OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT SPECIAL EDUCATION COURSE OUTLINE

OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT
SPECIAL EDUCATION COURSE OUTLINE
5430
Course Code
Special Education
Department
Course Title
Functional Academics/English Language Arts
Short Title
Functional ELA
Course Length
1 Year
Prerequisites
IEP placement in an SDC classroom or student is assessed by California Alternate
Performance Assessment (CAPA) Level I or IV
6-8
Grade Level
Required
Yes
Elective
COURSE DESCRIPTION:
This course is based on the California Alternate Achievement Standards assessed by the California Alternate
Performance Assessment (CAPA). Literacy instruction will be based on adapted grade level literature and
Individualized Education Program (IEP) goals. Students will learn and apply standards and functional
performance indicators of reading, writing, listening and speaking through small group instruction and realworld situations (e.g. the school and local community), to extend their learning beyond the IEP. Students will
be encouraged to use a variety of modes of communication including, but not limited to: sign, language, oral,
written, picture icon based communication, vocal output devices (VOCA), and other forms familiar to the
students. Units / topics covered in this course are also included in California’s Content Standards for Reading /
English Language Arts and English Language Development (ELD).
COURSE PURPOSE-GOALS:
Students will:
•
•
•
•
•
•
•
Know grade level and alternate achievement standards in Reading/English Language Arts.
Use an appropriate form of communication (e.g. oral, augmentative, ASL, etc.) in natural settings.
Construct meaning from adapted literature and connected text (English or home language).
Read, comprehend and apply functional words, phrases etc. in school and community environments.
Locate and utilize information within a variety of consumer, workplace, and public documents.
Use writing to communicate in English and/or primary language.
Develop self-advocacy skills.
COURSE PURPOSE-EXPECTED OUTCOMES:
•
•
•
•
•
•
Students will make progress on IEP goals related to Reading/English Language Arts
Students will read/be exposed to grade level literature.
Students will know the sight words and community-based words and signs.
Students will learn skills to prepare for successful transition from school to adult life.
Students will learn fiction story elements.
Students will complete functional and workplace documents.
Functional ELA –Middle School
Page 2
English Language Arts and California Alternate Achievement Standards Addressed:
Reading
CAPA
Level
I
I
I
IV
IV
IV
IV
IV
IV
IV
IV
IV
IV
Grade Level Content Standard
California Alternate Achievement Standard
Kindergarten: Word Analysis, Fluency, and Systematic
Vocabulary Development: Concepts about print 1.3
Grade 1: Word Analysis, Fluency and Systematic
Vocabulary Development: Vocabulary & Concept
Development 1.17
Grade 1: Reading Comprehension: Comprehension &
Analysis of Grade-Level-Appropriate Text 2.3
Grade 6: Word Analysis, Fluency, and Systematic
Vocabulary Development: 1.1 Word Recognition: Read
aloud narrative and expository text fluently and
accurately and with appropriate pacing, intonation, and
expression
Grade 7: Word Analysis, Fluency, and Systematic
Vocabulary Development: 1.3 Vocabulary and Concept
Development: Clarify word meanings through the use of
definition, example, restatement, or contrast
Grade 6: Reading Comprehension: 2.3 Comprehension
and Analysis of Grade-Level-Appropriate Text: Connect
and clarify main ideas by identifying their relationships
to other sources and related topics.
Grade 7: Reading Comprehension: 2.3 Structural
Features of Informational Materials: Analyze text that
uses the cause-and-effect organizational pattern
Grade 8: Reading Comprehension: 2.1 Structural
Features of Informational Materials: Compare and
contrast the features and elements of consumer materials
to gain meaning from documents (e.g. warranties,
contracts, product information, instructional manuals).
Grade 8: Reading Comprehension: 2.3 Comprehension
and Analysis of Grade-Level-Appropriate Text: Find
similarities and differences between texts in the
treatment, scope or organization of ideas
Grade 6: Literary Response and Analysis: 3.2 Narrative
Analysis of Grade-Level-Appropriate Text: Analyze the
effect of the qualities of the character (e.g. courage or
cowardice, ambition or laziness) on the plot and the
resolution of the conflict.
Grade 6: Literary Response and Analysis: 3.6 Narrative
Analysis of Grade-Level-Appropriate Text: Identify and
analyze features of themes conveyed through characters,
actions, and images.
Grade 7: Literary Response and Analysis: 3.2 Narrative
Analysis of Grade-Level-Appropriate Text: Identify
events that advance the plot, and determine how each
event explains past or present action(s) or foreshadows
future action(s).
Grade 8: Literary Response and Analysis: 3.2 Narrative
√ Identify environmental symbols/signs/cues
√ Match symbol or cue to activity or function
√ Identify object by function
√ Sort objects by function/use
√ Identify picture by function
√ Identify a picture/object/word cue
√ Read a simple four-to-five word sentence
composed of high-frequency words
√ Understand frequently used synonyms,
antonyms, and homographs
√ Select a book title that would provide more
information for a main idea
√ Distinguish between cause and effect in
expository text
√ Identify the key features of consumer materials
(e.g. telephone book, newspaper, magazines).
√ Identify an appropriate genre for a given task
√ Use knowledge of a character’s traits to
determine the causes for that character’s actions
√ Identify themes conveyed through characters,
actions, and images.
√ Identify the main events of the plot and the
influence of those main events on future
actions.
√ Identify a solution to a given problem/conflict
Revised 910
Functional ELA –Middle School
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I
IV
IV
IV
IV
I
I
I
IV
IV
IV
IV
Analysis of Grade-Level-Appropriate Text: Evaluate the
structural elements of the plot (e.g. subplots, parallel
episodes, climax), the plot’s development, and the way
in which conflicts are (or are not) addressed and
resolved.
