Functional Curriculum

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The illustrator imagined a classroom setting - a teacher presenting to children.
TABLE OF CONTENTS FOR FUNCTIONAL ACADEMICS Subcomponent

COMPONENT 1 FUNCTIONAL ACADEMICS Subcomponent 1 Pre-Requisite Concepts Appendix A C Subcomponent 2 Math Appendix D Subcomponent 3 Reading Appendix E Subcomponent 4 Writing Appendix F Subcomponent 5 Social Skills Appendix G Subcomponent 6 Communication Appendix H Subcomponent 7 REFERENCES RESOURCES AND MATERIALS APPENDIX A Early Developmental Skills Science
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3 6 31 9 36 15 37 17 38 19 40 22 42 28 44 46 31 31
TABLE OF CONTENTS FOR FUNCTIONAL ACADEMICS CONT. Page #

APPENDIX B Fine Motor Skills APPENDIX C Listening APPENDIX D Telling Time APPENDIX E Reading Progression APPENDIX F Writing Sequence APPENDIX G Basic Social Skill Sequence Chart APPENDIX H Communication Skills 34 34 35 35 36 36 37 37 38 38 40 40 42 42
I. Pre-Requisite Concepts
Wisconsin Content Standard for Math, Language Arts, and Social Studies: Students in Wisconsin will draw on a broad body of mathematical knowledge and apply a variety of mathematical skills and strategies, including reasoning, oral and written communication, and the use of appropriate technology, when solving mathematical, real-world and non-routine problems. Wisconsin Content Standard: Students in Wisconsin will listen to, understand, and will speak clearly and effectively for diverse purposes. Rationale: These skills lay the foundation for academic subjects. Basic skills & general knowledge concepts are broken down into steps that are more easily managed by the child with special needs. Pre-Requisite concepts include very basic skills needed to be able to move into the other academic sub-components. Performance Standard: Sample Alternate Performance Sample Performance Tasks: Instructional Tools: Indicators:
Math A.4.1 Use reasoning abilities to: Perceive patterns Identify relationships Formulate questions for further exploration Justify strategies Test the reasonableness of results A. Demonstrate visual discrimination Color 1.a. Use sensory input to match colors 1.b. Sequence colors to follow a given pattern 1.c. Point to requested color 1.d. Name/sign basic colors as requested 1.e. Sort by color 1.f. Sort by attribute (same/different) flash cards for matching coloring books manipulatives (i.e., vehicles, fruits, animals) bean bags commercial games crayons paints markers music/songs about colors
B. Use receptive/expressive language C. Recognize similarities and differences
Math C.4.1 Describe two and three dimensional figures, (e.g., circles, polygons, trapezoids, prisms, spheres) by: Naming them Comparing, sorting, and classifying them Drawing and constructing physical models to specifications Identifying their properties (e.g., number of sides or faces, two or three dimensionality, equal sides, number of right angles) Predicting the results of combining or subdividing twodimensional figures Explaining how these figures are related to objects in the environment
D. Demonstrate visual and/or auditory discrimination
Shape 2.a. Use sensory input to match shapes 2.b. Sequence shapes and follow a given pattern 2.c. Point to requested shape 2.d. Name/sign shape as requested 2.e. Sort by shape 2.f. Sort by attribute (color, size)
E. Use receptive/expressive language F. Recognize similarities and differences
shape templates geoboards attribute blocks shape books bean bags manipulatives (i.e., vehicles, fruit, animals) puzzles flash cards commercial games buttons glove with Velcro shapes attached to it safety signs sand paper shapes music/songs about shapes
Performance Standard:
Math C.4.1 continued
Sample Alternate Performance Indicators:

G. Demonstrate visual and/or auditory discrimination
Sample Performance Tasks:

Comparisons 3.a. Use sensory input to make a comparison between two-, three- dimensional figures. 3.b. Find similarities or differences between or among sensations, sizes, colors, shapes, amounts, etc. 3.c. Sort according to requested attribute 3.d. Make a comparison of two items and indicate whether they are the same or different 3.e. Answer questions related to similarities and differences 3.f. Identify a given pattern 3.g. Continue a given pattern 3.h. Point to items with a specific attribute 3.i. Name/sign the attribute Alphabet 4.a. Recognize letters as symbols 4.b. Verbalize letter names 4.c. Identify letter as requested 4.d. Name letter as requested
Instructional Tools:
H. Demonstrate understanding of terms same and different
