MODIFYING GRADE LEVEL CURRICULUM TO PROMOTE
MODIFYING GRADE LEVELCURRICULUM TO PROMOTE ACCESSFOR STUDENTS WITH MODERATE TOSEVERE DISABILITIES IN GENERALEDUCATION SETTINGSJudith Moening and Robin McCutcheon, Stetson &Associates
Modifying Grade Level Curriculum: Promoting Access in General Education SettingsDownloads! http://goo.gl/cnH4qcToday We Will:1. Check our understanding of accommodations and modifications.2. Explore strategies that scaffold learning success.3. Examine several means to adapt text so that every student can access content.4. Review vocabulary strategies that will enable students to understand content across the curriculum.Apply a lesson design framework that incorporates Multi-Level Instruction as a practice to guide decisionsregarding modifying the curriculum for learners who require modifications.Introducing:JasonA student who is in the fifth grade. He recently participated in a science lesson regarding the concept of Learned traits versus Inheritedtraits. Jason first created a “foldable” T-Chart that had the words “Learned” on the left side and “Inherited” on the right side. He then, withhis 5th grade peers, reviewed/named and colored 12 illustrations on a sheet of paper. Next he and the others cut each illustration out andglued the illustration on the appropriate side of the T-Chart (learned/inherited). Last he checked his answers with his table group.ElisabethA 3rd grade student who was a “star” in the third grade language arts class performance of “ Princess Pigtoria and the Pea.” She was theprincess. The activity was based on the third grade learning standards that addressed how students will be able to recount stories, includingfables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed throughkey details in the text.NormanAn eighth grade student in a general education English class. Recently, the teacher directed students to the class website where they wouldaccess a reading and complete a worksheet based upon the reading. The class used a set of Chrome books. Norman moved to a table atthe back of the room, found the reading online and plugged in a set of ear buds. Using a text to speech application he “read” the text andcompleted the assignment in the same time as everyone else in the class.What is the best way to support our students with moderate to severe disabilities? Use instructional accommodations and curricular modifications aligned to enrolled grade level standards.Scaffold learning build supports then gradually fade where possible.Adapt text so that students can access the grade level materialsApply a wide variety of vocabulary strategiesModify the learner outcomes through a strategic approach.Plan lessons that are aligned with the general curriculum standards yet adjusted for the learner.Accommodations and ModificationsAn accommodation is a change made to the teaching or testing procedures in order to provide a student with access to information and tocreate an equal opportunity to demonstrate knowledge and skills. 2017, Stetson and Associates, Inc.Page 1
Modifying Grade Level Curriculum: Promoting Access in General Education SettingsDownloads! http://goo.gl/cnH4qcCATEGORIES OF INSTRUCTIONAL ACCOMMODATIONSCategories of Instructional AccommodationsPresentationEquipment and eat directions, read-aloud, text-to-speech largeprint, BrailleCalculator, amplification equipment, manipulatives,assistive and instructional technologiesMark answers in book, scribe records response,use a pointerPreferential seating, study carrel, student’s home,separate roomExtended time, frequent breaksA modification is a change made to what the student is expected to learn and or demonstrate.APPROACHES FOR MODIFYING THE CURRICULUMStrategies for Addressing Modified Curricular NeedsPartial ParticipationBelow Grade Level StandardsReduce Level of ComplexityAddress Alternative IEP Goals/ObjectivesExamplesAll students address 3 concepts while one studentaddresses only 1 concept.1. Grade level standards will be addressed acrossseveral grade levels in slightly different ways.2. Emphasize broad literacy and numeracyconcepts linked to grade level TEKS.1. Consider TEKS verbs at a lower level ofcomplexity.2. TEA Vertical Alignment document is a greatsupport.3. Chart “Applying Critical Thinking Skills” canprovide examples based on Bloom’s Taxonomy.1. Emphasize self-determination skills such asmaking choices, decision-making and problemsolving.2. Emphasize active independent responses usinglow to high-tech supports.Reference: Aligning IEPs to State Standards for Students with Moderate to Severe Disabilities, G. Courtade & D. Browder (2016), Attainment. 2017, Stetson and Associates, Inc.Page 2
