mother, father, brother, sister, grandfather, grandmother, etc.). By connecting

the information used in each class, students will have the opportunity to build the skills

associated with the data into their memory.

At the culmination of the week, students will hold a culture fair to share their

projects with the other students and teachers at school and with members of the

community. By sharing their projects with others students, the students will not only

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take pride in their work, but demonstrate their understanding of each subject area within

this unit.

November 8, 2010

Dear Parents:

We are beginning a unit on family and generations later this month. Our goal is to make this unit

as enjoyable as possible and there are a few things you as parents can do at home to help us out!

This is an interdisciplinary unit between the social studies, math, and French courses. Some of

the projects we will be working on are researching their family tree, family vocabulary in

French, and comparing family tree information in math terms. In the end, there will be a culture

fair where students will present the information they have about their families and past

generations.

I encourage you to talk with your child about past generations in your family. As stated before,

one of the teachers plan on having students create family trees so as much information you can

find will be extremely helpful. We will provide many materials for these projects, but we would

like students to bring pictures in of their family. There may be some readings sent home. It’d be

nice if you could take a few minutes to go through these with your child for better understanding.

All accommodations and modifications on your child’s IEP will be used in this unit.

Thank you for taking the time to read this letter. You can call or e-mail me at any time if you

have questions about this interdisciplinary unit. We are all excited to begin this, but it is our first

unit as a team so your feedback is much appreciated.

Thanks,

Sarah Banister

[email protected]

(555) 924-3456

mailto:[email protected]

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STAGE 1 – DESIRED RESULTS

What is your question? Or Big Idea? How has your family background affected who you are today?

Unit Title: GENERATIONS Established Goals:

Create a family tree

Understand the importance of generations

Essential Questions:

How many different generations can you trace back in your family?

Where are your ancestors from?

What information can you get about yourself from your family tree?

Standard: IV. HISTORICAL SKILLS A. Concepts of Time The student will acquire skills of chronological thinking. 1. Students will develop a chronological sequence of persons, events and concepts in each historical era studied in these grades.

The student will acquire skills of chronological thinking.

1. Students will develop a chronological sequence of persons, events and concepts in each historical era studied in these grades.

Prerequisite Understanding: Specific to your discipline.

Research methods

What a generation is…

Students will know (Objective; ABCD):

The history of their family and the geographic area from which their family came from.

Students will be able to (Objective; ABCD):

Create a link between life today and the lives of previous generations by making a family tree of their own families.

6 Levels of Understanding (Bloom’s Taxonomy; Higher Order Thinking Skills) (Goals):

Students will apply and synthesize the knowledge of their family by making a family tree poster to present to the class and the community.

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SOCIAL STUDIES

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks (2 parts):

Part 1: Students will show their family trees at a culture fair in which the students will share their heritage with the school and community. The students will dress in traditional clothing of their ancestors and provide a dish of a local cuisine from the country of their ancestors.

Part 2: Students will discuss, in groups, what a generation is and why their family history is important.

Other Evidence: Specific to content only with two types:

Question the students about their heritage as they research the family tree.

Students will present their family trees to the class. The tree must include at least 5 generations and the area each generation came to America from.

Key Criteria:

Describe the place from and time period in which their ancestors came to America.

Students will authentically prepare a food from their motherland.

Students will include at least five generations in their family tree.

STAGE 3 – LEARNING PLAN

Day 1 Activity: Students will spend the entire class time researching their family tree on www.ancestry.com. The students will use their research technology skills to fill in their family trees. Students have the opportunity to read any historical documents pertaining to their families on the site. The students are also able to construct their family tree on the site if they choose. Enrichment for this activity will be a challenge to trace back as many generations as they can. Modifications and accommodations for this activity will include allowing students to use the resource room during their research if they need assistance with their search. Students that require the assistance of a paraprofessional will be allowed to stay on two of the three computers in the classroom and work with the para. If there is a student that feels more comfortable working with less people around can also stay in the classroom on the third computer. Day 2 Activity: Once the students have finished their research they can begin building

http://www.ancestry.com/

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their trees. Students have free choice of how they want to make their trees (poster board, online, 3D model, or through pictures). The students will have the entire class time to finish research on the classroom computers and create their trees. Markers, paper, tape, glue, and numerous other art supplies will be provided. Enrichments for this activity will include a small paper on the traditional dress of their ancestor’s country. Modifications and accommodations for this activity will include the assistance from paraprofessionals with a few students and reading assistance from the teacher when needed. Day 3 Activity: The students will be using the percentages and fractions they calculated in math class to create a rationale for the population of the area (why are there more of a certain ethnicity in one area and not many of another). They will discuss the geography, population density, occupational opportunity and ethnic grouping that affects where people decide to settle. They will start in small groups and establish a group population and then move to the whole class and establish a class population description of why there is a certain population in the area. Enrichment for this activity will include writing up a small report/graph of the different percentages of each ethnicity. Modifications and accommodations for this activity will include the use of a paraprofessional where needed and the practice of social skills in the small group setting. Reading partners in the groups will be assigned as needed. Day 4 Activity: Today the students will be presenting their trees to small groups and giving each student suggestions for improvement of their tree for the culture fair. Each student will have up to 2 minutes to show their tree and share one interesting fact about their family history. At the end of class students should be prepared for the culture fair the next day. This time will give students the chance to make any alterations of their trees. The one modification for this activity is to have a paraprofessional interpret Ronald’s pictures so that he/she can explain them to the group. If there are any students that do not feel comfortable presenting in the groups can present to the teacher at a separate time. Day 5 Activity: The students will have a culture fair. They will dress in traditional garb (as best they can) of their ancestors and prepare a food from that country to share. We will invite the entire middle school, parents and the community to the fair. Students will present their family trees with those who are passing by and allow those people to sample their food. Modifications and accommodations will include students with speech impairments will be provided a paraprofessional to help explain their tree and speak with those passing by. Students that have trouble staying on task will be separated from each other and place next to students that are on task and willing to ensure that the other student stay on task as well.