same/different manipulatives blocks games, music activities balances, scales same/different flash cards foods clothes dishes shapes colors
I. Recognize patterns J. Use receptive/expressive language
Language Arts A.4.1 Use effective reading strategies to achieve their purposes in reading: Use a variety of strategies and word recognition skills, including re-reading, finding context clues, applying knowledge of letter-sound relationships, and analyzing word structures Infer the meaning of unfamiliar words in the context of a passage by examining known words, phrases, and structures Demonstrate phonemic awareness by using letter/sound relationships as aids to pronunciation Math A.4.1 Use reasoning abilities to: Perceive patterns Identify relationships Formulate questions for further exploration Justify strategies Test the reasonableness of results
K. Demonstrate visual and/or auditory discrimination L. Use receptive/expressive language M. Demonstrate phonemic awareness
4.e. Give letter sound 4.f. Produce blended sounds
flash cards chart/posters, alphabet strip calendar, visual aids, & manipulatives phonics games music activities alphabet puzzles sandpaper letters magnetic letters alphabet tubs containing objects based on initial letter finger spelling individual chalkboards, magic slates, clothesline alphabet, games doodle boards
N. Demonstrate visual and/or auditory discrimination O. Demonstrate understanding of the terms match or same P. Use receptive/expressive language
Matching 5.a. Use sensory input to match items with patterns 5.b. Match according to the same attribute, i.e., size, shape, color, texture, etc. 5.c. Explain why items do not match 5.d. Point to items that match 5.e. Name/sign the qualifiers that make the items match 5.f. Answer questions related to the match
manipulatives sorting kits flash cards commercial games crayons, pencils, pens real life objects card games pictures for matching
Social Studies E.4.1 Explain the influence of prior knowledge, motivation, capabilities, personal interests, and other factors on individual learning

Q. Increase gross motor skills to perform functional activities

Gross Motor 6.a. Perform gross motor skills as modeled 6.b. Use sensory input to discern what is needed to perform a given task 6.c. Demonstrate understanding of skills involved in using large muscles for coordination, balance and stamina See Appendix A. for sequential skills in this area. Fine Motor 7.a. Demonstrate understanding of fine motor requirements involving arms, hands, and fingers 7.b. Perform skills related to cutting, writing, and using manipulatives See Appendix B. for sequential skills in this area.
carry object from point A to point B carry supplies carry lunch tray lift objects take off coat
R. Increase fine motor skills to perform functional activities
pouring holding crayon tying shoe laces buttoning/unbuttoning zipping/unzipping snapping/unsnapping buckling/unbuckling
Language Arts C.4.2 Listen to and comprehend oral communications: Follow basic directions Identify and summarize key points of a story or discussion Retell stories and reports of events in proper sequence Follow sequence in plot and character development, predict outcomes, and draw conclusions Recall the content of stories after hearing them, relate the content to prior knowledge, and answer various types of factual and interpretive questions about the stories Distinguish fact from fantasy and fact from opinion Understand increasingly complex sentence structures Understand a variety of word structures and forms, such as affixes, roots, homonyms, antonyms, synonyms, and word analogies.
S. Demonstrate auditory discrimination
Listening 8.a. Demonstrate ability to focus on sounds 8.b. Demonstrate ability to separate speech/sounds from unimportant background sounds 8.c. Demonstrate the ability to look in the direction of the sound 8.d. Demonstrate the ability to understand words, concepts, signs, pictures and printed words 8.e. Follow a simple directive
T. Use receptive/expressive language
listening games listening to stories and answering follow up questions following directions musical instruments/ activities pictures and posters that require students to point as requested listening games listening/comprehension worksheets computer games computer stories tape recorded stories direction/following worksheets
U. Retain/recall information that is meaningful/familiar
8.f. Answer questions related to the topic 8.g. Show understanding by performing a task related to information. 8.h. Give directions for a familiar task See Appendix C. for sequential skills in this area.
