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Alternate Assessment Curriculum FrameworkIntroduction

The D75 Alternate Assessment Curriculum Framework was developed in response to schools’

requests for instructional expectations connected to the Common Core Learning Standards

(CCLS) for students in Alternate Assessment classes. Groups of teachers, administrators, and

district content area coaches gathered for four weeks during the summer of 2013, and

participated in a collaborative process to create an Alternate Assessment Curriculum

Framework. The process included a workshop at the beginning of each week to train the group

in the leveled learner concept (Levels B, C, and D), resources available (developmental math

skills progressions, Webb’s Depth of Knowledge, Common Core Essential Elements and

Alternate Achievement Descriptors for Mathematics from the State Members of the Dynamic

Learning Maps Alternate Assessment Consortium and Edvantia, Inc.), and final product

expectations. Subsequently, small groups collaborated to develop the leveled learning plans

and activities, culminating performance tasks, and the introductory contexts for the different

modules.

The structure of the framework provides four modules in ELA, Math, Science, and Social

Studies created in grade bands (K-2, 3-5, 6-8, and High School). Four math modules have been

developed as grade specific modules for K-8, while High School modules reflect specific

conceptual categories.

Each module consists of:

a context overview

culminating performance tasks for each level

Common Core Learning Standards connections

Career Development and Occupational Studies (CDOS) standards connections

Content standards connections

essential questions

key vocabulary

lesson strands with leveled learning plans and activities for each

Resources list

materials lists

D 75 Alternate Assessment Curriculum Framework 1st Grade Math Module 2: Geometry

Underlying the development of the activities included in this document is the profound belief

that students with significant intellectual disabilities need high standards that are reasonable and

achievable given sufficient and appropriate opportunities to learn. All students who participate

in Alternate Assessment classes are expected to be provided with access and exposure to the

content learning expectations of their general education peers at a reduced depth, breath and

complexity. The presented tasks, while not reflecting the degree of higher order skills and

comprehensiveness of expectations established for students participating in the general

assessment system, do reflect reasonable and achievable expectations for students with

significant intellectual disabilities. In addition, they maintain a necessarily broad connection

with the Common Core Standards through a concentrated focus on salient features of specific

Standards. These content area sample learning plans and activities are designed not only to elicit

performances of content area thinking skills/behaviors but also to provide opportunities for

students to engage with, read and/or use content understandings that are imbedded within the

tasks.

The sample learning plans and activities for each strand have been divided into three distinct

levels of student expectations based on cognitive abilities: Level D, Level C, and Level B.

Level D learning plans and activities are reflective of students who experience the most

significant cognitive disabilities within our district. These students are typically working at the

engagement level. Instruction is typically focused on developing the accessing skills that a

student needs to possess. It is understood that for additional information processing to take place,

engagement is a necessary first step. (Please refer to the Essential Thinking Skills and

Behaviors Explanatory Notes document for further information regarding the concept of

Engagement).

Level C learning plans and activities are reflective of students who demonstrate the

essential thinking skill of conceptualization. These students can form mental representations of

a concept and apply this knowledge. They exhibit intentional behavior in response to situations.

They rely heavily on objects, picture cues, a print rich environment, and an exposure to content

in multiple and modified formats to facilitate learning. These students typically work within

Level one and two in Webb’s Depth of Knowledge. (Please refer to the Essential Thinking

Skills and Behaviors Explanatory Notes document for further information regarding the

concept of conceptualization, and Webb’s Depth of Knowledge).


Level B learning plans and activities are reflective of students who demonstrate skill

abilities closest to meeting the CCLS and content standards expectations as they are

written. These are typically students who may participate in inclusion settings and students who

may return to community based instruction programs. These students would be expected to work

in all levels of Webb’s Depth of Knowledge.

The Revision of ModulesThe Alternate Assessment Curriculum Framework was developed to serve as a guide for schools.

It is expected to be modified and adjusted in order to meet school-specific instructional goals and

objectives.

To assist schools with understanding what the revision process entails, the district gathered a

small group of teachers and administrators during the summer of 2014 to revise Math module 2

for third grade, sixth grade, and High School. These modules serve as guiding examples for

schools to refer to as they consider revisions to the additional modules in all content areas.

Along with these examples, a general revision protocol and a sample reflections document from

the summer revision group regarding the revision process can be found at the end of this

introduction.

Each revised Math module 2 (grades 3, 6, and HS) now consists of:

a context overview

culminating performance tasks for each level

sample rubric designs for the performance task at the varied levels

An IEP goal tracking rubric format

Common Core Learning Standards connections

Career Development and Occupational Studies (CDOS) standards connections

Content standards connections

essential questions

key vocabulary

Sequenced lesson strands with leveled learning plans and sequenced activities

Resources list

materials lists

A sample lesson written related to one activity in one strand


It is hoped that the D75 Alternate Assessment Curriculum Framework provides teachers and

schools with a resource to better understand how students can be provided with opportunities to

develop targeted skills through content-based instructional experiences that are also applied in

the context of functional activity experiences.


Revision Protocol

The following is a step-by-step process that schools can reference when they begin

the process of revising a module for their own use. These are generic expectations

in the order they should occur to ensure an efficient and effective revision of a

module. This is by no means the only way in which a module can be revised, but

is intended to provide the essence of what the revision process should include and

be focused around.

1. Understand the standards for the learners in your class/school.

2. Ensure the connection between the standards, the learning strands and the

performance task.

3. Ensure that the learning strands and activities within the activities are

sequenced correctly for your students.

4. Ensure that the learning activities are appropriate for each level (B, C, and

D).

5. Determine and agree upon the specific considerations that must be

accounted for when creating a rubric against the performance task for Level

B, C, and D.