2017, Stetson and Associates, Inc.VERBS/VISUAL STEMS main idea was. Retell the story in your ownwords. Write a summary report of anevent. Prepare a flow chart toillustrate the sequence ofevents. Illustrate what you think theSpeech, Stories, Drama,Cartoons, Diagrams, Graphs,Summaries, Outlines,Analogies, Posters, BulletinBoards, Illustrations,Pantomime, Think-Pair-Share,Comparison Chart/GraphicOrganizer, T-Chart, SequenceActivities, Flow Chart5-W Templates, True/FalseAssessments, VerbalQuestioning Stems based on 5W’s, Graphic Organizers,Windowpane, Mnemonics,Copying, Recording, BingoLingo, Listing, Labelling,Response Cards, Verbal/VisualGestures, students pointing todetails, Retelling Stories,Reciting Poems, ClassProducts, Facts Charts,Number Lines, TimelinesMake a list of the main events.Make a timeline of events.Make a facts chart.Write a list of any pieces ofinformation you canremember. Make a chart showing. Recite a poem.Comprehension UnderstandingAssociate, Compare, Contrast,Convert, Discuss, Distinguish,Differentiate, Describe,Demonstrate, Explain, Extend,Estimate, Find out moreinformation about, Generalize,Interpret, Outline, Order, Putinto your own words, Predict,Paraphrase, Restate, Relate,Summarise, Translate, Trace,VisualizeKnowledge/RememberingCopy, Draw, Define, Describe,Collect, Examine, Enumerate,Find, Identify, List, Label,Locate, Match, Memorize,Name, Quote, Repeat,Recognize, Reproduce, Recite,Read, Record Relate, Recall,Retell, Show, Select, State, Tell,Tabulate, WriteApplication/Applying Analysis/Analyzinggather information.Write a commercial to sell anew product.Conduct an investigation toproduce information tosupport a point of view.Construct a graph to illustrateselected information.Make a family tree showingrelationships.Write a biography of the studyperson.Prepare a report.Review a piece of art includingform, colour and texture.Surveys, Questionnaires,Arguments, Models, Displays,Diagrams, Demonstrations,Systems, Conclusions,Reports, Graphed InformationAnalyse, Arrange, Advertise,Breakdown, Connect, Classify,Compare, Contrast, Correlate,Categorise, Divide, Diagram,Distinguish, Differentiate,Deduce, Discriminate, Explain,Examine, Focus, Identify,Investigate, Infer, Outline,PrioritizeSelect, Order, Separate,Subdivide, Take Apart Activities Design a questionnaire todemonstrate how it will work.Create a Wordle or AnimotoTake a collection ofphotographs to demonstrate aparticular point.Make up a puzzle gameshowing the ideas from an areaof study.Design a market strategy foryour product.Paint a mural.Write a textbook outline. Construct a model toAct, Administer, Apply,Construct, Chart, Collect,Compute, Complete, Classify,Choose, Change,Demonstrate, Discover,Develop, Examine,Experiment, Establish,illustrate, Interpret, Make,Manipulate, Modify, PutTogether, Produce, Put IntoPractice, Relate, Solve, Show,Translate, Transfer, UseDiagrams, Sculptures,Illustrations, Diorama, Murals,Scrapbook, Models,Dramatizations, Forecasts,Problems, Puzzles,Photograph Collections,Organizations, Classifications,Rules, Systems, Routines.Interactive NotebookFoldables, Cut and PasteSynthesis/Evaluation judge.Conduct a debate about aspecial issue.Form a panel to discuss views.Write a letter to. advising onchanges needed at Write a half yearly report.Present your point of view.Make a rule booklet. Argue apoint of view.Write critical and persuasiveessays. Make verbalpresentations on Changesneeded or other point of views.Explain what the data revealsso far. Prepare a list of criteria toAssess, Appraise, Argue,Choose, Criticize, Critique,Compare, Convince, Conclude,Decide, Discuss, Debate,Defend, Determine, Estimate,Evaluate, Explain, Grade,Judge, Justify, Measure,Prioritise, Persuade, Rank,Recommend, Rate, Reframe,Select, Support, Summarize,Test, Value,Verify, WeighRecommendations, SelfEvaluations, GroupDiscussions, Debates, CourtTrials, Standards, Editorials,Values, RubricsEvaluation/Creatingspecific task. name and then devise amarketing strategy.Sell an idea.Devise a way to Compose a rhythm or put newwords to an old song.Design a TV ShowWrite a script for a play basedon a story read.Create an App/Create a newlanguage code.Create a board game.Show a better solution.State how you