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FRENCH

Standards: Specific standards to your content to be used in this unit. (Pick one) 3.1- Students reinforce and further their knowledge of other disciplines through the foreign language 4.2- Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Prerequisite Understanding: Specific to your discipline. -Greetings –verbs: aller, faire, avoir, être –some different vocabulary

Students will know (Objective; ABCD): •

Students will be able to (demonstrate)(Objective; ABCD): • Students will be able to demonstrate knowledge of family vocabulary, create a family tree, be able to tell a partner/group about their family tree and compare French families with their own.

6 Levels of Understanding (Bloom’s Taxonomy; Higher Order Thinking Skills)(never have all 6) (Learning Goals):

Evaluation

Synthesis

Analysis- Student’s will be able to analyze how French families act compared to their own families.

Application- Students will be able to apply their knowledge in conversation with a partner/group.

Comprehension- They will understand the comparisons of both French and American families as well as the vocabulary presented.

Knowledge- Students will gain cultural knowledge of families as well as vocabulary.



Part 1: Same for all content. .. culmination of your interdisciplinary unit


1 formative: Observe students creating

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Culture Fair- Dress as an ancestor, bring food and talk about it. Invite community, parents and such.

Part 2: One for each content Students will have a conversation with a group/partner talking about their families and telling about them.

family tree and marking family members with the correct vocabulary.

1 summative (end of unit test/project thing)

End of the unit quiz testing vocabulary and knowledge as well as a small speaking assessment where the student’s will tell me about their immediate family and give differences and similarities between their families and a French family.

Key Criteria:

Students will be able to hold a 1-4 minute conversation about their family and use verbs and vocabulary they have learned.

Students will be able to demonstrate knowledge of differences and similarities between French and American families.

Students will be able to create and accurate family tree with the correct labels in French.


This is a summary of the learning activities. Plan for a 45 minute block. Plan for a 5 day Unit. So, activities for 5 days, 45 minutes each day. These activities need to tie into the unit theme, which ties to the Interdisciplinary portion. This part should be cohesive to the Interdisciplinary concept. 3 Lead Lessons with the other two being integrated into another content area. Narrative and into each lesson needs to have the description of the activity and the following points:

Differentiation/Enrichment of instruction

Modification/Adaptations (IEP)

Integration of literacy (reading/writing), technology, engagement of students contribute towards 21st Century skills building

Evidence of multiple intelligences (Gardner) Day 1: Activity 1: Family Tree Students will create a family tree of their own family and label their family members with the correct vocabulary word in French. They will draw the tree on paper given to them and they are free to use whatever media they choose (markers, pens, pencils etc…) They are free to be creative with their trees. Together as a class we will make a fictional family tree on the SMART board and practice learning the new words. Flashcards will be handed out (based off the fictional family) so students have the same words and people to recognize who is who.

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Learning the new vocabulary and creating the labels for the family tree addresses the reading and writing aspect. The use of the SMART board integrates technology. Students will be using their creativity to make their family trees personal. Visual and bodily learners will benefit the most in this lesson because of the SMART board interaction and the pictures of family. There are some modifications necessary for this lesson. First, for a student who communicates through pictures, I would have him get an extra set of flashcards and paste the pictures on paper to make his family tree. His paraprofessional can aid him in creating the tree. The child who cannot read fine print will sit closer to the board. I will make a cheat sheet of vocabulary to hand to all students but it will aid the girl who struggles with reading and writing. Activity 2: Conversation/Interview Students will break into pairs to conduct interviews or have conversations about each others’ families. They will have some prescribed questions but can feel free to ask their own. This activity is done fully in the target language. Students can ask their questions alternately or they can have one person go at a time. I will be formatively assessing them on this exercise on how well they use to vocabulary, their grammar and how comfortable they are talking in the target language. This activity actively engages students with each other to collaborate and tell about their families. This activity benefits the interpersonal intelligence and linguistic intelligence the most because of the communication. This activity enhances the student’s people skills and communication skills because they have to interact with another person and it may or may not be a person they sit near. If they are having problems with talking to the person and they aren’t sure how to say it in French, they have to use problem solving to figure out how to get what they want to say across to the other person. For the child who speaks through pictures, his paraprofessional will help him speak during this activity, although I would encourage him to try to at least use the family vocabulary. Day 2 Activity 3: Things done with Family (comparison to French families) Students will break into groups and discuss activities they do with their family. They will make a list and compare with their classmates. As a class, we will list of activities that students do with their families on the whiteboard or with the SMART board. Then we will make a Venn diagram on the board or SMART board comparing their answers with a French family. Students and I will put the ideas on the board. Then we will discuss the differences and I will have the students give ideas as why the idea of family is different in the different countries. This activity engages students with the SMART board or whiteboard. This uses communication skills and problem solving skills because the students communicate about their family and speculate about the differences between American and French families. The child who speaks through pictures will need the assistance of the paraprofessional. This activity makes the students use collaboration skills and communication skills with their classmates. Since they all need to have their own list to contribute, they also use the accountability skill. They also are incorporating people

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skills by working in the group. Several intelligences benefit from this activity such as linguistic, bodily, logical and interpersonal. Activity 4: SWAT (with Smart Board) Students will be playing the game SWAT. Either using the whiteboard or SMART board, vocabulary words will cover the board. Students will be split into two teams. Two students at a time come up and I will say a word, and the student’s job is to find the word and either SWAT it, if it’s the whiteboard, or use the pen or a finger to point to it or circle it with the SMART board. This activity uses the SMART board therefore incorporating technology. For the student who communicates through pictures I could put pictures of the fictional family up on the smart board and I could say the word so he could demonstrate understanding and since he likes moving this game will help him get up and moving. The bodily intelligence is best represented by the game because of the movement but there is some visual if pictures are up on the board and linguistic of the words are. Day 3: Activity 5: Famous Genealogies The class will pick a famous family, real or fictional, and as a class, we will talk about them. It will help reinforce the vocabulary learned and depending if the famous family is historical, provide historical and/or cultural context. The famous family will be preferably of French heritage, but if there is not one that students know a lot about, I will allow deviation. We will create a family tree for the family via the SMART board with students writing in who is who. After the tree is created, I will test them on their knowledge about family. For example, I might ask something like, “What is Louis Philippe’s relation to Napoleon?” This activity again uses the SMART board so technology is included. The bodily intelligence is represented as well as visual, linguistic and interpersonal. The students are again collaborating with each other to come up with ideas as well as effectively using their communication skills. The paraprofessional will assist the boy who talks with pictures. Day 4:Review and Quiz Activity 6: MEMORY game with Flashcards Students will play the game memory with their flashcards to prepare and review for the upcoming quiz. They will rotate partners in order to move a bit. This activity doesn’t include technology but the students are collaborating with other students and using people skills. The visual, interpersonal and bodily intelligences are used the most in this game. The paraprofessional with help the child who needs to communicate through pictures, but limitedly so because the child is working with the flashcards. Day 5: Activity 7: Culture Fair Students will be participating in a Culture Fair. They will dress in the traditional garb of their ancestors and prepare some type of food that is part of their heritage. The students are free to invite parents and their community as well as the entire middle school. The students will present their family trees and allow guests to sample their food.

