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Description: Reading Aligned Standards of Learning Curriculum Framework GRADE 3 Linked to 2010 English Standards of Learning 1 ENGLISH: READING ALIGNED STANDARDS OF LEARNING CURRICULUM FRAMEWORK GRADE 3 Reading Aligned Standards of Learning Curriculum Framework GRADE 3 Linked to 2010 English Standards of Learning 2 STANDARD 3E-RW1 REPORTING CATEGORY: WORD ANALYSIS CONTENT: READING 3E-RW1 The student will a) indicate the number of syllables in a spoken word; b) apply letter name and letter-sound knowledge...
Description: English: Reading Aligned Standards of LearningCurriculum FrameworkGRADE 4 StaNDARD 4E-RW1REPORTING CATEGORY: wORD aNALYSIScontent: Reading4E-RW1The student willa)apply letter-sound knowledge by using first letter plus context to identify unfamiliar words;b)decode single-syllable words with common spelling patterns (consonant-vowel-consonant [CVC] or high-frequency rhymes);c)use newly acquired vocabulary drawn from reading and other content areas;d)demonstrate understanding of...
Description: English: Reading Aligned Standards of LearningCurriculum FrameworkGRADE 3 StaNDARD 3E-RW1REPORTING CATEGORY: wORD aNALYSIScontent: Reading3E-RW1The student willa)indicate the number of syllables in a spoken word;b)apply letter name and letter-sound knowledge when decoding words;c)apply letter-sound and word analysis skills in decoding words by identifying 18 or more letter-sound associations in context;d)identify the beginning sound of familiar words beginning with a single consonant...
Description: Instructional Priorities Planning Sheet Revised-June 14 Student: __________________________ Grade: ___________________ Name of Person:___________________ Position/Role: ___________________ Directions: Review the following Aligned Standards of Learning academic subject areas. For EACH subject area select the top instructional priorities for the target student throughout the school year. Use the present level of performance as well as other documents to determine what is appropriate for each...
Description: Student: __________________________Grade: ___________________Name of Person:___________________Position/Role: ___________________Directions: Review the following Aligned Standards of Learning academic subject areas. For EACH subject area select the top instructional priorities for the target student throughout the school year. Use the present level of performance as well as other documents to determine what is appropriate for each individual student.English:...
Description: DOMAIN: SELF-DETERMINATION SKILLS Student: _____________________ School Year: __________________ Skill Level Emerging: E Partial: P Skillful: S Instructional Priority for this year? Yes/No Are there any ASOL that might be embedded in this skill? Yes/No If Yes, which ones: (Note: not all skills have embedded academic components) Choice-Making Makes choices regarding supports, accommodations, and activities. Decision Making Makes meaningful decisions related to academic and leisure activities....
Description: Skills Assessment/Planning Guide Adapted from: Self-Determination Training and Technical Assistance Centers Project- UNC Charlotte Self-Determination Skills 1 DOMAIN: SELF-DETERMINATION SKILLS Student: _____________________ School Year: __________________ Skill Level Emerging: E Partial: P Skillful: S Instructional Priority for this year? Yes/No Are there any ASOL that might be embedded in this skill? Yes/No If Yes, which ones: (Note: not all skills have embedded academic components) 1....
Description: Skills Assessment/Planning Guide Vocational Skills 1 DOMAIN: VOCATIONAL SKILLS Skill Level Emerging: E Partial: P Skillful: S Instructional Priority for this year? Yes/No Are there any ASOL that might be embedded in this skill? Yes/No If Yes, which ones: (Note: not all skills have embedded academic components) Career Awareness Skills 1. Identifies rewards of working (i.e., personal values, wages, personal and social relationships) 2. Relates career goals to personal goals 3. Identifies economic...
Description: DOMAIN: VOCATIONAL SKILLS Skill Level Emerging: E Partial: P Skillful: S Instructional Priority for this year? Yes/No Are there any ASOL that might be embedded in this skill? Yes/No If Yes, which ones: (Note: not all skills have embedded academic components) Career Awareness Skills Identifies rewards of working (i.e., personal values, wages, personal and social relationships) Relates career goals to personal goals Identifies economic reasons for working at a job. Ident ifies positive/negative...
Description: Skills Assessment/Planning Guide DOMAIN: SOCIAL SKILLS Skill Level Emerging: E Partial: P Skillful: S Instructional Priority for this year? Yes/No Are there any ASOL that might be embedded in this skill? Yes/No If Yes, which ones: (Note: not all skills have embedded academic components) Self-awareness Skills 1. Reacts appropriately to environmental stimulation 2. Demonstrates appropriate responses to emotions 3. Adapts to changes in routine/ environment 4. Demonstrates ability to deal with...