would feel if Do you believe ? Create a new product, give it astudy. Design a building to house your Invent a machine to do aExperiments, Games, Songs,Reports, Scripts Poems,Speculations, Creations, Art,Inventions, Drama, Rules.RAFT, Portfolio AssessmentsAnticipate, Adapt, Add To,Create, Invent, Compose,Collaborate, Construct,Combine, Design, Devise,Formulate, Facilitate, Forecast,Generalize, Hypothesize,Imagine, Integrate, Intervene,Negotiate, Originate, PredictPlan, Propose, Reinforce,Rearrange, Substitute,Speculate, Validate Stetson and Associates, Inc. 2017Adapted from: teachers.net/lessons/posts/355.html www.teachers.ash.org.au/researchskills/dalton.htm. Dalton.J & Smith.D [(1986) Extending Children’s Special abilities – Strategies for Primary cal thinking.htm. Edited for Higher Education (2009) Coulter Faculty Center – Western Carolina UniversityEVIDENCE, EXAMPLES AND ACTIVITIESApplying Critical Thinking in the Classroom: A Guide for TeachersModifying Grade Level Curriculum: Promoting Access in General Education SettingsDownloads! http://goo.gl/cnH4qcPage 3
2017, Stetson and Associates, Inc.StrandGrade 2Grade 33.2 Scientific investigation andreasoning. The student usesscientific inquiry methods duringlaboratory and outdoorinvestigations.SCI.3.2B Collect data byobserving and measuring using themetric system and recognizedifferences between observed andmeasured data.- Process Standards - STAAR Readiness StandardsSCI.2.2F Compare results ofinvestigations w/ what students &scientists know about the worldGrade 4Grade 5SCI.5.2B Ask well-definedquestions, formulate testablehypotheses, and select and useappropriate equipment andtechnology.SCI.5.2A Describe, plan, andimplement simple experimentalinvestigations testing one variable.5.2 Scientific investigation andreasoning. The student usesscientific methods duringlaboratory and outdoorinvestigations.SCI.5.2D Analyze and interpretinformation to constructreasonable explanations fromdirect observable and indirectinferred evidence.SCI.5.2E Demonstrate thatrepeated investigations mayincrease the reliability of results.SCI.5.2F Communicate validconclusions in both written andverbal forms.SCI.4.2D Analyze data andinterpret patterns to constructreasonable explanations from datathat can be observed andmeasured.SCI.4.2E Perform repeatedinvestigations to increase thereliability of results.SCI.4.2F Communicate valid,oral, and written results supportedby data. Houston ISD Curriculum 2016 - 2017Page 2 of 10Last Updated: July 12, 2016SCI.5.2G Construct appropriatesimple graphs, tables, maps, andcharts using technology, includingcomputers, to organize, examine,and evaluate information.SCI.4.2C Construct simpletables, charts, bar graphs, andmaps using tools and currenttechnology to organize, examine,and evaluate data.SCI.4.2B Collect and record data SCI.5.2C Collect information byby observing and measuring, using detailed observations and accuratethe metric system, and usingmeasuring.descriptive words and numeralssuch as labeled drawings, writing,and concept maps.SCI.4.2A Plan and implementdescriptive investigations, includingasking well-defined questions,making inferences, and selectingand using appropriate equipmentor technology to answer his/herquestions.4.2 Scientific investigation andreasoning. The student usesscientific inquiry methods duringlaboratory and outdoorinvestigations. - STAAR Supporting StandardsSCI.3.2E Demonstrate thatrepeated investigations mayincrease the reliability of results.SCI.3.2F Communicate validconclusions supported by data inwriting, by drawing pictures, andthrough verbal discussion.SCI.2.2D Record and organize dataSCI.3.2C Construct maps,using pictures, numbers, and words.graphic organizers, simple tables,charts, and bar graphs using toolsand current technology to organize,examine, and evaluate measureddata.SCI.3.2D Analyze and interpretpatterns in data to constructreasonable explanations based onevidence from investigations.SCI.2.2C Collect data fromobservations using simple equip- mentsuch as hand lenses, primary balances,thermometers, and non-standardmeasurement tools.SCI.3.2A Plan and implementdescriptive investigations, includingasking and answering questions,making inferences, and selectingand using equipment or technologySCI.2.2B Plan and conductdescriptive investigations such as how needed, to solve a specific problemin the natural world.organisms grow.SCI.2.2A Ask questions aboutorganisms, objects, and events duringobservations and investigations.2.2 Scientific investigation andreasoning. The student developsabilities necessary to do scientificinquiry in classroom and outdoorinvestigations.SCI.1.2E CommunicateSCI.2.2E Communicateobservations and provideobservations and justify explanationsreasons for explanationsusing student-generated data fromusing student-generated data simple descriptive investigations.from simple descriptiveinvestigations.