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One of the modifications will be that a paraprofessional will be present to help a student communicate about their three and speak to guests who pass by.

MATH

Standards: Specific standards to your content to be used in this unit. 8: Number & Operation: Read, write, compare, classify, and represent real numbers and use them to solve problems in various contexts: 8.1.1.2: Compare real numbers; locate real numbers on a number line. Identify the square root of a positive integer as an integer, or if it is not an integer, locate it as a real number between two consecutive positive integers.

Prerequisite Understanding: Specific to your discipline. Students must first understand the family tree and its relation to their own families. Students also must know the general idea of fractions and percentages.

Students will know (Objective; ABCD): When given different percentages of ethnicities (10% Irish, 20% German, etc.), students will understand the relation between their own ethnicities and their peers’ ethnicities in the classroom.

Students will be able to (Objective; ABCD): Students will be able to convert the percentage of class ethnicities into fractions of class ethnicities.

6 Levels of Understanding (Bloom’s Taxonomy; Higher Order Thinking Skills) (Goals): Students will analyze their own ethnicities and their peer’s ethnicities by comparing and contrasting the percentages and fractions of ethnicities.



Part 1: Same for all content. .. culmination of your interdisciplinary unit

Part 2:


1 formative The students will be in groups of 3-5 in the classroom and they will relate their ethnicity fractions/percentages to each

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Students will take their percentage of ethnicities and convert them into fractions. Then students will use the fractions to compare and contrast ethnicities between their peers in the classroom.

other. They will see whom they are the most similar to and whom they are most different from.

1 summative The students will be given a worksheet with fractions and percentages. Depending if it is a fraction or percentage, students will convert the number to either a fraction/percentage. For example 2/5 = 40% or 50% = 1/2

Key Criteria: o Students will name at least 2 differences and 2 similarities of ethnicities in the

classroom. o Students will get at least 80% of the questions correct on the worksheet. o Students will be able to relate to at least one person in the classroom based on

similar ethnicities.


This is a summary of the learning activities. Plan for a 45 minute block. Plan for a 5 day Unit. So, activities for 5 days, 45 minutes each day. These activities need to tie into the unit theme, which ties to the Interdisciplinary portion. This part should be cohesive to the Interdisciplinary concept. 3 Lead Lessons with the other two being integrated into another content area. Narrative and into each lesson needs to have the description of the activity and the following points:

Differentiation/Enrichment of instruction

Modification/Adaptations (IEP)

Integration of literacy (reading/writing), technology, engagement of students contribute towards 21st Century skills building

Evidence of multiple intelligences (Gardner) Lesson Description: Day 1 After students have created a family tree and found information about how much they are related to different cultures and ethnicities (which takes place in other classes), students will analyze the information. The family trees that are used for this lesson are

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from the social studies and French lessons. For example, a student will already know that they are 50% Irish, 20% German, 20% Native American. They will then use this information and first turn the percentages into fractions. For example, a student is ½ Irish, 1/5 German, and 1/5 Native American. Individually, the students will turn their percentages into fractions. After percentages have been converted, the students will write a small description about their different ethnicities. The students will analyze their information and determine which culture they are most similar to and which culture they are least similar to. Therefore, resources for this lesson include the family trees from other the other disciplines (social studies and French). Modifications and accommodations that can be brought into this activity include informing the paraprofessional about the week’s activities that are taking place. Also, the fractions can be simplified and rounded up or down in order for struggling students to find success. Certain manipulatives can be used throughout the lesson as well such as fraction cubes or fraction tiles that are multicolored and easy to use. The assignment can be explained in a different way such as “you know your family background, but in order to know your relation to others in the class, we need to switch percentages into fractions. In addition, allow students to leave the room for writing time if necessary or give students extra time to complete the activity. Finally, make sure that the percentages are printed in large and bold print. Enrichment for this lesson includes giving students complex percentages to turn into fractions. Students could also graph their information using a pie chart. Lesson Description: Day 2 Once students understand their own relation, they will be put into groups of three to five. The larger the group, the more students have to communicate with their peers about their own background. Students will then discuss their differences and similarities to each other based on the fractions of ethnicities. The individual analysis completed in day 1 can be discussed as well. During the discussion, the students should add up the total amount of similar ethnicities (fractions) and record that data. Students will make some sort of chart such as a pie chart or table. Technology, such as computers, can be used in this section of the lesson, if students have the knowledge and ability to use technology. Resources needed for this lesson, would be access to computers and space for students to work in groups without interfering with other groups. The biggest accommodation that can be made for this lesson would be to put struggling students into groups that have hardworking, trustworthy, and understanding students. This way struggling students have someone who works hard to participate with. Also, make sure communication continues to go back and forth between parent and teacher through the notebooks. Allow creative students to use the technology to make their chart. Enrichment activities include graphing the information found through another method, other than using computers. The students could find a more creative representation. Lesson Description: Day 3