A reflection Sample on “How to” Revise an Alternate Assessment

Curricular Framework Module of Study (AACF) based on the guiding

protocol. 1. How do you ‘unpack’ or understand the standards for the learners in your class?Read the standards listed in the module and isolated the key nouns and verbs. Determined what the standard asking the students to know and do. Came to consensus regarding what the performance of these standards would look like for the students in alternate classes. Finally, the group translated the standard into actionable skills for the learners.2. How do you ensure connection between the standards, the learning strands and the performance task?One method the participants used was to use color-coding to ensure a connection. First, the group members color-coded each standard. Second, they looked at each learning strand and checked off, using the color system, where elements of each standard were contained in the strand. Last, they looked at the performance task, and highlighted or checked, using the color system, where elements of each standard were contained in the task. (These key elements were translated into actionable skills accessed in the rubric. See #5)If connections were not achieved, group members made a decision to reorganize, omit, add, condense or adjust as needed. 3. How do you ensure that the learning strands and activities within the activities are sequenced correctly for your students?Several resources were used, such as the CCLS Skills Progression at a Glance, Wisconsin Early Learning Skills, Equals chapter/skills sequencing, etc. (Note: please remember that the use of available resources such as language skills progressions, other content curricular models from various states, reading skills checklists, etc. should be referenced when revising other content area modules)4. How do you ensure that the learning activities are appropriate for each level (B, C, and D)?Participants referred back to Piaget’s Cognitive Levels of Development, their own students IEPs, as well as, keeping the individual needs of the learners in alternate assessment classes at the forefront of their minds When developing the learning activities for all levels.5. What should you consider for creating a rubric against the performance task for Level B, C, and D?Isolated key skills were identified in the standards and translated to actionable learning targets for the students when developing the Level C and B rubrics. Content expectations played a significant role in establishing the rubrics. Aspects of the rubric quantified skills for the B and C level learners and included a simple rating system (4-1, 3-1, etc.).It was determined by the revision group that a specific rubric that could be used across the modules for the level D student would provide teachers with the ability to track skills related to engagement. This was determined to be the best approach to tracking progress for student who are cognitively young and require mastery of those skills related to engagement before any further content knowledge acquisition could be expected.


District 75 Alternate Assessment Curriculum Framework 1st Grade Math Module 3

GeometryCONTEXT

UNIT TOPIC: Geometry

Students begin developing shape recognition and learn geometry in a variety of ways in K-2.

The third module of 1st grade math is connected to geometry and properties of geometric

figures. Students are to be exposed to and taught these mathematical concepts with hands-on

instruction and with concrete manipulatives. Blocks and shape manipulatives of varying sizes

and color are vital for this module.

In Kindergarten students learn to identify basic shapes. Students begin seeing that: all triangles

have 3 sides; rectangles can be different sizes and still be a rectangle, etc. In 1st grade, these

concepts are expanded as students put shapes together and break apart complex shapes into

more familiar rectangles, triangles, squares, etc. There is exposure to fractions in that students

begin breaking down rectangles and circles into halves and quarters. This concept is continued

in the 2nd grade where students are asked to explain what halves and quarters represent.

Students in the 1st grade begin composing more complex shapes by combining 2D and 3D

geometric figures. This skill of composing and decomposing shapes will be important in later

grades.

The sample activities outlined are designed to elicit performances of mathematical thinking and

behaviors, but also provide opportunities for students to get a concrete understanding of

geometry and properties of figures. The activities in this module should be reinforced with

varying concrete manipulatives and repeated practice. Having students compare shapes

throughout the day is a good form of fluency building. Besides asking what shape it is, have

students explain how they know. (i.e. “all of the sides of a square are the same”)


ASSESSMENT

FORMATIVE ASSESSMENT EVIDENCE: Teacher observation

Work Product

Data tracking

Photographs demonstrating math strategy

PERFORMANCE BASED ASSESSMENT TASK

Students will create a Shapes Book that will focus on the differences and similarities in shapes based on

specific attributes. The book should be compiled of student artifacts of interacting and working with

hands-on manipulatives during the module. Based on the students’ levels, a shape presentation can be a

nice addendum to the book.

Level D:Student engages with creating a Shapes Book that will focus 1-to-1 matching of images of a shape or two

the student worked with during the module. This should be very tactile (Example: having student draw

shape in shaving cream, with popsicle sticks, etc.)

Level C:Student participates in creating a Shapes Book. The book will include drawings/cut and pasting and/or

writing/dictation about at least 3 2D and/or 3D shapes in wholes, quarters and halves. The student will

describe how to make a rectangle with two triangles or two squares.

Level B: Complete a Shapes Book. The book will include drawings/cut and pasting and/or writing/dictation about

at least 5 2D and 3D shapes in wholes, quarters and halves. The student will describe how to make a

rectangle with two triangles and with two squares. The student would describe what a half and a

quarter is.

*See explanatory notes of “engagement” in The Essential Thinking Skills and Behaviors

Document.


STANDARDS

MATH COMMON CORE STANDARDS:1. G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-

defining attributes (e.g., color, orientation, overall size); build and draw shapes that possess defining

attributes.

1. G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and

quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and

right circular cylinders) to create a composite shape, and compose new shapes from the composite

shape.8

1. G.A.3 Partition circles and rectangles into two and four equal shares, describe the shares using the

words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the

whole as two of, or four of the shares. Understand for these examples that decomposing into more

equal shares creates smaller shares.

MATH KEY IDEAS

Reason with shapes and their attributes.

3D shapes are built out of 2D shapes.

Shapes can be made out of other shapes.

CAREER DEVELOPMENT AND OCCUPATIONAL STANDARDS

3a.1 Basic skills include the ability to read, write, listen, and speak as well as perform

arithmetical and mathematical functions.

ESSENTIAL QUESTIONS

1. How can comparing differences and similarities of shapes help us identify them?

2. How are shapes made? (Ex: composing and decomposing shapes.)

3. What are a half and a quarter?


VOCABULARY

Attribute

Circle

Decompose

Defining attribute

Equal

Equal parts

Half

Hexagon

Large

Non-defining attribute

Part

Point

Quarter

Rectangle

Side

Size

Small

Square

Triangle

Whole

LESSON STRANDS OVERVIEW1. Defining attributes of shapes (e.g., triangles are closed and three-sided).