II. Math
Wisconsin Content Standard for Math: Students in Wisconsin will draw on a broad body of mathematical knowledge and apply a variety of mathematical skills and strategies, including reasoning, oral and written communication, and the use of appropriate technology, when solving mathematical, real-world and non-routine problems. Rationale: Math skills are taught bearing specifically on their functionality for the future needs of the student. These skills will be used in the students everyday experiences. The math skills range from quantitative concepts to using a calculator. Performance Standard: Sample Alternate Performance Indicators:
A. Use one-to-one correspondence
Math F.4.1 Use letters, boxes, or other symbols to stand for any number, measured quantity, or object in simple situations, (e.g., N+O=N is true for any number)
One-to-one Correspondence 1.a. Point to each object while counting objects in a group 1.b. Match similar groups of objects according to number of items in a group 1.c. Identify the correct number of objects to correspond to each numeral
manipulatives counting cubes numeral cards worksheets match up puzzles real money (pennies, nickels, etc.) plates, cups, napkins, crackers, milk, etc. setting the table for x number of people lunch count finger counting flash cards manipulatives numeral lines music activities number chart with insertable numerals 100s board signing numerals real money real clocks clock manipulatives candy jar/gumballs 100 day of school activities numeral cards manipulatives pegs and boards real money paper clips
Math B.4.2 Determine the number of things in a set by: Grouping and counting (e.g., by threes, fives, hundreds) Combining and arranging (e.g., all possible coin combinations amounting to thirty cents) Estimation, including rounding
B. Count by 1s, 2s, 5s, 10s, and/or 100s
Counting 2.a. Demonstrate counting by rote 2.b. Count by multiples (2, 5, 10)
Math A.4.2 Communicate mathematical ideas in a variety of ways, including words, numbers, symbols, pictures, graphs, tables, diagrams, and models
C. Quantify items
Quantifying 3.a. Recognize differences, i.e., more/less, all/none, bigger/smaller, etc. 3.b. Demonstrate comprehension of quantity by giving a corresponding amount 3.c. Quantify items to correspond to a given numeral

D. Identify numerals
Math B.4.1 Represent and explain whole numbers, decimals, and fractions with: Physical materials Number lines and other pictorial models Verbal descriptions Place-value concepts and notations Symbolic renaming (e.g., 43=40+3=30+13)
Numeral Recognition 4.a. Recognize that numerals are symbols which serve a specific function in the math process 4.b. Read/sign a given numeral 4.c. Demonstrate numeral recognition by finding numerals on a calculator, calendar, chart, etc. 4.d. Count out items to correspond with given numeral
math stamps number cards large dice clay commercial games sand paper numerals magnetic numerals and boards calculators find numerals in newspaper, calendar, & in community
Math B.4.5 In problem-solving situations involving whole numbers, select and efficiently use appropriate conceptual procedures such as: Recalling the basic facts of addition, subtraction, multiplication, and division Using mental math (e.g., 37+25, 40x7) Estimation Selecting and applying algorithms for addition, subtraction, multiplication, and division Using a calculator
E. Integrate addition into real life
Addition 5.a. Write numerals 0-9 5.b. Perform pre-adding skills working with manipulative 5.c. Perform paper and pencil addition 5.d. Use games, other repetitive activities to facilitate transition from paper/ pencil addition to mental additon 5.e. Develop mental addition skills by using supportive strategies 5.f. Use a calculator to find a total 5.g. Recognize when answer on calculator does not make sense 5.h. Use addition skills for: shopping banking working