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After students have made a way to organize the group data, the students will then compare and contrast their group ethnicities. The students should be able to see how similar and different they are to other students in the groups. In the small groups, the students should choose one partner that they think they are most similar to based on the ethnicity fractions. Students should also choose one partner that they think they are most different to based on the ethnicity fractions. With each partner, similar and different, students should come up with a few written sentences about how they compare and contrast with each other. After each set of partners have completed their written description, the group should come back as a whole and discuss their findings. Resources needed for this lesson include space for students to work in groups and writing materials. Once again, struggling students should be paired with trustworthy students that will be able to help struggling students positively. A Venn diagram can be used for more of a hands-on visual approach to showing the similarities and differences. Allow a paraprofessional or time for students to leave the classroom to work on the writing portion of the lesson. If struggling students prefer to work alone, provide the student with the data of another student and give the student time to complete the assignment alone. Enrichments for this activity include students comparing more than one other student about similarities and differences. The student can compare two or more other students along with their own information. Lesson Description: Day 4 As a whole class, come back together and discuss their each group’s results. The teacher will record each group’s results and display them on an overhead projector using a computer. The teacher will then combine the results and make a class chart, preferably a pie chart. After the results have been combined, hold a class discussion about the diversity in the classroom. Provide students with a worksheet with various percentages and fractions. Give students time to work individually on the worksheet. After all students have finished their worksheet, bring up the activity for the next day. Inform students that they will be holding a culture fair where they will be given the opportunity to share their family trees and what they have learned about their own culture. Their parents and other family members will be invited to the fair. Ask students to go home and let people know about the fair and give them the specific time and place (depends on schedule and school). Also, ask students to bring in any artifacts that they feel is appropriate for their family background. This could be pictures, actual family trees, or any other type of artifact that represents their family. This is preferred, but not mandatory because not all children have access to these types of belongings. The students will be given time in class tomorrow to prepare for the fair. The resources needed for this lesson an overhead projector with a computer attachment and the worksheet that is handed out to the students. In addition, some sort of flyer is needed for students to pass out to their family member noted with the appropriate information for the fair.

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Accommodations for this lesson include allowing struggling students to leave the classroom when the classroom data is taking place. Instead of such a large group, have the student work on interpreting the data using on three or four other people. This will make the activity less overwhelming. When introducing the culture fair, make sure struggling students are sent home with a letter about the events of the next day and what the teacher would like the students to bring in. Enrichments for this lesson would be to give students time to put together an in depth presentation about a culture of their choice. Have students present the lesson at the culture fair. Lesson Description: Day 5 Introduce the culture fair to the students once again. Give students a little bit of time to gather their belongings needed for the culture fair (family tree, ethnicity information, family artifacts). Walk children into the space that the fair will be taken place in. Give students time to put together their station. After setup is complete, allow families to come roam the different exhibits. Children should be by his/her station to explain their information and artifacts they have. The group of teachers who presented this entire unit to the students should be there also roaming around making sure that students are on task and helpful. The teachers can also describe to the families what students have been participating in for the past week of school. A large meeting space and cafeteria tables are resources that are needed for this lesson. To accommodate students for this lesson, make sure struggling students are paired with a student that works hard and is able to work well with other students. Have students prepare their stations using pictures and artifacts that mean a lot to students. Students may share their pictures and artifacts with families during the fair if they so choose. Have a paraprofessional available during the fair to assist struggling students. Again, for enrichment, let students present their project that they have prepared before about a certain culture at the fair. Make sure students are being asked challenging questions that have to do with their project and their chosen culture. Overall Unit: Throughout the entire unit, students are challenged to use their data to compare and contrast with other students. Students also write about their findings often. Computers are used to formulate data. Students have to think about others and themselves when participating in this activity to come to a conclusion. Students work on collaboration throughout the lesson along with their presenting and people skills during the culture fair.

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INDIVIDUALIZED

IEP Meeting Date: 1/05/2011 EDUCATION PROGRAM 10/03 (IEP)

STUDENT INFORMATION

Student: Hilda Hanson

Gender: F

Grade: 8

D.O.B.: 10/5/1996

PARENT/GUARDIAN INFORMATION

Parent/Guardian Name(s): John and Mary Hanson

IEP INFORMATION

Federal Setting:

IEP Manager Name: Sarah Banister

Phone #: (555) 924-

3456

PROGRESS REPORTING

Frequency and method(s) to be used for reporting progress to parents: A written progress report will be done at

the mid-quarter and end of every quarterly grading period. The IEP will count as one of the reports.

EXTENDED SCHOOL YEAR Yes No More Data Needed

Are extended school year services required for this student? x If yes, services must be described within this IEP or in attached documentation.

SPECIAL EDUCATION AND RELATED SERVICES Minutes Service

Location Anticipated Per Session Start Anticipated

Instruction or Service Provided General Education Special Education Frequency Indirect Direct Date Duration

Math

Yes 5/week 50

min

8/28/10 1/year

French

Yes 5/week 50

min

8/28/10 1/year

History

Yes 5/week 50

min

8/28/10 1/year

LEAST RESTRICTIVE ENVIRONMENT (LRE) EXPLANATION

If the student is not able to participate full time with students without disabilities in the regular classroom and in

extra-curricular and non-academic activities, provide a statement explaining the extent of nonparticipation: The team discussed options for Hilda to participate with student without disabilities. The team believes that full

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participation and participation in elective classes will meet Hilda’s individual and functional needs. She will

participate in the general education courses with paraprofessional assistance. All of Hilda’s educational services

will be met in the general curriculum with the use of assistive technology and few accommodations. Hilda will

move about the school with students without disabilities with 1:1 support as needed. Page 2 of 4 IEP Student Name: Hilda Hanson

PROGRAM

Present Level(s) of Educational Performance, including for K-12 students, describe how the disability affects

their involvement and progress in the general curriculum (i.e. the same curriculum as for non-disabled students).

For preschool children, describe how the disability affects the child’s participation in appropriate activities. Hilda has good attendance and is almost always on time. However, she does not always maintain appropriate

work ethic when her paraprofessional is helping other students or not present. Hilda’s completion rate is less than

50% in the absence of the paraprofessional. Hilda also responds negatively to her paraprofessional’s verbal

responses at least once per class period. This reaction disturbs other students, and distracts Hilda from her own

work. Hilda is off task 15 minutes of every 45-minute class period. She enjoys telling jokes and making her peers

laugh. She is very social and likes engaging in conversations outside of class material.