- Aligned ReadinessVI.A.1. Child observes, investigatesSCI.K.2E Communicatedescribes, and discusses propertiesobservations with othersand characteristics of common objects. about simple descriptiveinvestigations.VI.B.1. Child observes, investigates,describes and discusses thecharacteristics of organisms.VI.C.1. Child observes, investigates,describes and discusses earthmaterials, and their properties anduses.SCI.K.2D Record andorganize data andobservations using pictures,numbers, and words.V.E.2. (Math) Child collects data andorganizes it in a graphicrepresentation.SCI.1.2D Record andorganize data using pictures,numbers, and words.SCI.1.2C Collect data andmake observations usingsimple equipment such ashand lenses, primarybalances, and non-standardmeasurement tools.SCI.K.2C Collect data andmake observations usingsimple equipment such ashand lenses, primarybalances, and non-standardmeasurement tools.Grade 1V.E.2. (Math) Child collects data andorganizes it in a graphicrepresentation.VI.A.3. Child uses simple measuringdevices to learn about objectsKindergarten1.2 Scientific investigation andreasoning. The studentdevelops abilities to askquestions and seek answersin classroom and outdoorinvestigations.SCI.1.2A Ask questionsabout organisms, objects, andevents observed in the naturalworld.SCI.1.2B Plan and conductsimple descriptiveinvestigations such as waysobjects move.PrekindergartenVI.A.1. Child observes, investigatesK.2 Scientific investigationdescribes, and discusses propertiesand reasoning. The studentand characteristics of common objects. develops abilities to askquestions and seek answersin classroom and outdoorinvestigations.VI.B.1. Child observes, investigates,SCI.K.2A Ask questionsdescribes and discusses theabout organisms, objects, andcharacteristics of organisms.events observed in the naturalworld.VI.A.2. Child observes, investigatesSCI.K.2B Plan and conductdescribes and discusses position and simple descriptivemotion of objects.investigations such as waysobjects move.GLOBAL GRADUATEScientific Investigation and ReasoningVertical Alignment Matrix 2016-2017Science: Prekindergarten - Grade 5Modifying Grade Level Curriculum: Promoting Access in General Education SettingsDownloads! http://goo.gl/cnH4qcPage 4
Downloads! http://goo.gl/cnH4qcModifying Grade Level Curriculum: Promoting Access in General Education SettingsA Little DeeperEmphasize self-determination skillsMaking Choices To answer aquestion,pictures,words, etc.Deciding on a Topic for aProject With a partner oraloneProblem-Solving Setting a GoalHow might acharacter solve aproblem How many wordsto learn this week Rate One’s OwnPerformanceHow did I do?Support student making active independent responses Pointing to a choiceof two pictures,objects, etc. Stating an opinion usingone or more words Typing one or morewords on a keyboard Responding using apicture board, a lowtech or high-techdeviceScaffolding1. Assistance offered by a teacher or peer to support learning.2. Supports that can be removed as content or skills are mastered.WINDOWPANEONE SENTENCESUMMARYSELECTIVEHIGHLIGHTING 2017, Stetson and Associates, Inc.WORD BANKGRAPHICORGANIZERSPage 5
Modifying Grade Level Curriculum: Promoting Access in General Education SettingsDownloads! http://goo.gl/cnH4qcWINDOWPANEStrategy 48“Windowpanes” provide a mnemonic for learning a series of instructions or informationthat can be linked together with graphics and narration or explanation. The graphics andnarration serve to assist the memory in learning and recalling information. The use ofwindowpanes assists in long-term retention information.IMPLEMENTATION Assists visual & kinestheticlearners to better acquire andretain information. Provides a mnemonic forlearning a series of instructionsor events. Teaches abstract conceptswith more ease, by offering aconcrete representation. Promotes cooperativeinteraction among students. When used with a timedcomponent, aids with fluencyand retention. Can be used for review, newcontent, or as a skill-builder for1. The