manipulatives worksheets, workbooks story problems checkbook field trips flash cards calculators coupons lunch count inventory of items computer programs sales tax chart grocery ads spinners, dice commercial board games number line calculators coupons manipulatives worksheets, workbooks story problems checkbook field trips budget activities number line computer programs
F. Integrate subtraction into real life
Subtraction 6.a. Perform pre-subtraction skills working with manipulatives 6.b. Count backwards from a given number 6.c. Perform paper and pencil subtraction 6.d. Use games, other repetitive activities to facilitate transition from paper/ pencil subtraction to mental subtraction 6.e. Perform simple subtraction facts mentally 6.f. Use a calculator to find a remainder or amount of change that is due 6.g. Identify numerals that come before and after a given numeral
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Math B.4.5 continued
6.h. Recognize when an answer on a calculator does not make sense 6.i. Use subtraction skills for: shopping banking working G. Integrate multiplication into real life Multiplication 7.a. Perform simple multiplication problems using manipulatives 7.b. Develop strategies for reciting multiplication facts from memory 7.c. Perform paper and pencil multiplication problems 7.d. Perform simple multiplication facts mentally 7.e. Use a calculator to determine cost of multiple items 7.f. Use a calculator to solve relevant story problems, i.e., X number of students paying admission to the zoo 7.g. Recognize when an answer on a calculator does not make sense Division 8.a. Perform simple division problems using manipulatives 8.b. Develop strategies to perform simple division facts mentally 8.c. Perform paper and pencil division problems 8.d. Perform division problems requiring remainders 8.e. Use a calculator to divide a total into smaller parts 8.f. Recognize when an answer on a calculator does not make sense calculator manipulatives worksheets, workbooks story problems field trips
H. Integrate division into real life
calculator manipulatives story problems worksheets, workbooks field trips individual cost for group, meal, etc. activities dividing money, candy, or groups of objects computer programs
Math B.4.7 In problem-solving situation involving money, add and subtract decimals
I. Use money appropriately in real life situations
Money 9.a. Demonstrate comprehension of money, i.e., what money is, how money is exchanged, how money is obtained 9.b. Describe different ways money can be carried safely for use in the community (in billfold, purse, pocket, etc.) 9.c. Identify coins and bills 9.d. Explain the meaning of cent sign and dollar sign 9.e. Demonstrate understanding of the worth of coins and bills
real coins, bills play-store items cash register worksheets, workbooks field trips story problems commercial games calculator vending machine
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9.f. Count groups of coin/bill combinations 9.g. Compare the cost of items 9.h. Demonstrate correct bill and coin representations for amounts up to $5.00 9.i. Use simple decimal concepts to add/subtract coins/bill 9.j. Count out the proper amount of money 9.k. Estimate amount of change to the nearest tenth 9.l. Make change for $1.00, $5.00 9.m. Use money skills by: receiving a paycheck going to the bank opening a checking/savings account writing a check completing deposit/withdrawal slip 9.n. Use a calculator to practice money skills 9.o. Recognize when an answer on a calculator does not make sense 9.p. Use money skills in real life situations Math D.4.3 Read and interpret measuring instruments, (e.g., rulers, clocks, thermometers) J. Tell time in daily living activities Time 10.a. Understand or have an awareness of time: school day individual schedule day/night morning, afternoon, night 10.b Identify parts of clock 10.c. Discriminate between hour and minute hands 10.d. Count to 60 both by 1s and 5s 10.e. Tell time on: hour half hour quarter hour five minute intervals 10.f. Tell time using a clock (digital and/or analog), watch, etc. 10.g. Plan ahead for time needed to complete activities 10.h. Use time skills in real life situations (See Appendix D. for sequential skills in this area.)