Annual Instructional Goal: Hilda will improve her work ethic. 1 of 2 Goals

Short Term Objectives or Benchmarks:

1. When the paraprofessional is helping another student or not present, Hilda will complete her work in the

assigned time in 4 out of 5 trials as measured by staff observation of daily work. 2. Hilda will have one or fewer documented incidents of responding negatively to her paraprofessional’s

responses in 4 of 5 days as measured by ABC charts.

Annual Instructional Goal: Hilda will decrease her off task behavior. 2 of 2 Goals


1. Hilda will decrease all off-task behavior to 5 minutes for every 45-minute class period as measure by

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timed charting.

2. Hilda will discontinue outside conversations or jokes when requested by staff 95% of the time as

measured by staff observation.

Page 3 of 4 IEP Student Name: Hilda Hanson

MINNESOTA COMPREHENSIVE ASSESSMENT BASIC SKILLS TEST

Address for MCA’s administered during the student’s annual IEP year. Will participate without accommodations or modifications (PS)

Will participate without accommodations X Will participate with accommodations listed (PS):

Calculator, Manipulatives, and Tests read

X Will participate with accommodations listed: Will participate with modifications (PI): (Modifications are not allowed.) (Document modifications selected and provide rationale.)

Calculator, Manipulatives, Tests read

Alternate Assessment-Document IEP team rationale: X Alternate Assessment (PI) -Document IEP team rationale:

Hilda’s has not been exposed to the curriculum

required to learn the skills presented on the tests. The

alternate assessment is more of a true picture o f skills.

DISTRICT-WIDE ASSESSMENT

Address each time a student is in a grade being assessed by the district. State

PS

Individual *

PI

Alt. Assess.

PI

Date

Passed

Reading X

Will participate without accommodations Math: X Writing: X

X Will participate with accommodations listed below:

Calculator, Manipulatives, and tests read Check the appropriate box to indicate the level the student will

attempt. *If the modification is to alter the district’s passing level,

enter the test score expected to be achieved.

Alternate Assessment-Document IEP team rationale

and list alternate assessments:

LEP STUDENTS

Address for special education LEP students during the student’s annual IEP year.

Will participate in TEAE test without accommodations Will participate in TEAE test with accommodations

listed:

MN SOLOM-Document IEP team rationale:

PROFILE OF LEARNING/HIGH STANDARDS AND/OR MINNESOTA ACADEMIC STANDARDS

Will participate in the Profile of Learning High Standards. See attached documentation and identify local requirements.

(Based on existing locally established graduation requirements.) and/or

Will participate in the Minnesota Academic Standards as they are written. No changes will be made.

X The IEP team has determined that some of the Minnesota Academic Standards are inappropriate.

Some or all of student’s IEP goals and objectives will replace the inappropriate academic standard(s)

listed below:

20

Reading goals and objectives will replace the reading Minnesota standards.

The IEP team has determined that because the nature of the child’s disability, all the Minnesota

Academic Standards are inappropriate. The student’s IEP goals and objectives will be the established

alternative standard(s).

ADAPTATIONS IN GENERAL AND SPECIAL EDUCATION Describe needed adaptations including 1) supplemental aids and services in general and special education, and 2) program modifications or

supports for school personnel to meet the needs of the student, and 3) assistive technology:

Hilda will work with a paraprofessional in the regular education classroom. She receives PT and assistive tech.

Schools and parents will communicate through a notebook. The Assistive Technology Coordinator will be called to

assist with selection and use of technology that may be appropriate for Hilda. Hilda will receive letter grades.

However, she will be graded on completion of work.

Page 4 of 4 IEP Student Name: Hilda Hanson

SECONDARY TRANSITION PLANNING

Transition Needs: For students about to enter grade 9 or reach age 14 and thereafter, describe the focus on

courses of study to address transition from secondary services to post-secondary education and training,

employment, community participation, recreation and leisure, and home living. In addition, describe how the

disability impacts secondary transition planning. Post-secondary education and training: Hilda will explore technical school, colleges, and universities. Employment: Hilda will take a career class in high school. Community Participation: Hilda would like to participate in community activities with peers, staff, or family

members. Recreation and Leisure: Hilda would like to spend time participating in track and field and other outdoor activities

such as hiking and camping. Home Living Skills: Hilda would like to live in her own apartment monitored by staff.

Transition Services: For students about to enter grade 9 or reach age 14 and thereafter, identify instructional

services, related services, and interagency responsibilities and any needed linkages to address transition from

secondary services to post-secondary education and training, employment, community participation, recreation

and leisure, and home living and the person(s) accountable for each activity: Post-secondary education and training: Tour of local schools Employment: Career course at the high school Community Participation: Family support Recreation and Leisure: Track and Field Coach

21

Home Living Skills: Home and Community Options, Inc.

TRANSFER OF RIGHTS AT AGE OF MAJORITY Addressed only in IEPs for students who will reach age 17 during the tenure of this IEP.

Prior to the student’s 17th birthday, the student was informed of the rights that will transfer to him/her upon

reaching the age of majority (18), unless a legal guardian or conservator has been appointed. Date student was informed: 12/09/2010

22

Page 1 of 4

INDIVIDUALIZED


STUDENT INFORMATION

Student: Ronald Weasley

Gender: M

Grade: 8

D.O.B.: 8/5/1996


Parent/Guardian Name(s): Arthur and Molly Weasley

IEP INFORMATION

Federal Setting:


Phone #: (555) 924-

3456

PROGRESS REPORTING




Are extended school year services required for this student? x If yes, services must be described within this IEP or in attached documentation.