Writing
Kindergarten: Writing Strategies: Organization & Focus
1.3
√ Identify whether the solution resolved the
problem
√ Demonstrate left to right/top to bottom
sequencing in a variety of activities
√ Hold writing implement
√ Make marks on paper
√ Trace/copy purposeful marks on paper
√ Use a simple sentence
Grade 6: Written and Oral English Language
Conventions: 1.1 Sentence Structure: Use simple,
compound, and compound-complex sentences; use
effective coordination and subordination of ideas to
express complete thoughts
Grade 6: Written and Oral English Language
√ Use correct capitalization at the beginning of a
Conventions: 1.4 Capitalization: Use correct
sentence
capitalization
Grade 8: Written and Oral English Language
√ Spell simple, high-frequency words
Conventions: 1.6 Spelling: Use correct spelling
conventions
Grade 6: Writing Strategies: 1.1 Organization and
√ Select a focus and an organizational structure
Focus: Choose the form of writing (e.g., personal letter,
based upon purpose (e.g., letter, report, list,
letter to the editor, review, poem, report, narrative) that
story).
best suits the intended purpose.
Listening and Speaking
Kindergarten: Listening & Speaking: Comprehension
√ Orient in direction of speaker
1.1
√ Respond to voice by stopping activity or going
to source of sound
√ Attend to speaker for duration of activity
Kindergarten: Listening & Speaking: Comprehension
√ Communicate wants/needs using a gesture,
1.2
action, voice output device or vocalization
√ Communicate choice using a gesture, action,
voice output device or vocalization
Grade 1: Listening & Speaking Strategies:
√ Orient in direction of speaker
Comprehension 1.1
√ Respond to voice by stopping activity or going
to source of sound
√ Attend to speaker for duration of activity
Grade 6: Listening & Speaking Strategies: 1.3
√ Execute two-or three-step oral instructions and
Comprehension: Restate and execute multiple-step oral
directions
instructions and directions.
Grade 7: Listening & Speaking Strategies: 1.1
√ Ask a question to elicit information
Comprehension: Ask probing questions to elicit
information, including evidence to support the speaker’s
claims and conclusions.
Grade 7: Listening & Speaking Strategies: 1.2
√ Determine the speaker’s attitude toward the
Comprehension: Determine the speaker’s attitude
subject
toward the subject
Grade 7: Listening & Speaking Strategies: 1.5:
√ Maintain the topic for three exchanges
Organization and Delivery of Oral Communication:
Arrange supporting details, reasons, descriptions, and
examples effectively and persuasively in relation to the
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Functional ELA –Middle School
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IV
audience
Grade 8: Listening & Speaking Strategies: 1.5:
Organization and Delivery of Oral Communication: Use
precise language, action verbs, sensory details,
appropriate and colorful modifiers, and the active rather
than the passive voice in ways the enliven oral
presentations
√ Use precise language such as sensory details
(e.g. size, shape, color).
OUTLINE OF CONTENT AND TIME ALLOTMENT:
Individualized and direct, explicit instruction is required to meet the unique needs of the population enrolled in this
course. This is best accomplished through small groups and/or centers. In addition, the nature of the literacy skills
assessed by the CAPA requires additional, recursive literacy instruction to move from the knowledge level to the
application level, or beyond (Blooms Taxonomy). Therefore, a highly structured, differentiated and balanced
literacy lesson that addresses all of the strands of literacy must be routinely taught.
Sample Functional & Academic Literacy Activities: Sample functional and academic literacy activities can
be found in the SEACO Curriculum Guide, Core Content Access, English Language Arts Section (pg. ELA iELA iv & ELA 1- ELA 23) and the English Language Development (ELD) Section (pg. ELD i – ELD iv &
ELD 1-ELD 23)
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Functional ELA –Middle School
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A sample literacy lesson sequence is provided below for a 50 minute block. (For 90 minute blocks, adjust as needed):
Adapted Core Text Lesson
Literacy/Lesson Component
Description
Possible Activities
Approx. # of
minutes
Sensory simulation
Allow students to touch
5 min
Anticipatory Set (Engagement,
(e.g. auditory, visual,
book cover/picture
tap prior knowledge/interest)
tactile, kinesthetic,
Provide each student with a
gustatory (taste),
copy of a word within title,
olfactory
read word aloud, have
students hold up
word/match word
Words taught in
Identify at least 2 phonemes
10-15 min
Word & Sound Study
isolation and identified
(e.g. d, w) by having letter
explicitly as target
cards available-students
vocabulary
repeat aloud as sound is
modeled
Identify at least 2
vocabulary words students
will encounter in story,
students (e.g. dolphin,
water)
Teacher reads text
Read title and author aloud
15 min
Text Awareness
aloud modeling
Provide students with
concepts about print,
opportunity to make
students able to
predictions, record
respond with individual
responses on
books
board/overhead
Students follow along with
individual texts, prompt as
necessary
Students point to/say
vocabulary and sounds in
context (w, d, dolphin,
water) or discriminate
sounds or vocab. Words
from choice of two
Teacher asks questions
Students orally state or
15 min
Comprehension
of students about story
point to story element
elements covered
covered (e.g. characters)
within text (characters,
Students add to individual
conflict, resolution)
story maps
Students record major
events of the story on story
map or arrange story events
in order
Teacher reviews skills,
Students point to or state
5-10 min
Closure
vocabulary, sounds etc
skills, vocabulary, sounds,
etc.
Source: Browder, D., Trela, K., & Jimenez, B. (2007). Training teachers to follow a task analysis to engage middle school students,
Focus on Autism and Other Developmental Disabilities, 22(4), p. 206-219.