teacher prepares a completed windowpane for modeling. Awindowpane should have six to nine panes.2. Students fold paper into six or nine blank panes to be filled in as theteacher reveals his/hers one at a time.3. The teacher reveals the windowpanes one at a time for the studentsto draw on their own papers. As each pane is revealed, describe whatthe graphic represents and its significance or relevance before thestudents draw their graphics. Link each drawing in some way.4. After revealing, explaining and allowing the students to draw each ofthe panes, have them review with a partner to check for accuracy. Set atime limit of 1-2 minutes.5. Quickly review using the teacher model. Ask the students to put awaytheir papers, so they will be unable to look at their graphics. Practice thewindowpane orally.6. For added practice, a game can be made out of the windowpane. Theteacher can give teams an envelope with a cut up windowpane, plus oneextra piece. When the teacher says, “Go”, teams are to put the panes inorder while timing themselves to see how long it takes. When all theteams are finished, reveal the master windowpane to check for accuracy.7. Students will practice several times, but each time the goal will be tobeat the previous time. Teams can take 1 minute to discuss theirstrategy for increasing their time. The teacher gives the signal to begin.EXAMPLEfluency. 2017, Stetson and Associates, Inc.Page 6
Downloads! http://goo.gl/cnH4qcModifying Grade Level Curriculum: Promoting Access in General Education SettingsONE-SENTENCE SUMMARYҮStrategy 28There are different levels of summarization, from a thorough summarization of a mainidea and supporting details to a one or two word summarization. One-Sentence Summaryfalls between the two extremes. Using this strategy, students summarize the main ideaand vital details in one sentence. Students transform information to make it their own.This brief writing indicates the student’s level of understanding, involves the student ininteracting with the content, and provides the teacher with feedback regarding studentcomprehension.Adapted from: Comprehension Shouldn’t be Silent and Creating Independence Through Student-Owned StrategiesIMPLEMENTATION To encourage brevity, providestudents with an index card orpost-it note. Complete orally, use as a journalentry, or write on a note card. Use to summarize, describe,sequence, compare and contrastand/or show problem -solution1. Explicitly teach students how to utilize the One-Sentence Summaryframe, modeling how to summarize using content familiar to thestudent. Teach one sentence type at a time, putting the sentencetemplate on a sentence strip or chart.2. Read the text, then model selecting one of the sentence frames andsummarizing the information. For some students, you may need to tellthem which sentence frame to utilize, while other students can selecttheir own.3. Write summaries as a whole class; provide many examples andopportunities for practice prior to having students complete thesummaries independently.relationships. Use after presentations, videos,online research or field trips. Can be completed alone, in pairsor small groups. Combine 3-4 one-sentencesummaries into a paragraphBEFORE: Activate priorknowledge, review a conceptpreviously taught or as apre-assessmentDURING: Check for understandingAFTER: Closure activity at end oflesson or class period to helpstudents synthesize andsummarize concepts 2017, Stetson and Associates, Inc.DescriptionEXAMPLEA is a kind of that .Sequencebegins with , continues with and ends with .Compare and Contrastand are similar in that both , but while .Cause and Effectcauses .Problem and Solutionwanted but so .A fairy tale is a kind of story that is make believe; there is magic and the animals talk.Three Little Pigs begins with the pigs leaving home to seek their fortune, continues with the wolfblowing down two of the houses, and ends with the pig in the brick house living happily ever after.The Little Pigs and The True Story of the Three Little Pigs are similar in that both are about threelittle pigs and a wolf, but one story is from the pigs’ point of view and the other is from the wolf’sperspective.Page 7