Math X 5/week 50

min

8/28/10 1 year

French X 5/week 50

min



extra-curricular and non-academic activities, provide a statement explaining the extent of nonparticipation:

23

The team discussed options for Ronald to participate with students without disabilities. The team believed that full

participation and participation in elective courses would not meet Ronald’s individual and functional needs. He

participates in partial math courses with 1:1 support. The general education courses Ronald participates in have

pass/fail grading system because his skills are significantly below his peers without disabilities. Page 2 of 4 IEP Student Name: Ronald Weasley

PROGRAM



For preschool children, describe how the disability affects the child’s participation in appropriate activities. Ronald enjoys spending time and communicating with peers. Ronald correctly uses his picture cards to

communicate 50% of the time. The other 50% of the time Ronald chooses pictures that are irrelevant to the

conversation or subject area. Ronald also knows sign language, but rarely uses his signing to request help or ask

questions. Ronald waits for the teacher, his paraprofessional, or a peer to ask him if he needs help first.

Annual Instructional Goal: Ronald will increase his communication with peers and staff. 1 of 2 Goals


1. Ronald will use communication cards correctly in 7 out of 10 trials as measured by staff observation.

Annual Instructional Goal: Ronald will increase his amount of requests. 2 of 2 Goals


1. Ronald will independently ask for help with sign language 80% of the time as measured by staff

24

observation.

Page 3 of 4 IEP Student Name: Ronald Weasley



Will participate without accommodations Will participate with accommodations listed (PS):

Will participate with accommodations listed: Will participate with modifications (PI): (Modifications are not allowed.) (Document modifications selected and provide rationale.)

X Alternate Assessment-Document IEP team rationale: X Alternate Assessment (PI) -Document IEP team rationale:



PS

Individual *

PI

Alt. Assess.

PI

Date

Passed

Reading X


Will participate with accommodations listed below:

Check the appropriate box to indicate the level the student will



X Alternate Assessment-Document IEP team

rationale and list alternate assessments:

LEP STUDENTS



listed:






The IEP team has determined that some of the Minnesota Academic Standards are inappropriate.

25


listed below:

X The IEP team has determined that because the nature of the child’s disability, all the Minnesota



ADAPTATIONS IN GENERAL AND SPECIAL EDUCATION

Describe needed adaptations including 1) supplemental aids and services in general and special education, and 2)

program modifications or supports for school personnel to meet the needs of the student, and 3) assistive

technology: The majority of Ronald’s day is spent in a separate classroom and he does not receive letter grades. Most activities

are hands-on and modified/adapted to Ronald’s needs. Ronald works with a 1:1 paraprofessional who assists

Ronald with toileting and grooming. He receives DAPE, OT, PT, services from the teacher for the visually

impaired, and assistive tech. Their suggestions for new equipment or ideas will be incorporated into daily

programming. Ronald uses picture icons for communicating. School and parents communicate through a

notebook. The Assistive Technology Coordinator will be called to assist with selection and use of technology that

may be appropriate for Ronald. It is helpful to use high contrast materials and to utilize movement in addition to

sound to draw his attention to the presented material. When presenting objects, people, computer programs, or any

type of material, visual clutter should be reduced as much as possible. Ronald will participate with the Career Class

taught by the Work Experience Coordinator and the sp. ed. teacher.

Page 4 of 4 IEP Student Name: Ronald Weasley





disability impacts secondary transition planning. Post-Secondary Education and Training: Ronald will get on-the-job training through a day activity program site. Employment: Ronald will work in a day activity program. Community Participation: Ronald would like to participate in community activities with peers, staff, and family

members. Recreation and Leisure: Ronald would like to go bowling or find other activities inside. Home Living Skills: Ronald would like to live in a group home with peers and staff, helping with daily activities

to the best of his ability.




26

and leisure, and home living and the person(s) accountable for each activity: Post-Secondary Education and Training: DAC or ORC Employment: DAC or ORC Community Participation: Family and peer support Recreation and Leisure: Family and peer support Home Living Skills: Home and Community Options, Inc.




27

INDIVIDUALIZED


STUDENT INFORMATION

Student: Penny Wilson

Gender: F

Grade: 8

D.O.B.: 9/19/1996


Parent/Guardian Name(s): Harold and Suzanne Wilson

IEP INFORMATION

Federal Setting:


Phone #: (555) 924-

3456

PROGRESS REPORTING




Are extended school year services required for this student? X If yes, services must be described within this IEP or in attached documentation.




Math X 5/week 50

min

8/28/10 1/year

French

X 5/week 50

min

8/28/10 1/year

History X 5/week 50

min

8/28/10 1/year



extra-curricular and non-academic activities, provide a statement explaining the extent of nonparticipation:

28

The team discussed options for Penny to participate with student without disabilities. The team believes that full

participation and participation in elective classes will meet Penny’s individual and functional needs. She will

participate in the general education courses with minimal paraprofessional assistance. All of Penny’s educational

services will be met in the general curriculum with the use of assistive technology and few accommodations.

Penny will move about the school with students without disabilities with no support. Page 2 of 4 IEP Student Name: Penny Wilson

PROGRAM



For preschool children, describe how the disability affects the child’s participation in appropriate activities. Penny prefers to work alone in a classroom setting. She does not engage in social interaction with her peers, and

rarely participates in group work. Penny does not initiate conversation with peers. She struggles to read emotions

from people, and also has a hard time explaining how she feels.

Annual Instructional Goal: Penny will increase social-emotional skills. 1 of 2 Goals


1. Penny will identify various emotional states in others in 4 out of 5 trials as measured by staff observation. 2. Penny will state why she might be feeling a particular emotion 80% of the time as measured by staff

observation.

Annual Instructional Goal: Hilda will develop social skills. 2 of 2 Goals


1. Penny will work cooperatively with peers in small groups in 4 out of 5 trials as measured by cooperative

learning group data.

29

2. Penny will initiate conversation with her peers 90% of the time as measured by staff observation.

Page 3 of 4 IEP Student Name: Penny Wilson


Address for MCA’s administered during the student’s annual IEP year. X Will participate without accommodations or modifications

(PS)

X Will participate without accommodations Will participate with accommodations listed (PS):


Alternate Assessment-Document IEP team rationale: Alternate Assessment (PI) -Document IEP team rationale:



PS

Individual *

PI

Alt. Assess.