Revised 910
Suggested Weekly Literacy Routine:
CAPA Standard
Monday
Word Analysis &
Introduce vocabulary:
Fluency
• Choose 1 of 2 words
based on chapter
from story
• Introduce 2 phonemes
related to vocab word
or list on pg. 7
• Introduce 2 sight
words
Systematic Vocab. Create synonym and
Development
antonym for an
adjective (oral or
choose picture in
story)
Reading
Read passage from text
Comprehension
aloud, students follow
along or read aloud
• Students make
predictions
• Students identify story
elements (characters,
setting)
Literary Response Introduce story map
& Analysis
• Students fill out title
and setting
• Respond to who,
what, where, when
Writing Strategies Students write at least
1 story event in map
Written & Oral
Conventions
Listening & Speak
Functional ELA-Middle School
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Tuesday
Review words and
phonones from previous
day via activities:
• Students: Match/point to
letter to sound
• Identify sounds in
isolation
• perform oral blending
• Review sight words
Review synonym and
antonym from previous
day
• Cloze sentence activity
Wednesday
Introduce new
vocabulary:
• Introduce 2 of 2
vocabulary words based
on chapter in story
• Review or introduce
additional phonemes
related to vocab word or
list on pg 7
Create synonym and
antonym for an adjective
(oral or choose picture in
story)
Thursday
Review words from
previous day via activities:
• Students: Match/point to
letter to sound
• Identify sounds in isolation
• Oral blending drills
Friday
Assess:
Sounds/spelling
Sight words
Review synonym and
Assess:
antonym from previous day Synonyms /
antonyms
• Cloze sentence activity
Assess:
Review previous day’s
Review previous day’s
Review previous day’s
Retell all story
story map and read next
story map and read next
story map and read next
events or all story
passage from text
passage from text
passage from text
events to date
• Students identify and
• Students identify and
• Students choose example
describe characters
describe characters
non-example of character using map and
summary frame
(bubble map) or setting
(bubble map) or setting
and setting descriptions
• Students confirm or revise • Students confirm or
predictions
revise predictions
Add to story map with
Add to story map with
Add to story map with next
next major event:
next major event
major event
● Identify solution (as
• Identify problem
• Identify solution (as
appropriate)
(conflict) ( as
appropriate)
appropriate)
Student review previous
Student review previous
Student review previous
event, add 1-2 major
event, add 1-2 major
event, add 1-2 major events
events
events
Skills to explicitly model and teach:
Demonstrate left to right/top to bottom sequencing in a variety of activities (2) Hold writing implement (3) Make marks on paper (4)
Trace/copy purposeful marks on paper (5) Use a simple sentence (6) Use correct capitalization at the beginning of a sentence (7) Spell
simple high frequency words (8) Select a focus and an organizational structure based upon purpose (e.g., letter, report, list, story).
Infused throughout lesson: Refer to CAPA standards
Functional ELA –Middle School
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Monthly Literacy Element Focus: Characterization
Sample Essential Question Who are characters and how can we know what they are like?
Content Standard
Performance
Instructional Support
Students are able to do
Standard Measures
Students know
(Skills)
(Content)
√ Use knowledge of a character’s
traits to determine the causes for
that character’s actions
√ Identify themes conveyed
through characters, actions and
images
Concepts About Print:
Concepts About Print:
(RLA-Kinder. Word
Anal., Fluency &
Vocab Devel. 1.3,
Grade 1-Reading
Comp. 2.3)
√ Identify picture/object/word/cue
√ Identify environmental symbols /
signs / cues
√ Match symbol or cue to activity
or function
Writing
Strategies/Skills:
(RLA-KindergartenWriting Srat. 1.3, Grade
6-Written & Oral Eng.
Lang. Conventions, 1.1,
1.4, 1.6)
√ Demonstrate left to right/top to
bottom sequencing in a variety
of activities
√ Hold writing implement
√ Make marks on paper
√ Trace/copy purposeful marks on
paper
√ Use a simple sentence
√ Use correct capitalization at the
beginning of a sentence
√ Spell simple, high-frequency
words
Key Assignments:
Students state, match or
point to characters in
story/book (RLA
Listening & Speaking
Grade 1: 1.1).
A. Shared Reading of Adapted Short
Story:
See Weekly Routine on pg. 6
Followed by:
B. Centers (Matching, Speaking,
Writing):
1) Word Study:
Sight Words (Fry List)
a
about
after
again
all
an
and
any
any
Protective Vocabulary:
Survival Signs Photo Bingo
Students identify or
write characters of
story/book on a simple
story map.
2) Phonology:
(Beg Readers) Consonants: p,b,t, d, k, g
(Inter/Adv Readers) Initial Blends: bl-,
gl-, cl-, pl-, fl-, slVowels & Vowel clusters: ee, i, e, ae, a, u
Students complete a
simple Bubble Map of
character traits from the
story by writing,
matching or pasting
descriptive words/icons.
Students respond to
simple who, what,
where, when, how
questions by pointing,
matching choices or
stating.
SEPTEIMBER
Story element:
Characterization
(RLA-Grade 6Literarcy Response and
Analysis: 3.2, 3.6)
Approx
Time
3) Writing:
• Match, print, write names (e.g. head
paper, write return address on letter)
• Match, print, write address & phone (e.g
on envelope)
• Complete sentence frames associated
with story
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Functional ELA –Middle School
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Monthly Literacy Element Focus: Plot-Conflict/Problem
Concepts About Print:
(RLA-Kinder. Word
Anal., Fluency &
Vocab Devel. 1.3,
Grade 1-Reading
Comp. 2.3)
Writing
Strategies/Skills:
(RLA-KindergartenWriting Srat. 1.3, Grade
6-Written & Oral Eng.
Lang. Conventions, 1.1,
1.4, 1.6)
√ Identify picture/object/word/cue
√ Identify environmental
symbols/signs/cues
√ Match symbol or cue to activity
or function
√ Demonstrate left to right/top to
bottom sequencing in a variety
of activities
√ Hold writing implement
√ Make marks on paper
√ Trace/copy purposeful marks on
paper
√ Use a simple sentence
√ Use correct capitalization at the
beginning of a sentence
√ Spell simple, high-frequency
words
Performance
Standard Measures
Students sequence
events in story by
completing a flow map.
Students record/identify
events of story/book.
Students complete a 1sided multi-flow map
by matching or placing
icons indicating causes
of problem.
Students respond to
simple who, what,
where, when, how
questions by pointing,
matching choices or
stating.
Instructional Support
A. Shared Reading of Adapted Short
Story:
See Weekly Routine on pg. 6
Followed by:
B. Centers (Matching, Speaking,
Writing):
1) Word Study:
Sight Words (Fry List)
are
boy
as
but
at
by
be
can
been
come
before
day
Protective Vocabulary:
Survival Signs Photo Bingo
Approx
Time
OCTOBER
Sample Essential Question
Content Standard
Students are able to do
Students know
(Skills)
(Content)
√ Identify the main events of the
Story Element:
plot and the influence of those
Plot (Conflict/Problem)
main events on future actions.