Description: DOMAIN: SOCIAL SKILLS Skill Level Emerging: E Partial: P Skillful: S Instructional Priority for this year? Yes/No Are there any ASOL that might be embedded in this skill? Yes/No If Yes, which ones: (Note: not all skills have embedded acad emic components) Self-awareness Skills Reacts appropriately to environmental stimulation Demonstrates appropriate responses to emotions Adapts to changes in routine/ environment Demonstrates ability to deal with stress Demonstrates knowledge of personal...
Description: Skills Assessment/Planning Guide DOMAIN: Home Living Skills Skill Level Emerging: E Partial: P Skillful: S Instructional Priority for this year? Yes/No Are there any ASOL that might be embedded in this skill? Yes/No If Yes, which ones: (Note: not all skills have embedded academic components) House Keeping Skills 1. Disposes of garbage 2. Cleans floors 3. Dusts Furniture 4. Clears couches, chairs, tables, of trash and/or magazines 5. Returns items to proper storage area 6. Cleans windows and...
Description: DOMAIN: Home Living Skills Skill Level Emerging: E Partial: P Skillful: S Instructional Priority for this year? Yes/No Are there any ASOL that might be embedded in this skill? Yes/No If Yes, which ones: (Note: not all skills have embedded academic components) House Keeping Skills Disposes of garbage Cleans floors Dusts Furniture Clears couches, chairs, tables, of trash and/or magazines Returns items to proper storage area Cleans windows and mirrors C leans bedroom Cleans bathroom Hangs clean...
Description: Skills Assessment/Planning Guide DOMAIN: COMMUNITY ACCESS SKILLS Community Mobility Skills Skill Level Emerging: E Partial: P Skillful: S Instructional Priority for this year? Yes/No Are there any ASOL that might be embedded in this skill? Yes/No If Yes, which ones: (Note: not all skills have embedded academic components) 1. Understands how to tolerate different situations in the community (i.e tolerates change in routine, functions appropriately in a variety of settings and situations) 2....
Description: DOMAIN: COMMUNITY ACCESS SKILLS Community Mobility Skills Skill Level Emerging: E Partial: P Skillful: S Instructional Priority for this year? Yes/No Are there any ASOL that might be embedded in this skill? Yes/No If Yes, which ones: (Note : not all skills have embedded academic components) Understands how to tolerate different situations in the community (i.e tolerates change in routine, functions appropriately in a variety of settings and situations) Negotiates a variety of environ ments...
Description: Skills Assessment/Planning Guide DOMAIN: SELF-MANAGEMENT Skill Level Emerging: E Partial: P Skillful: S Instructional Priority for this year? Yes/No Are there any ASOL that might be embedded in this skill? Yes/No If Yes, which ones: (Note: not all skills have embedded academic components) Eating Skills 1. Drinks 2. Chews/swallows 3. Eats finger foods 4. Uses table utensils Dressing Skills 5. Identifies clean vs. soiled clothing 6. Selects/wears appropriate clothing/accessories 7. Puts on/takes...
Description: DOMAIN: SELF-MANAGEMENT Skill Level Emerging: E Partial: P Skillful: S Instructional Priority for this year? Yes/No Are there any ASOL that might be embedded in this skill? Yes/No If Yes, which ones: (Note: not all skills have embedded academic components) Eating Skills Drinks Chews/swallows Eats finger foods Uses table utensils Dressing Skills Identifies clean vs. soiled clothing Selects/wears appropriate clothing/accessories Puts on/takes off clot hing Puts on/takes off shoes Demonstrates use...
Description: Skills Assessment/Planning Guide DOMAIN: COMMUNICATION SKILLS Skill Level Emerging: E Partial: P Skillful: S Instructional Priority for this year? Yes/No Are there any ASOL that might be embedded in this skill? Yes/No If Yes, which ones: (Note: not all skills have embedded academic components) Early Communication Skills 1. Scans/searches immediate environment 2. Demonstrates awareness of cause/effect 3. Uses switches 4. Participates in computer activities 5. Demonstrates identifiable...
Description: DOMAIN: COMMUNICATION SKILLS Skill Level Emerging: E Partial: P Skillful: S Instructional Priority for this year? Yes/No Are there any ASOL that might be embedded in this skill? Yes/No If Yes, which ones: (Note: not all skills have embed ded academic components) Early Communication Skills Scans/searches immediate environment Demonstrates awareness of cause/effect Uses switches Participates in computer activities Demonstrates identifiable communicative intent Receptive Communication Skills...