PI

Date

Passed

Reading X

X Will participate without accommodations Math: X Writing: X







LEP STUDENTS



listed:





X Will participate in the Minnesota Academic Standards as they are written. No changes will be

made.


30


listed below:






There will be a paraprofessional available for Penny in the regular education classroom. Schools and parents will

communicate through a notebook. Penny will receive letter grades and be graded to the same extent as students

without disabilities. Penny will use social stories to explain situations in the regular education classroom.

Page 4 of 4 IEP Student Name: Penny Wilson





disability impacts secondary transition planning. Post-Secondary Education and Training: Penny will explore colleges and universities. Employment: Penny will take a career course in high school. Community Participation: Penny spends time with her family in the community. Recreation and Leisure: Penny enjoys playing chess and swimming. Home Living: Penny wants to live alone in an apartment.




and leisure, and home living and the person(s) accountable for each activity: Post-Secondary Education and Training: Campus tours Employment: Career course at the high school

31

Community Participation: Family support Recreation and Leisure: Swim and chess coach Home Living: Special education teacher




32

INDIVIDUALIZED

IEP Meeting Date: 11/2010 EDUCATION PROGRAM 10/03 (IEP)

STUDENT INFORMATION

Student: Jane Doe

Gender: F

Grade: 8

D.O.B.: 2/2/96


Parent/Guardian Name(s): Joe Doe & Jackie Doe

IEP INFORMATION

Federal Setting:

IEP Manager Name: Michelle Gaertner

Phone #: (444) 444-

4444

PROGRESS REPORTING

A printed mid-quarter checklist of mastered tasks will be printed out and mailed to student’s parents as well as

them handed out to students in homeroom. Conferences will be held twice a year.






Language Arts

Resource Room 1x/week 8/2010 1 Year

Science

Work Support 1x/week 8/2010 1 Year

Math


Social Studies



Jane visits the resource room once a week for each subject: language arts, science, math, and social studies. She is

allowed to work in the resource room with math tests, with extra time provided. He is also allowed to take

language arts tests in the resource room where it is quiet with 10 extra minutes provided. The special education

teacher can read the questions to Jane out loud during tests, when she cannot read the question.

Page 2 of 4 IEP Student Name: Jane Doe

PROGRAM

33

Present Level(s) of Educational Performance: Jane is a happy girl. She usually comes prepared to class everyday with necessary materials. Jane struggles with

reading and writing. She has trouble sounding out new words and because of this her reading fluency is also

suffering. Once Jane gets stuck on a word, she tries to sound it out and looses time when she is timed for reading

fluency. Her writing composition is not up to 8th grade level standards. She has trouble comprehending what she

reads and it negatively affects her performance in other subjects such as science, social studies, and math. She has

trouble making friends and other students find her odd. Her parents are concerned with her present academic

levels. They are unhappy with her inability to keep and make friends.

Annual Instructional Goal: 1 of 2 Goals 1. Jane needs to improve her present level reading fluency from 72 words per minute to 120 words per minute.


1. Jane will practice 50 sound flash cards every other day and get no more than 10 wrong as measured by

staff. 2. Jane will read fluency passages every other day and pass with 80% accuracy as measured by reading

fluency program.

Annual Instructional Goal: 2 of 2 Goals 2. Jane will improve her present level of writing composition from writing one paragraph, with 3 sentences

included, to 3 paragraphs with 5 sentences.


1. Jane will write about a given topic, with 3 paragraphs, for 15 minutes, 1x/week with no more than 8 errors

as measured by work sample.

2. Jane will write the lower case and upper case alphabet on lined paper 3x/week with no 90% accuracy as

measured by staff. 3. Jane will engage in a planned conversation with staff 1x/day for 5 minutes with no more than 10 grammar

errors and incorrect word usage.




34

Will participate without accommodations X Will participate with accommodations listed (PS):

-More time is allowed

-Question can be repeated

-Question can be read aloud

X Will participate with accommodations listed: Will participate with modifications (PI): (Modifications are not allowed.) (Document modifications selected and provide rationale.)







PS

Individual *

PI

Alt. Assess.

PI

Date

Passed

Reading X


X Will participate with accommodations listed below:









LEP STUDENTS



listed:








listed below:

X The IEP team has determined that because the nature of the child’s disability, all the Minnesota

35










disability impacts secondary transition planning.




and leisure, and home living and the person(s) accountable for each activity:



reaching the age of majority (18), unless a legal guardian or conservator has been appointed. Date student was informed:

36

INDIVIDUALIZED

IEP Meeting Date: EDUCATION PROGRAM 10/03 (IEP)

STUDENT INFORMATION

Student: Ron Roo

Gender: M

Grade: 8

D.O.B.: 3/3/96


Parent/Guardian Name(s): Randy Roo & Jodie Roo

IEP INFORMATION

Federal Setting:


Phone #: (888) 888-

8888

PROGRESS REPORTING


them handed out to students in homeroom. Conferences will also be held twice a year.






Reading & Reading Fluency

Resource Room 1x/day 10 min 40 min 8/2010 1 year

Psychologist

School Nurse’s

Office

1x/week 30 min 10 min 8/2010 1 year


Ron needs to be placed at the front of the classroom in every classroom he visits. During reading time, Ron and his

partner can leave the general classroom in order for him to better comprehend what he is reading. He is allowed

extra time when taking tests in the resource room. He also is allowed to work in the resource room when he has

extra homework that he needs to finish for the day. Once a week, Ron leaves the regular classroom to visit his

psychologist in school nurse’s office regarding his mental health.

Page 2 of 4 IEP Student Name: Ron Roo

PROGRAM

37

Present Level(s) of Educational Performance: Ron is a very trustable student. He is a very humorous student and many students call him the “class clown.”

Ron’s present math skills are at a 5th grade level. He has trouble computing math problems and does not

understand how math relates to real life. He has repeated verbal shout-outs, which negatively affect how his peers

learn. Ron does not have a stable mental heath, which negatively affects his academic performance in all classes.