(RLA :-Lit. Response &
√ Identify a solution to a given
Analysis-Grade 7: 3.2,
problem/conflict
Grade 8: 3.2)
√ Identify whether the solution
resolved the problem
2) Phonology:
(Beg. Readers) Consonants: f,v, th
(voiced and unvoiced), s,z, sh, ch, j
(Inter/Adv Readers) Initial Blends: br-,frtr-,cr-, dr-, gr-, pr-,
Vowels & Vowel clusters: ee, i, e, ae, a, u
3) Writing:
• Match, print, write names in isolation &
sentence format (e.g. head paper, write
return address on letter)
• Match, print, write address & phone (e.g
on envelope)
• Complete sentence frames associated
with story
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Functional ELA –Middle School
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Monthly Literacy Element Focus: Plot-Solution
Concepts About Print:
(RLA-Kinder. Word
Anal., Fluency &
Vocab Devel. 1.3,
Grade 1-Reading
Comp. 2.3)
Writing
Strategies/Skills:
(RLA-KindergartenWriting Srat. 1.3, Grade
6-Written & Oral Eng.
Lang. Conventions, 1.1,
1.4, 1.6)
√ Identify picture/object/word/cue
√ Identify environmental
symbols/signs/cues
√ Match symbol or cue to activity
or function
√ Demonstrate left to right/top to
bottom sequencing in a variety
of activities
√ Hold writing implement
√ Make marks on paper
√ Trace/copy purposeful marks on
paper
√ Use a simple sentence
√ Use correct capitalization at the
beginning of a sentence
√ Spell simple, high-frequency
words
Performance
Standard Measures
Students sequence
events in story by
completing a flow map.
Students record/identify
events of story/book.
Students complete a 1sided multi-flow map
by matching or placing
icons indicating effects
of solution.
Students respond to
simple who, what,
where, when, how
questions by pointing,
matching choices or
stating.
Instructional Support
A. Shared Reading of Adapted Short
Story:
See Weekly Routine on pg. 6
Followed by:
B. Centers (Matching, Speaking,
Writing):
1) Word Study:
Sight Words (Fry List)
did
get
do
give
down
go
eat
good
for
had
from
has
Approx
Time
NOVEMBER
Sample Essential Question What is the story about?
Content Standard
Students are able to do
Students know
(Skills)
(Content)
√ Identify the main events of the
Story Element:
plot and the influence of those
Plot (Solution/Resolution)
main events on future actions.
(RLA :-Lit. Response &
√ Identify a solution to a given
Analysis-Grade 7: 3.2,
problem/conflict
Grade 8: 3.2)
√ Identify whether the solution
resolved the problem
Protective Vocabulary:
Survival Signs Photo Bingo
2) Phonology:
(Beg Readers) Consonants: m, n, ng, w,
h, wh, l, r
(Inter/Adv Readers) Initial Blends: sc-,
sm-, sn-, sp-, sk-, st-, squVowels & Vowel clusters: o, au, aw, oo,
oo, oe
3) Writing:
• Match, print, write names in isolation &
sentence format (e.g. head paper, write
return address on letter)
• Match, print, write address & phone (e.g
on envelope)
• Complete sentence frames associated
with story
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Monthly Literacy Element Focus: Theme
Sample Essential Question What is the story about?
Content Standard
Students are able to do
Students know
(Skills)
(Content)
Concepts About Print:
(RLA-Kinder. Word
Anal., Fluency &
Vocab Devel. 1.3,
Grade 1-Reading
Comp. 2.3)
Writing
Strategies/Skills:
(RLA-KindergartenWriting Srat. 1.3, Grade
6-Written & Oral Eng.
Lang. Conventions, 1.1,
1.4, 1.6)
√ Identify themes conveyed
through characters, actions and
images
√ Identify picture/object/word/cue
√ Identify environmental
symbols/signs/cues
√ Match symbol or cue to activity
or function
√ Demonstrate left to right/top to
bottom sequencing in a variety
of activities
√ Hold writing implement
√ Make marks on paper
√ Trace/copy purposeful marks on
paper
√ Use a simple sentence
√ Use correct capitalization at the
beginning of a sentence
√ Spell simple, high-frequency
words
Students record/identify
events of story/book
Given choice of simple
themes, students
identify theme of story
Students respond to
simple who, what,
where, when, how
questions by pointing,
matching choices or
stating
Instructional Support
A. Shared Reading of Adapted Short
Story:
See Weekly Routine on pg. 6
Followed by:
B. Centers (Matching, Speaking,
Writing):
1) Word Study:
Sight Words (Fry List)
have
he
her
here
him
his
how
I
Protective Vocabulary:
Survival Signs Photo Bingo
2) Phonology:
(Beg Readers) Consonants: x, c /k/ /s/ &
qu, x /ks/ /z/
(Inter/Adv Readers) Initial Blends: sw,
tw, dw
Vowels & Vowel clusters: o, au, aw, oo,
oo, oe
Approx
Time
DECEMBER
Story Element:
Theme
(RLA-Grade 6 Lit.
Response & Analysis)
Performance
Standard Measures
3) Writing:
• Match, print, write names in isolation &
sentence format (e.g. head paper, write
return address on letter)
• Match, print, write address & phone
(e.g. on envelope)
• Complete sentence frames associated
with story
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Functional ELA –Middle School
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Monthly Literacy Element Focus: Theme
Sample Essential Question What is the story about?
Content Standard
Students are able to do
Students know
(Skills)
(Content)
Concepts About Print:
(RLA-Kinder. Word
Anal., Fluency &
Vocab Devel. 1.3,
Grade 1-Reading
Comp. 2.3)
Writing
Strategies/Skills:
(RLA-KindergartenWriting Srat. 1.3, Grade
6-Written & Oral Eng.
Lang. Conventions, 1.1,
1.4, 1.6)
√ Identify themes conveyed
through characters, actions and
images
√ Identify picture/object/word/cue
√ Identify environmental
symbols/signs/cues
√ Match symbol or cue to activity
or function
√ Demonstrate left to right/top to
bottom sequencing in a variety
of activities
√ Hold writing implement
√ Make marks on paper
√ Trace/copy purposeful marks on
paper
√ Use a simple sentence
√ Use correct capitalization at the
beginning of a sentence
√ Spell simple, high-frequency
words
Students record/identify
events of story/book.
Given choice of simple
themes, students
identify theme of story.
Students respond to
simple who, what,
where, when, how
questions by pointing,
matching choices or
stating.