2. Identify non-defining attributes of shapes (e.g., color, orientation, overall size).

3. Use two parts of a whole two or three-dimensional shape to create the original shape.

4. Divide circles and rectangles into two and four equal parts using vocabulary of halves,

fourths and quarters.

LEARNING PLANS AND ACTIVITIES

NOTE: Preferred Mode of Communication (PMC) should be considered for all

students in all activities across all levels.

Lesson Strand 1: Defining attributes of shapes (e.g., triangles are closed and three-sided). D 75 Alternate Assessment Curriculum Framework 1st Grade Math Module 2: Geometry

LEARNING PLANS AND ACTIVITIES LEVEL D: Engage in doing a single inset shape puzzle or a simple shape sorter

Touch smart board screen to engage with shapes when told by teacher, “this is a ____”

(if able student can move shape) on screen

Student will engage and interact with a stacking manipulative object (e.g. stacking

blocks, ring stacker)

Student will engage with interactive manipulatives (e.g. cause and effect music/light

toys, pop up toy, etc.) that include shapes and colors

Engage with sponges cut into shapes

Engage in creating a shape picture paint with sponge shapes and paint

Student will hold/grasp a shape on a popsicle stick or some other shape cut out when

directed by teacher to indicate shapes of common objects in the environment (e.g.

teacher point to clock, window, door, etc. and asks “what shape is it?)

Student will engage with rubber balls as they are being placed or by placing the item

that is a circle onto a ramp (e.g. teacher made or purchased product

Students with engage and interact with beanbags of different shapes and colors

Attend to an animated story (e.g. app, you tube, DVD, power point, etc.) involving

shapes

Explore, engage and interact with classroom materials including but not limited to

books, shapes and attribute blocks.

Find Something: Explore and engage with materials presented through eye gazing,

touching or holding the object(s).

Seek and Find: engage with books and objects and explore the shapes properties

through the senses.

Comparing Polygons: Explore two different polygons through the senses (looking,

touching). Engage in activity through sitting with the group and engaging in presented

materials.

Comparing 3D Shapes: Engage and explore three dimensional shapes by looking and/or

touching the objects presented.


Draw It- Students engage in activity by looking at materials and/or watching other

students draw. Explore raised drawings (ex: glue and sand outlined simple pictures for

texture and sensory input Geo-board shapes: Engagement through looking at presented

materials, watching others creates shapes, and/or exploration of materials using their

senses.

Explore, engage, and interact with shapes in very tactile way: shaving cream, sand

paper, physical representations of different types of shapes. Trace the perimeter of

different shapes; count the number of sides different shapes have.

LEARNING PLANS AND ACTIVITIES LEVEL C: Complete variety of shape puzzles and shape sorters

Participate in smart board activities and games involving shapes (teacher made or pre

made activity from resource)

Student will create shape art using a variety a materials (e.g. sponges, cookie cutters,

stickers, etc.)

Students will identify shapes of common objects in the environment, objects or images

on a worksheet

Students with manipulate cut out parts of shapes to make a whole when directed by

teacher to “make a ____”

Will sort manipulatives by shape, size and color

Define, investigate and identify attributes of 2 and 3d shapes; analyze shapes and

attributes; create, sort and categorize shapes based on attributes

Find something…: Students search through a provided bucket or bag or set of objects

for one that matches an attribute asked for by a peer, a teacher or by following a

checklist (find something with three sides, something with four corners, with no sides…)

Seek and Find…: Students search through a book to find objects that match the

attribute identified by a teacher or a worksheet (find something with three sides,


something with four corners, with no sides…) then draw, place a velcro picture on the

spot, or checking it off on a checklist.

Comparing Polygons: Students are presented with visual(s) of polygons (e.g. chart

paper, smart board, and worksheet) with a polygon drawn on it. They are then given a

bag of other polygons, and pulling one out at a time, are asked to draw and/or verbalize

if the object is a polygon and explain why (e.g. yes, it has 3 sides)

Comparing 3D Shapes: Students are given a premade worksheet with a 3D shape drawn

on it. They are then given a bag of items of other shapes, and pulling one out at a time,

are asked to draw and/or verbalize the similar attributes between the pulled object, and

the 3D shape on the paper.

2D/3D Shape Sentence Frames: Students complete sentences verbally or use sentence

frames (a pattern/repeating sentence with blanks in it where students fill in the blanks)

and word/ picture/ number cards to explain the attributes of shapes (e.g. a circle has no

sides, a triangle has 3 sides, a cube has 6 faces)

Draw it!: Students will follow directions to draw a shape when a teacher or peer holds

up a card and reads (e.g. “has six sides”) Students will draw (on a magna doodle, dry

erase board, crayon and paper; or pick from an array of three shapes) a shape matching

an attribute read and holds it up. Students will take a quick look-walk around the group,

noticing how everyone drew/picked a shape with 6 sides, some were big, some were

small, some were yellow or blue, but they all fit the rule!

Geo Board Shapes: Students follow rules (make a shape with three sides, five corners,

no sides, with different length sides) to make shapes on Geo Boards

Explore, participate, and interact with shapes in very tactile way: shaving cream, sand

paper, physical representations of different types of shapes. Trace the perimeter of

different shapes; count the number of sides different shapes have.

LEARNING PLANS AND ACTIVITIES LEVEL B:


Define, identify and compare attributes of 2D and 3D shapes; analyze shapes and their

attributes; create, sort, organize and categorize and shapes based on attributes

Go Find…: Students take turns searching the classroom for an object that matches the

attribute asked for by a peer or teacher (go find something with three sides; that can roll

and has at least 2 sides; four corners; with no sides…) Can be done individually or in

partners by following a checklist.