Description: Revised-June 2014 ASOL SCIENCE SCOPE AND SEQUENCE MATRIX: ASOL SCIENCE – MATRIX Based on the 2010 Science Standards of Learning Reporting Category Grade 5 Grade 8 High School Scientific Investigation 5S-SI 1 5S-SI 2 8S-SI 1 8S-SI 2 8S-SI 3 Scientific Investigation and the Nature of Science HSS-SI 1 HSS-SI 2 Force, Motion, Energy and Matter 5S-FME 1 5S-FME 2 5S-FME 3 5S-FME 4 5S-FME 5 8S-FME 1 8S-FME 2 8S-FME 3 8S-FME 4 8S-FME 5 Life Processes and Living Systems 5S-LPS 1 5S-LPS 2 5S-LPS 3 5S-LPS...
Description: Revised-June 2014 ASOL HISTORY/SOCIAL SCIENCE SCOPE AND SEQUENCE MATRIX: ASOL HISTORY/SOCIAL SCIENCE – MATRIX Based on the 2008 History/Social Science Standards of Learning Reporting Category Elementary School Middle School High School History (HS-H) HS-H 1 HS-H 2 HS-H 3 HS-H 4 HS-H 5 HS-H 6 HS-H 7 HS-H 8 HS-H 9 HS-H 10 HS-H 11 HS-H 12 HS-H 13 HS-H 14 HS-H 15 HS-H 16 HS-H 17 HS-H 18 HS-H 19 HS-H 20 HS-H 21 HS-H 22 HS-H 23 HS-H 24 HS-H 25 HS-H 26 HS-H 27 HS-H 28 HS-H 29 HS-H 30 HS-H 31 HS-H 32...
Description: Revised-June 2014 ASOL WRITING SCOPE AND SEQUENCE MATRIX: ASOL WRITING – SUMMARY MATRIX Based on the 2010 English Standards of Learning Reporting Category Grade 8 High School Research, plan, compose, and revise for a variety of purposes 8E-WP 1 8E-WP 2 8E-WP 3 8E-WP 4 8E-WP 5 8E-WP 6 HSE-WP 1 HSE-WP 2 HSE-WP 3 HSE-WP 4 HSE-WP 5 HSE-WP 6 Edit for correct use of language, capitalization, punctuation, and spelling 8E-WE 1 8E-WE 2 8E-WE 3 HSE-WE 1 HSE-WE 2 HSE-WE 3 HSE-WE 4
Description: Revised-June 2014 ASOL MATHEMATICS SCOPE AND SEQUENCE MATRIX: ASOL MATHEMATICS– SUMMARY MATRIX Based on the 2009 Mathematics Standards of Learning Reporting Category Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 High School Number, Number Sense, Computation and Estimation 3M-NSCE 1 3M-NSCE 2 3M-NSCE 3 3M-NSCE 4 3M-NSCE 5 3M-NSCE 6 3M-NSCE 7 4M-NSCE 1 4M-NSCE 2 4M-NSCE 3 4M-NSCE 4 4M-NSCE 5 5M-NSCE 1 5M-NSCE 2 5M-NSCE 3 5M-NSCE 4 6M-NSCE 1 6M-NSCE 2 6M-NSCE 3 6M-NSCE 4 6M-NSCE 5 7M-NSCE 1...
Description: Forms of Communication: Stages of Development Stage 1 - Recognitory Communication: The student shows that she/he is aware of another person through one or more of the following ways: Demonstrates If Yes … How? • Visual orientation Yes/No • Touching Yes/No • Smiling Yes/No • Vocalizing Yes/No Stage 2 - Contingency Communication: The student is beginning to anticipate that something will happen if she/he does something. During the early phases of teaching, the adult starts a motivating activity,...
Description:
Description: Revised-June 2014 ASOL READING SCOPE AND SEQUENCE MATRIX: ASOL READING – MATRIX Based on the 2010 English Standards of Learning Reporting Category Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 High School Use word analysis strategies and word reference materials 3E-RW 1 3E-RW 2 3E-RW 3 3E-RW 4 3E-RW 5 3E-RW 6 3E-RW 7 4E-RW 1 5E-RW 1 6E-RW 1 7E-RW 1 8E-RW 1 HSE-RW 1 HSE-RW 2 HSE-RW 3 Demonstrate comprehension of fictional texts 3E-CF 1 3E-CF 2 4E-CF 1 5E-CF 1 6E-CF 1 7E-CF 1 8E-CF 1 HSE-CF 1...