Ron has trouble reading small print and needs to sit up close to the whiteboard, blackboard, or screen. Ron reads at

a 7th grade level and he feels most comfortable reading with a partner who has a higher reading ability than he

does. Ron has a problem with finishing homework on time.

Annual Instructional Goal: 1 of 2 Goals Ron will learn to control his shout-out behavior.


1. Ron will keep a checklist to control his behavior and have no more than 5 per shout-outs per day as

measured by checklist and staff. 2. Ron will raise his hand when he needs to speak or answer questions and have no more than 5 out of turn

talking as measured by staff.

Annual Instructional Goal: 2 of 2 Goals The student will complete his assignments on time.


1. When given an assignment, Ron will complete it on time 4/5 times as measured by staff. 2. Ron will keep an assignment notebook in order to know when assignments are due and have a parent

signature for each day.

Page 3 of 4 IEP Student Name:


Address for MCA’s administered during the student’s annual IEP year. X Will participate without accommodations or modifications

(PS)


Will participate with accommodations listed: Will participate with modifications (PI):

38

(Modifications are not allowed.) (Document modifications selected and provide rationale.)




PS

Individual *

PI

Alt. Assess.

PI

Date

Passed

Reading

X Will participate without accommodations Math: Writing:







LEP STUDENTS



listed:






made.



listed below:







39













40

INDIVIDUALIZED

IEP Meeting Date: 11/2010 EDUCATION PROGRAM 10/03 (IEP)

STUDENT INFORMATION

Student: Alex Smith- #82

Gender: M

Grade: 8

D.O.B.: 1/2/96


Parent/Guardian Name(s): Jane Smith & Jack Smith

IEP INFORMATION

Federal Setting:


Phone #: (555) 555-

5555

PROGRESS REPORTING

Frequency and method(s) to be used for reporting progress to parents:


them handed out to students in homeroom. Conferences will be held twice a year.






Reading Skills/Fluency

Resource Room 1x/Day 10 40 8/2010 1 Year

Math-Work support

General Classroom Resource Room 1x/Week 40 10 8/2010 1 Year

SRA Spelling

Resource Room 1x/Day 5 15 8/2010 1 Year

Science

Resource Room 1x/Week 40 10 8/2010 1 Year


Alex is unable to read many 8th textbooks in the general curriculum due to his disability. He is allowed to read

curriculum textbooks with a partner in the regular classroom. He is excused from the general classroom for

language arts time where he will work on reading fluency, spelling, and writing. He is allowed to work in the

resource room for math support if he does not understand or needs help with material that his regular classroom is

learning at that time. He is allowed to work in the resource room with math tests, with extra time provided. He is

also allowed to take language arts tests in the resource room where it is quiet with 10 extra minutes provided.

Alex Smith

41


PROGRAM

Present Level(s) of Educational Performance Alex is a very creative student. He comes up with lots of creative ideas for writing topics, but is unable to express

this creativity into words on paper. He is unable to spell 40% of the words he wants to write or read about in

chapter books or textbooks. Alex gets along with other students really well and likes to work with other peers on

assignments, but his reading fluency and word recognition prohibits him from working with his peers all the time.

He struggles with reading and is 2 grade levels below the 8th grade language arts standards. He knows reading and

writing is a tough subject and this causes frustration. When Alex cannot read the words correctly, he gets upset

and shuts down. Most days Alex is well behaved, but when he gets frustrated, he is unwilling to work. His math

skills are 1 grade below 8th grade standards. He is good at calculating algebraic problems, but struggles with

geometry. His parents are concerned with his lack of interest in reading and writing.

Annual Instructional Goal: 1 of 2 Goals

1. Alex will improve his reading fluency from being able to read 111 words per minute to 150 words per

minute by the end of the 2010-2011 academic school year. Short Term Objectives or Benchmarks:

1. Alex will read a passage 1x/day for 3 minutes and pass with 80% accuracy as measured by staff. 2. Alex will practice sound cards 1x/week and accurately say correct sounds with 90% accuracy as measured

by staff.

3. Alex will read aloud for 10 minutes a day with no more than 10 pronunciation errors as measured by staff.

Annual Instructional Goal: 2 of 2 Goals

2. Alex will improve being able to read only 60% of the words in an 8th grade textbook to being able to read

80% of the words. Short Term Objectives or Benchmarks:

1. Alex will complete an SRA spelling lesson 1x/day for the entire school year. 2. Alex will take an SRA spelling quiz 1x/week for the entire school year.

3. Alex will practice sound cards 1x/week. 4. Alex will write in 2 paragraphs, with 5 sentences in each, in his journal 2x/week with no more than 3

spelling errors as measured by special education teacher.

Page 3 of 4 IEP Student Name: Alex Smith





42




PS

Individual *

PI

Alt. Assess.

PI

Date

Passed

Reading

Will participate without accommodations Math: Writing:







LEP STUDENTS



listed:






made.



listed below:






Alex is allowed extra time on math and reading tests. He is able to take math and language arts tests in resource room.


43













44

Sarah Banister and Michelle Gaertner

Data was analyzed from the MAP (Measure of Academic Progress) tests, the MCAs

(Minnesota Comprehensive Assessments), and the Oral Reading Fluency Spring Benchmark.

The average RIT (Rasch Unit) score was calculated for each MAP test to determine the student’s

strengths and weaknesses in subject areas. Our data is interpreted from the eighth grade level.

Math had the highest average RIT score (238.6) overall compared to the other tests. In

the math tests, algebra had the lowest average (242.8), and data analysis had the highest average

(245.6). Reading was the subject with the lowest overall RIT score (210). Word recognition

and vocabulary (222.5) and comprehension (220.2) should be focused on in the interdisciplinary

unit to improve the student’s reading levels.

Comprehension and vocabulary will be used in the French unit because students must

comprehend the words in French and English. In the History unit, there will be reading material

for students to read that will focus on word recognition and vocabulary related to generations and

family trees.

Documents

Sarah Banister, Michelle Gaertner, Kelly Palik, Alex ... · 1 Generations EFRT 449 Fall 2010 Grade: 8 Sarah Banister, Michelle Gaertner, Kelly Palik, Alex Schaefer, and Rachel Jones