Seek and Find…: Students search through various books to locate an image that match

the attribute expressed by a peer or teacher (e.g. something with three sides, something

with four corners, with no sides…)

Comparing Polygons: Students are given two polygons at a time, and are asked to

write/draw and verbalize what is the same/ different about them. This can be done: 1.

individually on a worksheet where students are given pattern blocks or drawings of the

shapes, then draw each polygon in a box and identify by writing or illustrating their

similarities and differences 2. As a whole group or small group activity with Venn

diagrams.

Comparing 3D Shapes: Students are given two items (objects or visuals) and are asked

to write/draw and verbalize what is the same/different about them. This can be done: 1.

individually on a worksheet where students are given objects or drawings of the shapes,

then draw each shape in a box and identify by writing or illustrating their similarities and

differences 2. As a whole group or small group activity with Venn diagrams.

Guess My Rule: In pairs, small groups or whole class, students take turns being the

BOSS. Students sit with a circle in the center of the group. The Boss decides a secret rule

for what shapes are allowed to go inside the circle, and puts two (purchased or premade

and laminated shape cards, drawing or other manipulatives) shapes in the circle that

are the same in some way and 'fit' their secret rule. (e.g., shapes with four corners, or

shapes with 3 sides, etc...) Other players take turns suggesting shapes they think will fit

the rule (they can be given shapes beforehand, picking out of a bag, deck of cards, or

draw them on dry erase board)

2D/3D Shape Sentence Frames: Students complete sentences verbally or use sentence

frames (a pattern/repeating sentence with blanks in it where students fill in the blanks)


and word/ picture/number cards to explain the attributes of shapes and relationship

between different shapes (e.g.: a __ has ___: a triangle has 3 sides. Or, a __ has ___

than a __ : a square has more vertices than a triangle)

Draw it! : Student/teacher pulls a defining attribute card out of a bag. All other students

draw a shape that matches that attribute on their paper/board and hold it up. (e.g. the

card pulled says “6 sides” ) Take a quick looking-walk around the group, everyone drew

a shape with 6 sides, some were big, some were small, some were yellow or blue, but

they all fit the rule!


Lesson Strand 2: Identify non-defining attributes of shapes (e.g., color, orientation,

overall size).

LEARNING PLANS AND ACTIVITIES LEVEL D:

Engage and interact with bendable items (e.g. pipe cleaners, bendy toys, etc.)

Explore and engage with materials through the senses.

When a Line Bends…A Shape Begins: engage through looking at the story, sitting with

the other children, and/or touching pictures associated with the story.

Geo-board shapes: Engagement through looking at presented materials, watching

others create shapes, and/or exploration of materials using their senses.

My 3D/2D Shapes! : Engage by sitting with peers, looking at the shapes and/or engaging

by interacting with both 2D and 3D objects.

The Great Shape Hunt: Engage by walking around looking at surroundings, looking at

shapes noted by teacher or peer and exploring shapes and objects around the room.

Charting Shapes: Engage in lesson through looking and interacting with books and

various classroom materials.

Draw It!: Engage through looking and/or touching children’s shape drawings. Explore

tactile shapes.

LEARNING PLANS AND ACTIVITIES LEVEL C: Define and identify non-attributes of 2D and 3D shapes; analyze shapes and attributes;

create, sort and categorize shapes based on attributes and non-attributes

When a Line Bends…A Shape Begins: Read/picture walk through When a Line Bends… A

Shape Begins by Rhonda Gowler Greene. After reading, refer back to the book and on

chart paper list/draw what color, size, and name of shapes from the book. Using pipe

cleaners, string or Play-Doh students will make shapes in a variety of sizes, colors and

positions.


Geo Board Shapes: Using actual or virtual (smartboard) geo boards, students will make

one shape (square, triangle…), naming attributes (sides, length, width). Students repeat

this activity, making a shape that is bigger or smaller than their first one until they have

made as many different sizes of the shape as they can. Direct students to notice that

the shape remains the same as they vary by size and location on the board.

My 3D/2D Shapes!: Students complete a premade COLOR SIZE SHAPE worksheet on

which they are asked to draw, pick from an array of three or glue on a pre-made

designated shape, Afterwards, as a whole class/group, students can share what size and

color their shapes were, as students notice that all the triangles still have three sides, all

the cubes still have 6 faces… even if they are different sizes and colors. Repeat for

various shapes.

The Great Shape Hunt: This can be done as a shape of the day activity or a scavenger

hunt activity: Using a premade chart/ checklist, students go around the classroom

hunting for all the different sizes and colors and variations of a specific shape, and can

take pictures, check off when they find it, draw a picture of it, write down its features.

Charting Shapes: Students search through various classroom materials/books to find

various shapes. Then the group charts all found shapes in the correct column on a whole

class chart.

Draw it! : Student/teacher pulls one each defining and non-defining attribute card out

of bags. Students draw pick from an array of three or glue on a pre-made designated

shape that matches both attribute on their paper/board and hold it up. (ex: the cards

pulled says “big” and “four sides” or “pink” and “round” ) Take a quick looking-walk

around the group; everyone drew a round, pink shape. Some were big, some were

small, but they all fit the rule!

LEARNING PLANS AND ACTIVITIES LEVEL B: Define, compare and distinguish between non-attributes of 2 and 3d shapes; analyze

shapes and their non-attributes; create, sort, organize and categorize and shapes based

on attributes


When a Line Bends…A Shape Begins: Read When a Line Bends… A Shape Begins by

Rhonda Gowler Greene. After reading, discuss what shapes were in the book? What

colors were they? Where they all facing the same directions? Using pipe cleaners or

string, make as many shapes as you can in a variety of sizes, colors and positions.

Students can draw and write about the shapes they made and their observations about

them, or complete this activity as a whole class.

