On 11/21/06, Carrie Keown wrote:
> On 11/19/06, Alexis Varney wrote:
>> If you have samples of any of your work I would greatly appreciate
> your sharing the
>> info. Am trying to provide support to my teachers as much as
> possible. Many thanks in
> I have 5th grade progress. I have delved into that pretty deeply and
> probably can't help much in any other area. Some of the teacher's
> editions and grade level practice books have the core content listed
> in the table of contents or at least the topic that your core content
> statement covers. For example, the 5th grade Treasures Practice O
> book by Macmillan/McGraw-Hill has "Text Features:Photgraphs and
> Captions.....pg.5" in the table of Contents. Page five is a very good
> page that is easily adapted to use for content standard RD-05-5.0.3.
> I am modifying that particular resource for my student because he is
> at the progress level so I will have to find a way for him to answer
> the question using pictures. I also will cut the picture from the
> worksheet out and enlarged it for my student.If I had an attainment
> student I would think that I might be able to use the worksheet as
> is. I am using this resource as a student work sample for my student.
> Another resource that has been very useful to me is out fifth grade
> health book,Your Health, by Harcourt Brace. Even though I am
> assessing reading and math core content I am often using books from
> other content areas to show that I am teaching "across the curriculum"
> The great thing about our health book is that it gives a main idea
> for each chapter. I am using that feature to teach main idea and
> supporting details (Standard RD-05-3.0.4) to my student. I am using 4
> pictures that represent details that can be arranged to best support
> the main idea.
> For that pre-test and those assessment probes I have developed a
> scoring rubric.
> So, look at the standard and read the intent statement that goes with
> it. Try to find that standard in a grade level text to see how it is
> taught or accessed at grade level and then ask yourself, "How can I
> provide conditions and modify the work to teach and assess my
> student? For documentation save information on or copies of the grade
> level material that you are working from. This shows that you are
> providing access to the grade level curriculum for your special needs
> Once you have activities and a pre-test worked up for your student go
> back and reread the intent and core content statement. Ask yourself
> if what your student is doing truly assesses the
> measurable/observable skill. If not, stop and look at other
> materials. It is amazing how quickly something that started out as
> one thing is simplified to the point that it no longer truly relates
> back to where you started. The math especially can become a matching
> or a memory skill instead of what you intended to do.
> I hope this helps. This is new for all of us. I am hoping that our
> county will develope a task bank with what individual teachers are
> developing for this year. It won't be so time consuming once we have
> the materials that relate to the assessed items together and
> accessable to each other. I am saving copies of everything that I do
> and I am dating everything.