Downloads! http://goo.gl/cnH4qcModifying Grade Level Curriculum: Promoting Access in General Education SettingsWORD BANKWord Bank is a strategy to improve vocabulary and adapt tests for students who performbelow appropriate reading levels for a unit or have vocabulary that is inadequate forcontent material. A word bank features the key words in a unit of study and providessimple ways for the student to understand the meaning of each word. They can beextremely useful when time constraints are implemented, as recalling terms can bedifficult in this situation.IMPLEMENTATION1. Create your test questions.2. Sort answers alphabetically into a word bank.3. Organize the words clearly on the page and divide into separatesections if appropriate.4. Challenge students by choosing more words than needed toanswer the questions.EXAMPLE Monitor students closelyand only use word bankswhen they are needed. Word banks can includesymbolic language such assymbols and pictures, inaddition to words. Word banks can bedisplayed in different ways.For example, a word bankcan be posted on the wall orboard. It can also be kept in astudent’s binder or on theirdesk for easy access. Vary the amount of wordchoices in a word bank basedon the student’s needs. 2017, Stetson and Associates, Inc.Page 8
Modifying Grade Level Curriculum: Promoting Access in General Education SettingsDownloads! http://goo.gl/cnH4qcSELECTIVE HIGHLIGHTINGStrategy 39Selective highlighting is used to help students organizewhat they have read by selecting what is important. Thisstrategy teaches students to highlight ONLY the keywords, phrases, vocabulary and ideas that are central tounderstanding the reading.IMPLEMENTATION1. Introduce students to the selective highlighting strategy anddiscuss the purpose of the activity.2. Read through the selection first.3. Re-read and begin to highlight main ideas and supportingdetails.4. Highlight only the facts that are important or the keyvocabulary, not the entire sentence.5. After highlighting, look at what you have highlighted andsummarize what you read.6. Take what was highlighted and write a summary paragraph. 2017, Stetson and Associates, Inc.supplemental material beforeyou begin. Use a one-page print versionof the main ideas and keyvocabulary as a study guidefor testing. Monitor students to ensurethey are not highlightingeverything in a paragraph.This is not a help, but aEXAMPLEWhen the war began, both sides had advantages anddisadvantages. How they would use those strengthsand weaknesses would determine the war’s outcome.The North enjoyed the advantages of a largerpopulation, more industry, and more abundantresources than the South. It had a better bankingsystem, which helped to raise money for the war. TheNorth also possessed more ships and almost all themembers of the regular navy remained loyal to theUnion. Finally, the North had a larger and moreefficient railway network. Be sure you are allowed tomark in the textbook orhindrance.KEYMain ideaDetailsExamples Set purposes for reading.STUDENTS WHO BENEFIT Are inattentive and have ahard time focusing. Need assistance with seeingthe “big idea” of the content. Enjoy activity-based learning.Page 9
Downloads! http://goo.gl/cnH4qcModifying Grade Level Curriculum: Promoting Access in General Education SettingsGRAPHIC ORGANIZERSStrategy 19Graphic organizers are visual representations (pictures, colors, words, and connectors) of content,that enable students to better process, remember, organize and demonstrate understanding. Assist visual and kinesthetic learners to better acquire and retain information. Can act as an alternative assessment tool for students who struggle with essay, short answerquestions and forms of written output. Can act as an alternative method for note taking. Serves as a “memory” mnemonic for remembering information. Teaches abstract concepts with more ease, by offering a concrete representation.IMPLEMENTATION1. Describe the concept by discussion: the importance of organizinginformation, the various ways people organize information, thebenefits of using a visual organizer.2. Introduce a specific graphic organizer by describing its purpose(i.e., Venn Diagram for comparing/contrasting).3. Explain and demonstrate the use of the selected organizer withfamiliar information and then with new content.4. Let students apply the organizer to familiar information, then torelatively easy new material.5. Have students reflect on the use of the graphic organizer bysharing their examples and evaluating the effectiveness of theorganizer.6. Provide multiple opportunities for students to practice using thegraphic organizer.7. Encourage students to construct their own organizers.EXAMPLE1.2.3.4.5.6.DescriptiveTime SequenceProcess/Cause EffectEpisodeGeneralization/PrincipleConcept 2017, Stetson and Associates, Inc. Explicitly teach students bymodeling. Organizers can be global orvery detailed. Organizers are typically aone-page form with blankareas or shapes for the studentto fill in with relatedinformation. Organizers should increase incomplexity as the subjectmatter becomes morecomplex. Encourage students tocomplete the organizer withpictures, words and/or simpleconnectors that illustrate therelationship of the variousparts.Page 10