Geo Board Shapes: Using actual or (SMARTboard Virtual) Geo Boards, students make

one shape (square, triangle…). Then, using a ruler, measure and copy their shape onto

Geo Board paper (or re-draw onto regular paper) and cut it out. Students repeat this

activity, making a shape that is bigger or smaller than their first one until they have

made as many different sizes of the shape as they can, and cut and paste all the shapes

onto a piece of paper in order from smallest to largest. Repeat activity with all plane

shapes. Direct students to notice that the shapes remain the same even when they were

bigger or smaller, placed in different directions, or drawn in different colors.

My 3D/2D Shapes!: Students complete a set of premade COLOR SIZE SHAPE

worksheets on which they are asked to draw a designated shape, but in their own

choice of colors and sizes. Afterwards, as a whole class/group, students can share what

size and color their shapes were, as students notice that all the triangles still have three

sides, all the cubes still have 6 faces… even if they are different sizes and colors.

The Great Shape Hunt: This can be done as a shape of the day activity or a scavenger

hunt activity: Using a premade chart/ checklist, students go around the school building

hunting for all the different sizes and colors and variations of a specific shape, and can

take pictures, check off when they find it, draw a picture of it, write down its features.

Charting Shapes: As an extension of The Great Shape hunt or as a separate activity,

students come back together and discuss what they encountered/ search through

various classroom materials/books to find various shapes. Then the group charts all

found shapes in the correct column on a whole class chart. Class engages in a discussion

about how they are all still triangles/cubes… even though one is huge or tiny, red, green,

on the wall or on the floor…)


Draw it! : Student/teacher pulls one each defining and non-defining attribute card out

of bags. Students draw a shape that matches both attributes on their paper/board and

hold it up. (ex: the cards pulled says “big” and “four sides” or “pink” and “round” ) Take

a quick looking-walk around the group; everyone drew a round, pink shape. Some were

big, some were small, but they all fit the rule!


Lesson Strand 3: Use two parts of a whole two or three-dimensional shape to create the

original shape


Engage and explore representations of two and three dimensional shapes through the

use of senses.

What am I made of: Explore pattern blocks by looking, watching other students engage,

or through exploration of the senses (touch).

Part:Part:Whole: Engage with the presentation of materials. Engagement through the

use of the senses; touch the different parts of the puzzle and engage with the materials

presented.

Make it Two: Whole Group: Engage with shapes either by reacting to its presence,

looking at it and/or exploring the shape through the use of the senses.

LEARNING PLANS AND ACTIVITIES LEVEL C: Estimate and make observations about shapes and their parts; Compare parts and

wholes of shapes; construct and deconstruct whole shapes from/into their parts.

What am I made of: Using papers with the outlines of their shapes, students take time

to play with pattern blocks (or other objects) to figure out which shapes they can use to

build the other shapes (two trapezoids make an octagon, two triangles make a square)

Part: Part:Whole: Students get a small set of 2D and/or 3D shapes cut apart in puzzle

formation. Students play around with the pieces to find which two parts fit together to

make a whole, and what is the whole shape they make? (This can be done with Velcro

boards, as a Smart Notebook activity or with actual pieces)

Make it Two!: Whole Group: students are each given one pre-cut piece of a shape, one

at a time students walk around the table/group trying to match their piece up to

another student’s. When they find a pairing piece, they glue them together on a big

class chart.

Make it Two: Working as partners: Each student has a bag with half of a set of pre-cut

shapes. One student at a time pulls a piece from their bag, the other student searches


through their bag to find the pairing piece. When they find the pair, they glue them

together on a sheet of paper.

Make it Two Individual: Each student has a bag of pre-cut shapes and a reference sheet

with all the complete shapes on it. Students search through their set to find pairing

pieces, using the reference sheet as a guide. When they find the pairs, they glue them


LEARNING PLANS AND ACTIVITIES LEVEL B: Estimate and make observations about shapes and their parts; Compare parts and

wholes of shapes; construct and deconstruct whole shapes from/into their parts.

What am I made of: Using papers with the outlines of their shapes, students take time

to play with pattern blocks (or other objects) to figure out which shapes they can use to

build the other shapes (two trapezoids make an octagon, two triangles make a square)

Part:Part:Whole: Students get a small set of 2D and/or 3D shapes cut apart in puzzle

formation. Students play around with the pieces to find which two parts fit together to

make a whole, and what is the whole shape they make? (This can be done with Velcro

boards, as a Smart Notebook activity or with actual pieces)

Make it Two!: Whole Group: students are each given one pre-cut piece of a shape, one

at a time students walk around the table/group trying to match their piece up to

another student’s. When they find a pairing piece, they glue them together on a big

class chart.

Make it Two!: Working as partners: Each student has a bag with half of a set of pre-cut

shapes. One student at a time pulls a piece from their bag, the other student searches

through their bag to find the pairing piece. When they find the pair, they glue them


Make it Two! Individual: Each student has a bag of pre-cut shapes and a reference

sheet with all the complete shapes on it. Students search through their set to find

pairing pieces, using the reference sheet as a guide. When


Lesson Strand 4: Divide circles and rectangles into two and four equal parts using

vocabulary of halves, fourths and quarters.



Engage and/or Explore presented materials within a lesson.

Play Doh-Shapes: Engage in activity by reacting or looking at presented materials.

Explore using hands and body parts to squeeze the Play Doh.

Making a sandwich: Engage in activity by reacting or looking at presented materials.

Explore using the senses (touch, smell, taste).

Make the Line: Engage with color tiles and other assorted materials by reacting to their

presentation, looking at them, or engaging in tactile exploration.

Sharing a Cookie: Engage in activity through reacting or looking at presented materials,

watch other student’s exchange, or individually explore cookies using their senses.

LEARNING PLANS AND ACTIVITIES LEVEL C: Estimate and make observations about shapes and their parts. Apply vocabulary terms

correctly. Compare and explain the relationship between parts and wholes of shapes.

Construct and deconstruct whole shapes from/into their parts.