Instructional Support
A. Shared Reading of Adapted Short
Story:
See Weekly Routine on pg. 6
Followed by:
B. Centers (Matching, Speaking,
Writing):
1) Word Study:
Sight Words (Fry List)
if
like
in
little
is
long
it
make
just
man
know
many
Protective Vocabulary:
Survival Signs Photo Bingo
2) Phonology:
(Beg Readers) Consonants: x, c /k/ /s/ &
qu, x /ks/ /z/
(Inter/Adv Readers) Initial Blends: sw,
tw, dw
Vowels & Vowel clusters: ie, ue, oi, oy,
ou, ow
3) Writing:
• Match, print, write names in isolation
& sentence format (e.g. head paper,
write return address on letter)
• Match, print, write address & phone
(e.g. on envelope)
• Complete sentence frames associated
with story
Approx
Time
JANUARY
Story Element:
Theme
(RLA-Grade 6 Lit.
Response & Analysis)
Performance
Standard Measures
Revised 910
Functional ELA –Middle School
Page 12
Monthly Literacy Element Focus: Cause & Effect
Sample Essential Question
Students know
(Content)
Content Standard
Students are able to
(Skills)
Performance
Standard Measure
(RLA Grade 7: Reading
Comprehension: 2.3
Structural Features of
Informational
Materials)
√ Identify the key features of
consumer materials (e.g.
telephone book, newspaper,
magazines).
Concepts About Print:
(RLA-Kinder. Word
Anal., Fluency &
Vocab Devel. 1.3,
Grade 1-Reading
Comp. 2.3)
√ Identify picture/object/word/cue
√ Identify environmental
symbols/signs/cues
√ Match symbol or cue to activity
or function
Writing
Strategies/Skills:
(RLA-KindergartenWriting Srat. 1.3, Grade
6-Written & Oral Eng.
Lang. Conventions, 1.1,
1.4, 1.6)
(RLA-Grade 6-Writing
Strategies 1.1 )
√ Demonstrate left to right/top to
bottom sequencing in a variety of
activities
√ Hold writing implement
√ Make marks on paper
√ Trace/copy purposeful marks on
paper
√ Use a simple sentence
√ Use correct capitalization at the
beginning of a sentence
√ Spell simple, high-frequency
words
√ Select a focus and organizational
structure based upon purpose
(e.g. letter, report, list, story)
Student complete multiflow map indicating
cause and effect of
specific event (refer to
either History or Science
text) by matching,
pointing or writing
causes & effects.
Students identify title,
table of contents, index,
headings, graphs and
glossary in expository
text.
Students use title, table
of contents, index,
headings, graphs and
glossary to locate
specific information
expository text.
A. Shared Reading/Read Aloud of
History or Science text/adapted text
Followed by:
B. Centers (Matching, Speaking,
Writing):
1) Word Study:
Sight Words (Fry List)
me
of
much
old
my
on
new
one
no
or
not
other
Protective Vocabulary:
Survival Signs Photo Bingo
2) Phonology:
(Beg Readers) Consonants: review: p, b,
t, d, k, g
(Inter/Adv Readers) Final Blends: -st,
-sk, -sp,
Vowels & Vowel clusters: ie, ue, oi, oy,
ou, ow
3) Writing:
• Match, print, write names in isolation &
sentence format (e.g. head paper, write
return address on letter)
• Match, print, write address & phone
(e.g. on envelope)
• Students write a friendly letter complete
with date, salutation, body, closing and
signature.
Approx.
Time
FEBRUARY
Expository Text
Instructional Support
Revised 910
Functional ELA –Middle School
Page 13
Monthly Literacy Element Focus: Expository & Functional Text
Sample Essential Question
Students know
(Content)
Content Standard
Students are able to
(Skills)
Concepts About Print:
(RLA-Kinder. Word
Anal., Fluency &
Vocab Devel. 1.3,
Grade 1-Reading
Comp. 2.3)
Writing
Strategies/Skills:
(RLA-KindergartenWriting Srat. 1.3, Grade
6-Written & Oral Eng.
Lang. Conventions, 1.1,
1.4, 1.6)
(RLA-Grade 6-Writing
Strategies 1.1 )
√ Identify an appropriate genre for
a given task
√ Identify picture/object/word/cue
√ Identify environmental
symbols/signs/cues
√ Match symbol or cue to activity
or function
√ Demonstrate left to right/top to
bottom sequencing in a variety of
activities
√ Hold writing implement
√ Make marks on paper
√ Trace/copy purposeful marks on
paper
√ Use a simple sentence
√ Use correct capitalization at the
beginning of a sentence
√ Spell simple, high-frequency
words
√ Select a focus and organizational
structure based upon purpose
(e.g. letter, report, list, story)
When presented with a
topic or object (e.g.
realia related to content
in History or Science)
student will choose
appropriate source to
find additional
information.
Students identify items
on menu by stating,
matching or pointing to
items.
Students create a short
report on Science or
History topic by writing
or assembling icons with
captions.
Instructional Support
A. Shared Reading/Read Aloud of
Assorted Informational Materials
Followed by:
B. Centers (Matching, Speaking,
Writing):
1) Word Study:
Sight Words (Fry List)
our
so
out
some
put
take
said
that
see
the
she
their
Protective Vocabulary:
Survival Signs Photo Bingo
2) Phonology:
(Beg Readers) Consonants: review: f, v,
th (voiced, unvoiced), s, z, sh, ch, j
(Inter/Adv Readers) Final Blends: -mp,
-nd
Vowels & Vowel clusters: er, ir, ur, or, ar
3) Writing:
• Match, print, write names in isolation &
sentence format (e.g. head paper, write
return address on letter)
• Match, print, write address & phone
(e.g. on envelope)
• Students write basic grocery lists for
various situations (e.g. ingredients,
weekly groceries, etc.)
Approx.
Time
MARCH
Expository Text
(RLA Grade 8: Reading
Comprehension: 2.3
Comprehension &
analysis of grade level
appropriate texts)
Performance
Standard Measure
Revised 910
Functional ELA –Middle School
Page 14
Monthly Literacy Element Focus: Expository & Functional Text-Workplace Documents
Sample Essential Question
Students know
(Content)
Content Standard
Students are able to
(Skills)
Concepts About Print:
(RLA-Kinder. Word
Anal., Fluency &
Vocab Devel. 1.3,
Grade 1-Reading
Comp. 2.3)
Writing
Strategies/Skills:
(RLA-KindergartenWriting Srat. 1.3, Grade
6-Written & Oral Eng.