Modifying Grade Level Curriculum: Promoting Access in General Education SettingsDownloads! http://goo.gl/cnH4qcADAPTING GRADE LEVEL TEXTThis practice addresses the multiple options for creating access to text that may be toocomplex for students who are expected to participate in the enrolled grade level statecurriculum standards. Thus teachers may address a standard that includes such elementsas identifying story elements, using supporting details in answering questions, oridentifying theme or author’s purpose using one or more strategies to adapt the text.Adapted from: Melissa Hudson and Diane Browder at University of North Carolina at Charlotte for the NCSC Projectwhich is funded by Department of Education (PR/Award #: H373X100002, Project Officer, Susan.Weigert@Ed.gov).IMPLEMENTATION1. Using curriculum based assessment determine the performance level of the students relative to the degree to which theycan read and comprehend grade level text.2. Select the most appropriate adaptation that will enable thestudent to access the text with minimal differences relative tocomplexity using one or more of the adaptations below:EXAMPLE Adapted texts can be substituted for the primary text inteaching the CCSS. Retain as much as possible ofthe original text to promoteskill development. Be aware of the type of student need, for example simpleread aloud may be sufficientfor a student who reads belowgrade level while other students may need the text to besignificantly reduced. Use pictures/illustrations withcaution as student may focuson the pictures rather than thewords. Pair the adaptations with oneor more comprehension strategies such as graphic organizers,vocabulary strategies, andvideo clips. 2017, Stetson and Associates, Inc.Page 11
Downloads! http://goo.gl/cnH4qcModifying Grade Level Curriculum: Promoting Access in General Education SettingsPowerful Accommodations for Students with Limited Reading SkillsText to Speech KurzweilGoogle Read WriteOffice 365Natural Reader (free!)Bookshare (free!) Reduce Reading Level of TextText Compactor (textcompactor.com)Rewordify (rewordify.com) Vocabulary FramesK.I.M. StrategyVerbal & Visual Word Association (VVWA)Frayer ModelVocabulary Mind Maps (
Below Grade Level Standards . 1. Grade level standards will be addressed across several grade levels in slightly different ways. 2. Emphasize broad literacy and numeracy concepts linked to grade level TEKS. Reduce Level of Complexity . 1. Consider TEKS verbs at a lower level of complexity. 2
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
Grade C Grade A Level C1 Cambridge English Scale *IELTS is mapped to, but will not be reported on the Cambridge English Scale C2 C1 B1 A2 A1 Below A1 Independent user Pr oficient user Basic user Grade A Grade B Grade C Level B2 Grade B Grade C Grade A Grade B Grade C Grade A Level B1 Level A2 B1 Preliminary B2 First C1 Advanced Grade A Grade B .
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skip grade 4 math and take grade 5 math while still in grade 4 Student A, now in grade 4, qualifies for SSA and enrolls in the accelerated course, which is grade 5 math Student A, after completing grade 5 math while in grade 4, takes the grade 4 End‐of‐Grade test Grade‐Level Grade 3 Grade 4 Grade 4
7 Grade 1 13 Grade 2 18 Grade 3 23 Grade 4 28 Grade 5 33 Grade 6 38 Elementary Spanish. 29 Secondary. 39 Grade 7 43 Grade 8 46 Grade 9 49 Grade 10 53 Grade 11 57 Grade 12 62 Electives. Contents. Textbook used with Online Textbook used with DVD. Teacher Edition & Student Books. Color Key
Academic writing is explicit in its signposting of the organisation of the ideas in the text: ever built in Britain. However, even by the end Partly this was because the current control of the land. Similarly, Marx was interested his own family. In addition, he has a between orders and bishops. For example, in the Northern context. Explicitness Academic writing is explicit .