Play Doh-Shapes: Using Play-Doh and cookie cutters, students make circles and

rectangles. The shapes are then cut into 2 and 4 equal pieces using Play-Doh knives,

noticing that the parts get smaller, but the whole thing, when reassembled, remains the

same size.

Making a sandwich: Working in partners and using real food (bread and cheese or

turkey…) or pre-made and pre-cut out square white/brown bread, round yellow cheese,

or brown rectangular turkey, students make a sandwich (gluing or just placing the

layered contents together) Students then cut their sandwiches in half and share one

part with a friend, but make sure you make them EQUAL so everyone gets their share!

Activity can be repeated/ modified for creating/modeling varied fractional

representations.

Half a Face!: Students get one paper plate or cut out circle from another paper product,

and fold it into two equal parts by first drawing a line down the exact middle. Students

then decorate each half differently, for example by making two different looking faces of


animals or funny monsters. Activity can be repeated/ modified for creating/modeling

varied fractional representations.

Half of a Flag: Students get a rectangular flag (piece of construction paper). They fold

their paper in half (by length or width, their choice) to make and decorate two flags for

their desk/table. Activity can be repeated/ modified for creating/modeling varied

fractional representations.

Sharing Cookies: In partners, students each get one brown / white / pink… circle. They

decorate then cut their cookie in half, trading half with their partner. Students then glue

both halves of their new cookie onto a paper, and tell about their new cookie (ex: is

chocolate chip, ½ is sprinkles, the whole cookie is a chocolate chip sprinkle cookie!”)

Activity can be repeated/ modified for creating/modeling varied fractional

representations.

LEARNING PLANS AND ACTIVITIES LEVEL B: Create/ construct and deconstruct whole shapes from/into their parts. Estimate and

make observations about shapes and their parts. Compare and explain the relationship

between parts and wholes of shapes. Apply vocabulary terms correctly

Make the line: in partners or small groups, students get a bag of assorted color tiles and

a tile grid. Students use a colored spinner with 1/2, 1/4, 2/2 and 4/4 written on a variety

of colors. Students take turns spinning, and fill a strip accordingly (1/2 the strip blue…)

Making a sandwich: working in partners, and using real food (bread and cheese or

turkey…) or pre-made and pre-cut out square white/brown bread, round yellow cheese,

or brown rectangular turkey, students make ONE sandwich (gluing or just placing the

layered contents together) Students are then told that they have to share their

sandwich EQUALLY (without explicitly being instructed about HOW to share it) Teacher

can provide support towards cutting it in half if needed. Activity can be repeated/

modified for creating/modeling varied fractional representations.


Half a Face!: Students get one paper plate or cut out circle from another paper product,

and are told they need to make TWO EQUAL different face. Students need to figure out

how to make sure the two sides are EVEN, then get to decorate each half

Sharing Cookies! Students get one brown/white/pink… circle at a time. They decorate

and name what kind/flavor cookie they are making. Then they cut it in half, and go on a

cookie hunt to Activity can be repeated/ modified for creating/modeling varied

fractional representations.

Pizza Party! Students draw or use various premade pizza toppings to make their own

rectangular, square and round pizzas. They then fold them to divide and them equally

in half and cut them apart, and go on a pizza hunt to make as many whole pizzas as they

can by sharing halves with other classmates. Activity can be repeated/ modified for

creating/modeling varied fractional representations.

MATERIALS/ RESOURCES Crazymonkeygames.com/Dupligon

PBS Kids.org: Toopy and Binoo


Pattern Block Applet

2-D Shapes

The Facts Please, Mr. Mumble

Castle Shapes

Polygons: Introduction

I Spy Shapes

Solid Patterns

Shape Sort

Taking Shapes Apart

Shape Inlay

Geo Cleo and the Shape Caper

Simple Nets

Shape Cutter Geo Board

Shape Tool

Interactive Geo Board

Math Playground Geo Board

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Essential Thinking Skills and Behaviors: Definitions and Explanatory Notes

EngagementEngagement is a behavior involving the focusing of the mental process upon someone or something. It is commonly demonstrated by a voluntary and sustained or repeated attention to stimuli. Engagement may be expressed through a wide variety of sensory, motor and/or speech, communication and language forms. Student’s physical, emotional, cognitive, social and cultural development impact significantly on the nature of the attention they are able, or choose, to demonstrate. Therefore, individual modes of student engagement need to be identified, taught, developed, refined, and/or expanded upon. These modes may include, but not limited to: exploration through touching, listening, looking, smelling, and/or tasting; and increase/decrease or initiation/cessation of body movement; and vocalizations/verbalizations. Without engagement, additional information processing cannot take place.

Explanatory Notes: When providing students with opportunities for engagement it is critical that the same

opportunities be presented daily over time. Variation in the means of story presentation, along with increased familiarity with expectations, should serve to sustain student motivation and interest. In addition, the presentation of materials should be supplemented with ongoing, direct instruction to facilitate targeted skills and behaviors specific to the content area.

Emphasis should be placed on relating meaningful activities/materials to student’s prior knowledge and experience.

Extensive efforts should be placed on involving, to the greatest extent possible, a student’s family in providing opportunities for student engagement. Such efforts might include: planning instructional materials; inviting family members to read stories in class; planning family related fairs; encourage family members to learn about and visit public and other community resources; and responding to educational needs as expressed by a student’s family.

Each student should possess a public library card, and be a member of other community organizations when appropriate and feasible.


Environmental Differentiation

Environmental Differentiation is the recognition of differences in the attributes of things/places with which, and individuals with whom, one comes in contact and includes recognition of self as a distinct entity. It is usually demonstrated by distinct patterns of exploration or reaction to different stimuli and may be evidenced through various modes of student response. Environmental Differentiation may, but does not necessarily, include knowledge of the names/functions of the materials/places/individuals involved.

Explanatory Notes: The purpose for having students learn to differentiate is to help them develop a basis

from which they will be able to use materials functionally, make informed choices and develop concepts related to materials. However, instruction related to Environmental Differentiation should not preclude instruction toward other essential skills or behaviors (e.g. Functional Use of Objects; Self Regulation).