Lang. Conventions, 1.1,
1.4, 1.6)
(RLA-Grade 6-Writing
Strategies 1.1 )
√ Identify the key features of
consumer materials (e.g.
telephone book, newspaper,
magazines)
√ Identify picture/object/word/cue
√ Identify environmental
symbols/signs/cues
√ Match symbol or cue to activity
or function
√ Demonstrate left to right/top to
bottom sequencing in a variety of
activities
√ Hold writing implement
√ Make marks on paper
√ Trace/copy purposeful marks on
paper
√ Use a simple sentence
√ Use correct capitalization at the
beginning of a sentence
√ Spell simple, high-frequency
words
√ Select a focus and organizational
structure based upon purpose
(e.g. letter, report, list, story)
Instructional Support
Students identify the key
features of newspapers,
magazines, telephone
book.
A. Shared Reading/Read Aloud of
Assorted Informational Materials
Followed by:
B. Centers (Matching, Speaking,
Writing):
1) Word Study:
Sight Words (Fry List)
them
to
then
two
there
up
they
us
this
very
three
was
Protective Vocabulary:
Survival Signs Photo Bingo
2) Phonology:
(Beg Readers) Consonants: review: m, n,
ng, w, h, wh, l, r
(Inter/Adv Readers) Final Blends: -ld, lk, -lp, -lt,
Vowels & Vowel clusters: er, ir, ur, or, ar
3) Writing:
• Match, print, write names in isolation &
sentence format (e.g. head paper, write
return address on letter)
• Match, print, write address & phone (e.g
on envelope)
Students fill in the blank on workplace &
banking documents (e.g. applications,
deposit slips, etc.)
Students complete an
application/demographic
form by writing,
matching or pointing to
areas where information
is recorded.
Students write a
business letter complete
with date, salutation,
body, closing and
signature.
Approx.
Time
APRIL
Expository Text
(RLA Grade 7: Reading
Comprehension: 2.3
Structural Features of
Informational
Materials)
Performance
Standard Measure
Revised 910
Functional ELA –Middle School
Page 15
Monthly Literacy Element Focus: Review (Fiction: Story Elements)
Sample Essential Question
Students know
(Content)
Content Standard
Students are able to
(Skills)
Plot (Conflict/Problem &
Solution/Resolution)
(RLA :-Lit. Response &
Analysis-Grade 7: 3.2,
Grade 8: 3.2)
Concepts About Print:
(RLA-Kinder. Word
Anal., Fluency &
Vocab Devel. 1.3,
Grade 1-Reading
Comp. 2.3)
Writing
Strategies/Skills:
(RLA-KindergartenWriting Srat. 1.3, Grade
6-Written & Oral Eng.
Lang. Conventions, 1.1,
1.4, 1.6)
(RLA-Grade 6-Writing
Strategies 1.1 )
√ Use knowledge of a character’s
traits to determine the causes for
that character’s actions
√ Identify the main events of the
plot and the influence of those
main events on future actions.
√ Identify a solution to a given
problem/conflict
√ Identify whether the solution
resolved the problem
√ Identify picture/object/word/cue
√ Identify environmental
symbols/signs/cues
√ Match symbol or cue to activity
or function
√ Demonstrate left to right/top to
bottom sequencing in a variety of
activities
√ Hold writing implement
√ Make marks on paper
√ Trace/copy purposeful marks on
paper
√ Use a simple sentence
√ Use correct capitalization at the
beginning of a sentence
√ Spell simple, high-frequency
words
Students sequence
events in story by
completing a flow map.
Students record/identify
events of story/book.
Students complete a 1sided multi-flow map
by matching or placing
icons indicating causes
of problem.
Students respond to
simple who, what,
where, when, how
questions by pointing,
matching choices or
stating.
Instructional Support
A. Shared Reading of Adapted Short
Story:
See Weekly Routine on pg. 6
Followed by:
B. Centers (Matching, Speaking,
Writing):
1) Word Study:
Sight Words (Fry List)
we
will
were
with
what
work
when
would
which
you
who
your
Protective Vocabulary:
Survival Signs Photo Bingo
2) Phonology:
(Beg Readers) Consonants: x, c /k/ /s/ &
qu, x /ks/ /z/
(Inter/Adv Readers) Final Blends: -ft,
-nt, -pt, -ct
Vowels & Vowel clusters: er, ir, ur, or, ar
Approx.
Time
MAY
Story Element:
Characterization
(RLA-Grade 6Literarcy Response and
Analysis: 3.2, 3.6)
Performance
Standard Measure
3) Writing:
• Match, print, write names in isolation &
sentence format (e.g. head paper, write
return address on letter)
• Match, print, write address & phone
(e.g. on envelope)
• Complete sentence frames associated
with story
Revised 910
Functional ELA –Middle School
Page 16
Transition Focus: Self-Advocacy
Sample Essential Question
Students know
(Content)
Content Standard
Students are able to
(Skills)
√ Orient in direction of speaker
√ Respond to voice by stopping
activity or going to source of sound
√ Attend to speaker for duration of
activity
√ Communicate wants/needs using a
gesture, action, voice output device
or vocalization
√ Communicate choice using a
gesture, action, voice output device
or vocalization
√ Orient in direction of speaker
√ Respond to voice by stopping
activity or going to source of sound
√ Attend to speaker for duration of
activity
√ Ask a question to elicit
information
√ Maintain the topic for three
exchanges
Students create profile
of themselves listing
strengths/challenges and
goals.
Students deliver an oral
presentation about
themselves to class using
student profile.
Students identify
different supports
needed at school, at
home and in the
community (e.g. friends,
devices, equipment, etc.)
Students attend their
transition IEPs and use
the Pupil Self-Interview.
Instructional Support
See SEACO “Instructional Best
Practices” binder-section 27: Transition
Planning Guide
Centers (Matching, Speaking, Writing):
1) Word Study:
Sight Words (Fry List)
Cumulative Review
Approx.