Description: Forms of Communication: Stages of Development Stage 1 - Recognitory Communication: The student shows that she/he is aware of another person through one or more of the following ways: Demonstrates If Yes … How? Visual orientation Yes/No Touching Yes/ No Smiling Yes/No Vocalizing Yes/No Stage 2 - Contingency Communication: The student is beginning to anticipate that something will happen if she/he does something. During the early phases of teaching, the adult starts a motivating activity,...
Description: COMMUNICATION DICTIONARY Student: Date: Team Member : Setting: What the student does? What might it mean? How might we respond?
Description: COMMUNICATION DICTIONARY Student: Date: Team Member : Setting: 1. What the student does? 2. What might it mean? 3. How might we respond?
Description: WHY IS COMMUNICATION IMPORTANT? • So that individuals can communicate and get their wants and needs met • So that individuals understand what is happening to and around them, can question if they don’t understand, and have choice and control throughout their days • So that all individuals have a rich and enjoyable social life • So that individuals can demonstrate understanding of instructional concepts BASIC BELIEF STATEMENTS: • To be human is to communicate • It is impossible to NOT communicate...
Description: WHY IS COMMUNICATION IMPORTANT? So that individuals can communicate and get their wants and needs met So that individuals understand what is happening to and around them, can question if they don’t understand, and have choice and control throughout their days So that all individuals have a rich and enjoyable social life So that individuals can demonstrate understanding of instructional concepts BASIC BELIEF STATEMENTS: To be human is to communicate It is impossible to NOT com municate The only...
Description: ALIGNED STANDARDS OF LEARNING STUDENT PROFILE STUDENT: GRADE: TEACHER: STUDENT STRENGTHS COMMUNICATION 1) How does the student currently communicate information: such as requests, protests, understanding of directions, preference, etc.? 2) What are the top priorities for instruction related to communication? ACADEMICS 1) In what ways has the student been exposed to basic literacy and numeracy activities: such as listening to a book, identifying symbols, early counting skills, time telling, and...
Description: ALIGNED STANDARDS OF LEARNING STUDENT PROFILE STUDENT: GRADE: TEACHER: STUDENT STRENGTHS COMMUNICATION 1) How does the student currently communicate information: such as requests, protests, understanding of directions, preference, etc.? 2) What are the top priorities for instruction related to communication? ACADEMICS 1) In what ways has the student been exposed to basic literacy and numeracy activities: such as listening to a book, identifying symbols, early counting skills, ti me telling, and...
Description: Design and Build your Own Wind Turbine Overview: Wind can be found in nature. Wind is a part of weather and can bring in various types of storms. Wind is renewable and can power things. Students will need to design a wind turbine that creates the highest number (voltage) on the multi-meter. Students will decide on the number of blades, the length of the blades, the material for your blades, and the distance from the hub to the blades. Procedure: Day 1: Read the Story of Engineering Elephants....
Description: Wonderful Water Cycle Overview: Water helps us live and survive. The Earth’s surface is 70-75% water. The sun drives the water cycle – just like it is part of the food chain. Procedure: Day 1: Start by listening to a song called “The Water Cycle Song.” http://www.youtube.com/watch?v=u3QwLYfgwP0. Make Water Cycle bracelets with colors to represent the step of the water cycle. Use the handout: The Water Cycle Jewelry. Hand out bags with the round pony beads already in them. As students string the...
Description: Visible Light: Opaque, Transparent and Translucent Overview: The student will show that s/he is able to investigate and understand the basic characteristics of visible light and how it behaves while focusing on opaque, transparent, and translucent. Procedure: 1. To instruct the student on information regarding this topic, the teacher will use the +MIND notes Light for the student to be able to take notes by writing in information or using the cut and paste option. Although these notes encompass...
Description: Understanding Common Storms and Weather Phenomena Overview: In teaching students about common storms and weather phenomena, the goal is for the student to be able to investigate and understand the basic types, changes, and patterns in weather. The following lesson plans guide the student through learning about the types of precipitation: rain, snow, sleet, hail and types of severe weather: tornado, flood, drought, blizzard, and hurricane. Procedure: Types of Precipitation
1. Teacher will give...
Description: Twisting Tornados Overview: Tornadoes can happen anywhere. Hurricanes make their way to the
coast of Virginia almost every year. Help students see how a cyclone is formed that
effects their weather. Procedure: 1)Give students the writing prompt: What is it like outside during severe weather like hurricanes and tornadoes. Allow students to write their responses andthen encourage them to share what they wrote with the class. 2)Fill one ofthe two liter bottles about two-thirdsoftheway...
Description: The StaticElectricSlide Overview: Paula Abdul and MC Skat Kat hit the nail on the head in 1989 – opposites do
attract. Inthisactivity, students hold the power ofstatic electricity intheir hands and learn (from a scientific standpoint) that oppositesreallydoattract astheyhaveahilarious time with this easy to follow station based activity. Procedure: 1)Vigorously rub an inflated balloon in your hair and let your class giggle as your hair stands onend. Givestudents the following writing prompt:...