When various content area materials are being functionally used by a student, the student is already demonstrating environmental differentiation.

For a student with a limited response repertoire (i.e. a student with additional significant physical/sensory impairments), differentiation may be evidenced through the engagement with different stimuli. For example, a student might demonstrate differentiation simply by focusing on or maintaining hand contact with one stimulus for a significantly longer period of time than another stimulus.

For a student who is not environmentally differentiating, an implication for instruction is that the student may need to be provided with increased opportunities for sensory exploration of/interaction with the materials and for using the materials functionally. In providing these increased opportunities, it is essential to insure that a student’s safety and dignity are maintained, especially with regard to social context and age appropriateness.


Conceptualization

Conceptualization is the formation of mental representations or ideas for categorizing information or mental connections to prior experiences. As children develop, new concepts about objects, people, places and the relationship between them are continually being learned. Conceptualization may be demonstrated through a range of initiated utterances/actions or responses to questions, comments, or directions. Individual communication modes may vary, and need to be identified, taught, developed, refined and/or expanded upon.

Explanatory Notes: In identifying a concept that a student is expected to learn, it is important to make known

to instructors and students the intended definition of that concept.

It is important that incidental displays of knowledge of identified concepts/meanings are noted/documented as they occur throughout the day.

In order for a student to demonstrate the knowledge of a concept/meaning, it is necessary for the student to exhibit a behavior that is intentional. For instance, a student who might typically sit without movement would not be considered to demonstrate knowledge of “wait” by remaining in a motionless position. Rather, the student would need to initiate a movement at the proper turn-taking time in order to have displayed knowledge of what “waiting” means.

Learning environments should be picture cue/object cue/print rich, so as to facilitate the learning of the concepts.

In expecting demonstration of knowledge of specific concepts, it is important that the other concepts/meanings used contextually by the instructor are known by the student or made clear (e.g. through demonstration) to the student. This is especially important with regards to concepts/meanings that define an expected mode of performance (e.g. touch, press, look).

Beyond the concepts/meanings that are found in this curriculum frameworks, which is based on the ELA and Math Common Core Learning Standards and Science and Social Studies NYS/NYC Scope and Sequence for grade level instructional content, there are other NYS standards based concepts that may be important to explicitly address in relation to each content area. For example, in Career Development and Occupational Studies, these may include: work; start/begin; end/finish; put away/put back; more/enough; and no. In Health, these may include; privacy, danger, emergency, clean, stranger, helper, friend, “feeling uncomfortable”, sick/hurt, exercise, medicine, and choice. These other concepts can identified by referring to New York State’s Learning Standards for Family and Consumer Sciences, Health, Phys. Ed., Career Development


and Occupational Studies, The Arts, as well as, the NYSAA Alternate Grade Level Indicators for Science and Social Studies, and the grade level Extensions for English Language Arts and Math.

In addition to basic key concepts related to a content area, it is critical that students learn concepts needed for them to use their individual system of communication during assessment and instructional situations (e.g. point, touch, look, press, pick-up, give, tell, me/say).


Functional Use of Objects

Functional Use of Objects is the appropriate utilization of materials in alignment with the purpose(s) for which they exist in a given culture. It may be applied to the use of an object that has undergone modifications. Students unable to utilize materials functionally due to a physical impairment may achieve this standard by communicating the purpose of the materials.

Explanatory Notes: Emphasis should be placed on involving family members in encouraging a student to use

content related materials during functional daily activities. For example, in the area of English Language Arts/Native Language Arts, some activities might include: giving a greeting card to a relative or friend; bringing a shopping list, with accompanying tangible symbols, to the supermarket; marking important dates on a calendar; labeling household items; and engaging with books and magazines.


Problem SolvingProblem solving is the directing of one’s actions towards achieving a goal that presents uncertainty or difficulty. It presupposes an awareness of the existence of a problem. It generally involves taking into account factors related to a problem, and trying or considering more than one way to solve a problem. Resolution of a problem may be unattainable even though problem solving behaviors have been applied. Explanatory Notes:

When considering problem solving, an emphasis should be placed on a student’s involvement in the process of solving a problem rather than on a student’s resolution of a problem.

A student’s performance of Problem Solving may take the form of a variety of actions/response modes.

An implication for instruction is a recognition of the need to provide students with adequate time and opportunities “to try” or consider more than one way of solving a problem before intervening in the process.

Problem Solving may be accomplished through the completion of tasks formulated with the intent of providing opportunities for students to demonstrate specific problem solving behaviors. It may be accomplished, however, within a broader framework of general content area assignments, which naturally include a variety of problem solving situations.

A distinction involves the student’s completion of the task that the student has previously demonstrated an ability to do readily, while problem solving involves an element of uncertainly or difficulty for the student.

When a student secures needed help, instructors should not simply complete an action for the student. Rather, the student should be guided through the problem solving process, with help provided only to the extent actually needed by the student. In this way, a student hopefully will begin to approach future problem solving situations by trying another way before securing help.


Self-Regulation

Self-regulation is an ongoing monitoring of ones’ own sensory/physical/social/cognitive conditions, and an adjusting of these conditions to maintain a desired and comfortable internal state. Self-regulation involves knowing and applying a repertoire of behaviors to diverse settings, making informed choices, and acting upon or indicating a desire or need for change.Explanatory Notes: (Self-Regulation, General) The following conditions may necessitate self-regulation

o Sensory, including sensitivities to light, sound texture taste, smell and surrounding physical space.

o Physical, including pain, pleasure, hunger, thirst, discomfort, fatigue, hyperactivity, illness, and a need to use the bathroom.

o Emotional, including distress, loneliness, need for solitude, anger, aggressiveness, withdrawal, sadness, frustration, disappointment, elation, fear, anxiety, and stress.

o Social, including segregation, lack of privacy, and numbers/appearance/behaviors of individuals in the environment

o Cognitive, including level of subject content (either too high or too low), nature of subject matter presentation, and lack of appropriate means for accessing/expressing information.