Time
JUNE
Listening & Speaking:
(Kinder. Comp. 1.1. 1.2.
Grade 1-Speaking Strat. 1.1,
1.3, Grade 7-Speaking Strat.
1.5)
Performance
Standard Measure
Protective Vocabulary:
Survival Signs Photo Bingo
2) Phonology:
(Beg Readers) Consonants: x, c /k/ /s/ &
qu, x /ks/ /z/
(Inter/Adv Readers) Consonant
Clusters: str, spr, spl, scr
Vowels & Vowel clusters: er, ir, ur, or, ar
3) Writing:
• Match, print, write names in isolation &
sentence format (e.g. head paper, write
return address on letter)
• Match, print, write address & phone (e.g
on envelope)
• Create individual IEP
accommodations/modifications list
Revised 910
Community-Based Instruction (CBI):
Students enrolled in this course need repetition and support to generalize and transfer learning. Thus, it is imperative
for students to practice speaking, reading and writing skills in the environments in which they will be used. CBI
becomes an invaluable tool for assisting the student with a severe cognitive impairment to learn, retain and master
the skills needed to become an effective listener, reader and communicator.
See SEACO “Instructional Best Practices” Section 22: Community Based Instruction for Resources. Ensure that
CBI outings are approved by the site administrator and lesson plans are submitted to your Special Education
Administrator.
Assistive Technology (AT) and Augmentative/Alternative Communication (AAC):
Assistive Technology (AT) and Augmentative/Alternative Communicative (AAC) devices/materials that have been
assigned to the student through IEP documentation are integrated into each lesson and activity. For example, a
simple device can be programmed with simple yes/no statements and corresponding picture icons. When questions
are posed by the teacher or staff, student may press switch with appropriate response independently or with
necessary prompting (e.g. verbal, gesture, hand-over-hand). Students using more sophisticated devices should have
multiple opportunities throughout the day to engage in whole and small group lessons using their device. For
example, teacher or staff may pose questions to the student and student should independently respond using the
device choices. Some devices may need to be loaded with appropriate icons and voice responses to engage with
content being taught. This should be completed by the teacher/staff prior to lessons on a daily basis.
See SEACO “Instructional Best Practices” Section 23: Assistive Technology and contact the Assistive Technology
Office for additional resources.
M.O.V.E.
M.O.V.E. (Mobility Opportunities Via Education) is a functional curriculum that supports children with severe
disabilities to acquire increased independence in sitting, standing and walking to experience, learn and gain
more mobility, better health and enhanced personal dignity. The curriculum is designed for implementation
throughout the school day as a vehicle to access the lessons and activities being taught in the classroom. This
curriculum decreases the burden of care for teachers, families, and caretakers. Student must be cleared to
participate in the M.O.V.E. curriculum by a physician.
Classroom staff (with the support of APE Specialists, Occupational Therapists and Physical Therapists), will
actively involve the students in functional activities within the classroom according to physical capabilities.
This may include sitting, standing or walking with or without prompts.
Functional ELA –Middle School
Page 18
INSTRUCTIONAL METHODS:
Teachers will use a variety of instructional methods and strategies, including large, small, and individualized instructional
groupings. Methods of instruction should be determined by expected student outcomes, the particular learning goal, and
the preferred learning modality of the student. Instructional strategies may include:
Oral English Language Development with English Learners should be taught in groups according to the level of English
proficiency of the students. (English-only background students can participate if warranted by needs of student and
lesson objective.)
Lesson Design & Delivery: Teachers will incorporate these components of lesson design during direct
instruction and inquiry activities. The order of components is flexible, depending on the teacher’s vision for the
individual lesson. For instance, the objective and purpose, while present in the teacher’s lesson plan, are not
made known to the students at the beginning of an inquiry lesson.
Anticipatory Set
Objective
Essential
Standard Reference
Elements of
Purpose
Input
Effective
Modeling
Instruction
Check for Understanding
Model for Lesson Design
Guided Practice
Using Task Analysis
Closure
Independent Practice
Some components may occur once in a lesson, but others will recur many times. Checking for understanding
occurs continually; input, modeling, guided practice and closure may occur several times. There may even be
more than one anticipatory set when more than one content piece is introduced.
Active Participation: Teachers will incorporate the principles of active participation and specific strategies to
ensure consistent, simultaneous involvement of the minds of all learners in the classroom. Teachers should
include both covert and overt active participation strategies, incorporating cooperative learning structures and
brain research. Some of the possible active participation strategies include:
COVERT
Recall
Imagine
Observe
Consider
OVERT
(Oral)
Pair/Share
Idea Wave
Choral Response
Give One, Get One
Socratic Seminar
Cooperative Discussion Groups
(i.e.Talking Chips, Gambit Chips)
OVERT
(Written)
Restate in Journals / Notes
Response Boards
Graphic Organizers
Folded Paper
Ticket Out of Class
OVERT
(Gestures)
Hand Signals
Model with Manipulatives
Stand up/ Sit down
Point to Examples
Press Device/Switch
Use VOCA
Revised 910
Functional ELA –Middle School
Page 19
Literacy and Differentiation Strategies*
Learning styles of students may be addressed by implementing combinations of the following:
Reading and Writing
Strategies in Language
Arts
• Learning logs
• Pre-teaching
• Academic Vocabulary
• Pre-reading
• Text structures
• Reciprocal teaching
• Functional text
• Anticipation Guide
• Close reading
• SSR/Independent
reading
SDAIE Strategies for
English Learners

Adapt the Text
Acquisition Levels
Graphic Organizers
Grouping Strategies
Home/School
Connection (including
Cultural Aspects)
Interactive Learning
(Manipulatives,
Visuals)
Language Sensitivity
Lower the Affective
Filter (including
Processing Time)
Multiple Intelligences
Tapping/Building
Prior
Knowledge/Schema)
Strategies for Students with
Disabilities
• IEP Accommodations
(e.g. Presentation,
Response, Timing,
Setting, Schedulingrefer to students’ IEP
document or IEP
summary sheet)
• Curricular Adaptations
(e.g. Quantity, Input,
Participation, Time,
Level of Difficulty,
Level of Support,
Output, Substitute
Curriculum, Alternate
Goals)
• Think Alouds
• Model multiple
examples
• Small group
instruction/learning
centers
• Interactive Learning
(Manipulatives, Visuals)
• Peer assisted learning
Differentiation for
Advanced Learners
Acceleration
Curriculum
Compacting
Depth and
Complexity
Flexible Grouping
Independent Study
Literature Circles

Tiered
Assignments
*Please note that these strategies often overlap and should not be limited to specifically defined courses or student
MATERIALS USED IN TEACHING THE COURSE:
Basic Materials/Text:
• SEACO Curriculum Guide (Core Content Access and Instructional Best Practices), 2005
Required Supplemental Materials:
•
The Basics: Teacher’s Guide and Lesson Plans (San Bernardino Unified School District)
•
Survival Signs Activity Cards (PCI)
•
Photo Bingo (PCI)
•
Teaching Telephone (Learning Resources)
•
Alphabet Set- Level K (Steck Vaughn) 26 titles and 1 teacher guide
•
Little Green Readers; Emergent Set 1 (Sundance) 48 books, 6 each of 8 titles
•
Little Green Readers; Early Fluent Set 2 (Sundance) 48 books, 6 each of 8 titles
•
Grade level core novels and short stories (adapted as needed)
Suggested Supplemental Materials:
• Protective vocabulary list
•
News-2-You by Unique Learning
•
Functional/workplace and community documents such as job applications, menus, bus routes, maps, etc.