Description: Symbiotic Musical Chairs Overview: Flowers need bees forpollination and bees need flowers forfood. Demonstrating the concept of symbiosis using flowers and bees by playing musical chairs is
afun andengaging waytohelp studentsunderstandthis concept. Procedure: 1) In their writing journals, ask student to write their thoughts on the following prompt: “Do
beesneedflowersordoflowersneedbees?” 2) Set up an equal number of chairs as there are students in the room. The chairs are...
Description: States of Matter Collage: Group Work Overview: Students will learn about the states of matter though direct instruction and a group project. Procedure: The teacher will begin initial instruction of the states of matter topic by presenting the states (solid, liquid, and gas) on the blackboard or smart board. The teacher will use water to provide an initial example of each state. He/she will explain that water is a liquid, steam is a gas, and ice is a solid. This will be noted on the board. The...
Description: Squishy Circuits Overview: Understanding the characteristics of electricity, types of conductive and insulating materials, and basic circuitry are essential knowledge for students as devices that are powered by electricity become more and more prevalent in our daily lives as we move through the digital age. A great way for elementary-aged students to investigate and experiment with electricity in a safe, but hands-on way is through the creation and manipulation of conductive and insulating...
Description: Ordering the Planets in the Solar System Overview: The student will demonstrate the ability to investigate and understand that the solar system consists of planets that are in order by their relationship to the sun and each other. Procedure: 1. Teacher will provide instruction regarding the solar system. Using the My Solar System Book (supplied for this unit) the teacher will teach about each part of the solar system according to the book. 2. For each planet and then sun, the student will...
Description: Solar System Model Overview: Building models can help make the complex more understandable, the abstract more concrete, and the invisible visible. For concrete learners, models can help make the connections and relationships between or among unfamiliar objects (such as the planets of the solar system) something that can be experienced. By building scientific models, student construct not only small representations of something, but also knowledge of it! Building models is also a fantastic...
Description: Sensational Super Soil! Overview: Soil is around us outside. Plants, trees, and flowers use soil for support and to get food. This is a unit that will take 4 or more days. Procedure: Hand out Soil : Kid’s Discov e r books (www.carolina.com). Read pg. 2-7 together as an introduction. Collect the books to use again another day. Day 1: Make soil babies: a) Bring in panty hose knee highs and fill with soil. Hot glue googly eyes and pompoms to create a face. Add grass seed. Put in paper bowls. Squirt...
Description: Solar Cooker Overview: This lesson gives students the opportunity to practice their skills in the field of scientific inquiry in the natural world by investigating the energy of the sun. By building a solar oven, students can use the heat and light energy produced by the Sun to cook simple food treats like s’mores. This experiment can be used not only to investigate and illustrate energy produced by the Sun, but as a way to practice the steps in the scientific method: asking questions, making a...
Description: SodaEruption Overview: When you combine Mentos and diet soda it creates an eruption that is notonlyfun,butalsoagreat waytogetstudentsexcitedaboutscienceandthe
scientific process. Procedure: 1) Show students the materials for the lesson. Tell students they are going to
combine these materials toseewhat happens. 2) Give students the following writing prompt: What will happen when I add Mentos tosoda? Allow students to write anything they think might happen. After they have
written their responses,...
Description: Simple Machine Scavenger Hunt Overview: Students will practice identifying types of simple machines in an activity that is fun and engaging. Procedure: After initial instruction on the types of simple machines, the teacher will provide students with scavenger hunt worksheet. The worksheet should include the 6 categories of simple machines as headings with enough space below each heading for the student to document their findings. Each student will have a clipboard, worksheet, and pencil to take...
Description: Simple Machine Exploration and Search Overview: Students will learn to see, identify, play with, and name six simple machines. This lesson plan could be extended over three to five days. It will culminate with walking through the school and or community and using the FLIP camera to photograph simple machines. The movie can then be narrated by the students’ voices or communication devices. Procedure: Students will play with simple machines at stations set up in the classroom. You do not need to...
Description: Earth and Space Systems: Energy Transfer between the Sun and the Earth in the Creation of Weather and Climate on Earth Severe Weather Alert! Background Knowledge: For the Investigation portion of the lesson: Students will need to know the basic steps of the Scientific Method (Ask a question, Make a Hypothesis, Conduct an Experiment, Collect Data, Analyze Data, Conclusion). Students will also need to be familiar with the Nature of Science ( The natural world is understandable, science is based on...