Students may exhibit behaviors that are self-regulatory in nature but fail to meet the standard for self-regulation (as they are not desired behaviors). These include:

o Behaviors which are unsafe (e.g. abuse to self or others; object destruction)o Behaviors which interfere with one’s own learning or the learning of others (e.g.

replacing attention to task with stereotypic response; continuous noise production)o Behaviors which interfere with positive social interactions (e.g. grabbing belongings

of others; public disrobing).

Recognition should be given to the fact that most individuals engage in some common mannerisms or behaviors (e.g. finger-tapping; shaking of a glass with ice cubes; nail biting) through which they express their internal state. These behaviors, for the most part, are accepted by other individuals and do not seem to interfere in the development and maintenance of social relationships. Although the behavior of a student may differ in nature from these more common expressions, there is an expectation that such student behaviors, if exhibited in a safe and healthy manner, should be understood and accepted by others as an inherent part of “who” the student is. In fact, it may be precisely through such a particular behavior that a student is self-regulating.

In order to maintain internal control for self-regulating, students may need to be provided with positive behavioral support systems, including attention to communication and/or sensory needs and abilities.


Explanatory Notes: (Self-Regulation, Informed Choice-Making) An informed choice refers to a student’s selection (within a single activity) of one of two

(or possibly more) objects, activities, or environments for which opportunities for exploration/acquisition of knowledge have been provided. The informed nature of the choice may be demonstrated through a consistent response to an initial presentation (e.g. verbal; tangible; pictorial) and then to a second presentation with order/position altered**. If any doubt about a student’s selection still exists, a final presentation in either order/position can be made. Informed choice may be demonstrated in a different manner by a student who clearly has a demonstrated knowledge of the concept “yes” or “no”. Such a student needs only to reaffirm his/her choice by responding “yes” or “no” when asked if this choice is what he/she wants. Informed choice may also be demonstrated through independent indication of a choice different from the objects, activities, or environments offered.

An informed choice also assumes that a student possesses an equal opportunity to choose either of the sections available. This is especially important to consider when the student has limited motor and/or sensory abilities.

Given the concept of informed choice, various implications for instruction are evident, and include consideration of the placement of materials, the communicative means utilized by students to make choices, and steps taken to familiarize students with materials/activities/ environments available as choices.

Instructional efforts to increase a student’s opportunities to make informed choices will increase the probability of a student’s demonstration of general self-regulatory behavior, decision-making and awareness of the consequences of one’s decisions. Therefore, instructional provision for facilitating informed choice-making should be ongoing throughout a students’ day.

**It is recognized that repeatedly presenting choices in a different order/position may result in frustration on the part of students. Therefore, this type of procedure for insuring informed choice is designed primarily for the purpose of occasional assessment rather than for the purpose of ongoing instruction.


Social Interaction

Social Interaction is reciprocal in nature and involves the use of communication for a variety of purposes. These may include having one’s desires or needs realized, or becoming involved in personal relationships. Such relationships may vary and may include being a one-time partner on a project, a member of a frequently meeting group, a helper, or a friend. Social interaction presupposes self-recognition, that is, the perception of self as a separate being, distinct form people/objects in the surrounding world. Explanatory Notes:

In general, communication refers to a process through which individuals receive from, transmit to, or exchange with others information, feelings or thoughts.

In order to help a student to learn how to socially interact, it is imperative that a student be assessed in a comprehensive and ongoing manner to determine which modes of communication are most appropriate for that student. Individual communication modes may vary and need to be identified, taught, refined, and /or expanded upon. Some students may even need to have meaning assigned to some of their naturally occurring behaviors (e.g. movements; facial expressions; vocalizations) so that they might begin intentionally to use these behaviors to communicate. Such a process should result in a student having ongoing access to and use of an effective system of communication.

In interactions with a student, it is critical to be aware of and respond immediately and consistently to any form of communication exhibited by the student, especially one of a subtle nature. In so doing, one is helping the student understand and come to expect that a communication causes others to act or respond. If such student communications are not attended to, the student most likely will discontinue communication since his/her communicative intent is not being realized.

It is beneficial to use a variety of communicative means (e.g. pictures, speech, gestures) when the student is engaged in receptive communication, even if some of these means appear to be of a nature that is beyond a student’s present cognitive level. However, a student should be taught and then have access to a means of communicating expressively that is consistent with that student’s present cognitive level.

It is critical that a student’s requests/directives and rejections/protests be addressed. Even if it is determined that the student’s attempt to control the environment cannot be accommodated, the attempt should at least be acknowledged.

To maximize a student’s social interactions, emphasis needs to be placed on providing a student with an opportunity to communicate in the context of authentic situations and environments.


A student’s alternative/augmentative communication system (e.g. a device, board, and/or set of tangible symbols) needs to be accessible to the student throughout the day - at home, at school, and in community settings.

Significant emphasis should be placed on encouraging a student’s communication partners to accept and respond to alternate/augmentative forms of communication.

In order to interpret a student’s utterance or other communication as a request, it is subsequently necessary for the student to accept/interact with the referred to object/action/person. Otherwise, it may be that the student is merely recognizing the existence of an object/action/person.

To the greatest extent possible, and certainly to the degree mandated by a student’s IEP and by applicable educational regulations, a student should be learning to socially interact with students receiving general education services.

Certainly there is value in social interactions that occur between students and adults. Adults are able to provide appropriate models of communication and to respond readily to student initiations of communications. However, a significant emphasis also needs to be placed on providing opportunities for students to interact with peers (those receiving general and special education services).

When teaching a student to use a communication system expressively, it is critical that an instructor consistently model the use of the system in communications with the student.

The District 75 Office of Technology Solutions provides resources to students, staff, administrators, and parents in the areas of instructional, informational, and assistive technologies.


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