•
High Frequency word lists (e.g. Fry Words, or Dolch List )
•
Interactive Writing Materials: Magna Doodle, Chart Paper, Sentence Strips, markers, alphabet guide/resource, etc.
•
Word processors that predict/read text
Revised 910
Functional ELA –Middle School
Page 20
•
•
•
•
•
•
Audio books
Large-type magnetic letters
Textured letters
High Interest/Low Readability level books (see non-fiction books by Benchmark Education Co.)
New Heights: Immediate, intensive, intervention for struggling readers and English language learners (Pacific
Learning) Audio-assisted reading
For ELD: Into English A-G and Intensive Structured English (ISE) Guide: Grades 2-5 (LBUSD)
ASSESSMENT METHODS AND/OR TOOLS:
Evaluation of student progress is ongoing and may include both documented observations and performance
tasks/assessments. Progress is reported to parents regularly through parent conferences, communication logs,
scheduled school report cards, IEP Progress Reports and Individual Educational Program annual reviews and
triennials. The student’s ability level and his/her Individual Educational Program may determine specific
assessments that should also be used. Sample assessment instruments are listed below.
See the SEACO “Instructional Best Practices” binder – Section 29: The B.R.I.D.G.E. for parent communication
related to specific skills.
Source
District Developed
Assessments
•
•
Monitor
Evaluate
• K-3 Literacy Screen
• LBUSD Benchmark
Assessments
•
Basic Reading
Inventory (BRI)
(Johns, 2008, 10th
edition)
•
Basic Reading
Inventory (BRI)
(Johns, 2008, 10th
edition)
•
Basic Reading
Inventory (BRI)
(Johns, 2008, 10th
edition)
•
Observation
Checklists
•
Observation
Checklists
•
Observation
Checklists
Other Assessment
Resources
Teacher Developed
Assessments
Diagnose
K-3 Literacy Screen
LBUSD Benchmark
Assessments
PEFORMANCE STANDARDS CRITERIA:
CAPA
Level
The California State Board of Education has identified the following performance levels for the California Alternate
Performance Assessment (CAPA) Levels I-V Math (based on 2008 & 2009 data). The objective of Long Beach Unified
School District is to have all students achieve at or above the Proficient Performance Standard (Level).
I
IV
Far Below
Basic
Below Basic
<4
<4
4
4
Basic
Proficient
Raw Cut Score
11
20
10
15
Advanced
Proficient
30
24
Total # of
Score Points
40
32
Revised 910
CAPA
Level
Functional ELA –Middle School
Page 21
Number of Tasks & Percentage of CAPA Test
Reading
Writing
(Word Analysis, Fluency & Systematic
(Written & Oral English
Vocabulary Development &
Language Conventions
Reading Comprehension)
&Writing Strategies)
I
IV
4; 50%
4 ; 50%
1; 12.5%
2; 25%
Listening &
Speaking
3; 37.5
2; 25%
Performance Tasks:
Students enrolled in this course are assessed via the CAPA, which is a performance based assessment aligned to
alternate achievement standards for ELA. In addition, the SEACO Curriculum Guide “Core Content Access” binder
contains a list of Functional Performance Indicators (Section ELA-i –ELA iv), which can assist with creating
summative performance based tasks and assessments. Video segments of sample CAPA Level I and Level IV tasks
can be viewed at http://www.mavricmedia.com/startest/
CAPA Standard
Word Analysis & Fluency &
Vocabulary Development
Reading Comprehension
Lit Response & Analysis
Writing Strategies
Written & Oral Conventions
Listening & Speaking
SEACO Guide: Core Content Access
Pages Functional Performance
Indicators
ELA-1 – ELA-8
ELA-9 – ELA 14
ELA 11 – ELA 12
ELA – 15 – ELA 18
ELA- 15 – ELA 18 & ELA 21-ELA -27
ELA -19 – ELA -27
Sample CAPA Level I & IV
Performance Tasks
Classification activity: shoe and
apple
Identify key features of a newspaper
Identify appropriate genre for given
task
Simple sentence construction
Execute oral instructions/directions
using a calendar
Grading:
Due to the unique needs of the population enrolled in this course, performance is measured according to level of
prompting needed to perform tasks/assignments. This course is a pass/fail course. Task and assignment completion
is to be scored using the rubric below:
Independence:
Uses Device/Performs skill independently
Uses Device/Performs w/gesture/verbal prompt
Uses Device/Performs w/physical/modeled prompt
Uses Device/Performs w/hand-over-hand
Uses Device/Concept Presented-Orients to task
5
4
3
2
1
Submitted by: Joanne Murphy, Patty Anaya, Paul Nellis, Teri Young
School/Office: Special Education/Office of Curriculum and Professional Development
Original Date: 5/04____
Revised Date: 4/05, 6/10, 9/10
Revised 910

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