washer, dryers at laundromat computer programs craft sales, bake sales coupons food stamps postage stamps checks ads sales tax lottery games purchase items in a store checkbook bank, credit union monthly statements, deposit slips
large model clocks analog, digital clocks student mini-clocks timers, clocks, watches to set worksheets, workbook commercial games flash cards real life story problems daily schedules work timesheets bus schedules to read work schedule to read field trips
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K. Demonstrate calendar skills
Math A.4.2 Communicate mathematical ideas in a variety of ways, including words, numbers, symbols, pictures, graphs, tables, diagrams, and models
Calendar 11.a. State the day of the week 11.b. State the month of the year 11.c. State the current year 11.d. Recognize numerals 1-31 11.e. Point to days of the week 11.f. State the days of the week in order 11.g. Recognize days of the weekend 11.h. Explain meaning of terms: yesterday, today, tomorrow, next week, etc. 11.i. State holidays specific to each month 11.j. Identify equivalent calendar units: 7 days equal 1 week 30/31 days equal 1 month 12 months equal 1 year 365 days equal 1 year 11.k. Read a calendar to determine: number of days in a given month day of the week when given a specific date future dates when given a specific holiday, birthday, etc., e.g., What is the date of Easter this year? time duration in number of days when given beginning and ending dates time duration in weeks given beginning and ending dates state the date in acceptable sequence, e.g., Today is Wednesday, March 7, 2010. 11.l. Write date on papers, assignments, etc. 11.m. Use calendar skills in real life situations Ordinals st nd rd 12.a. Understand the order concepts 1 , 2 , 3 , etc. 12.b. Understand the concepts of first, middle and last 12.c. Demonstrate understanding of ordinals by identifying ordinal position in a group
calendars school calendar of events timeline charts for yesterday, today, tomorrow, days, months, etc. daily planners
Math A.4.3 Connect mathematical learning with other subjects, personal experiences, current events, and personal interest and: 1. See relationships between various kinds of problems and actual events 2. Use mathematics as a way to understand other areas of the curriculum (e.g., measurement in science, map skills in social studies)
L. Use numerals in ordinal positions
manipulatives music activities number lines visual aids lining up in class calendar recipes sequencing activities
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M. Integrate measurement concepts into real life
Math D.4.3 Read and interpret measuring instruments, (e.g., rulers, clocks, thermometers)
Measurement 13.a. Recognize various tools for measurement: ruler, yardstick, measuring spoon, measuring cup, scale and thermometer . 13.b. Perform linear measurement to the 1 in., in., in., foot and yard 13.c. Perform quantitative measurement using drop/pinch, teaspoon, tablespoon, cup, pint, quart, liter and gallon 13.d. Perform fractional measurement to , 1/3, , 2/3, and quantity as related to a whole th th 13.e. Perform linear measurement to the 1/8 , and 1/16 of an inch 13.f. Perform weight measurements using ounces and pounds 13.g. Order a given measuring task from smallest to largest 13.h. Read temperature on a thermometer
rulers, tape measure, yard stick measuring utensils fraction manipulatives recipes worksheet, workbook story problems craft & sewing projects field trips to grocery store, hardware store to notice various containers & measurements measuring breakfast and lunch portions, amounts meter sticks thermometer oven dial football game ruler tape measure height & weight charts pound, ounce, amount, per serving in a candy bag woodworking
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III. Reading
Wisconsin Content Standard for Language Arts: Students in Wisconsin will read and respond to a wide range of writing to build an understanding of written materials, of themselves, and of others. Rationale: Reading is a complex, interactive process that continues to be a primary means of acquiring and using information. Society regards reading as essential to daily living. Because reading is fundamental to the mastery of other school subjects, students at all levels must learn to understand what they read. They must know and use various strategiesways of unlocking the meaning of words and larger blocks of textto become successful readers. Performance Standard: Sample Alternate Sample Performance Tasks: Instructional Tools: Performance Indicators:
Language Arts A.4.2 Read, interpret, and critically analyze literature: Recognize and recall elements and details of story structure, such as sequence of events, character, plot, and settings, in order to reflect on meaning Draw upon a reservoir of reading materials, including fairy tales, fables, and narratives from the United States and cultures worldwide, to understand plots, make predictions, and relate reading to prior knowledge and experience Summarize ideas drawn from stories, identifying cause-and-effect relationships, interpreting events and ideas, and connecting different works to each other and to real-life experiences Extend the literal meaning of a text by making inferences, and evaluate the significance and validity of texts in light of prior knowledge and experience Language Arts A.4.1 Use effective reading strategies to achieve their purposes in reading: Use a variety of strategies and word recognition skills, including rereading, finding context clues, applying knowledge of letter-sound relationships, and analyzing word structures Infer the meaning of unfamiliar words in the context of a passage by examining known words, phrases, and structures Demonstrate phonemic awareness by using letter/sound relationships as aids to pronunciation A. Draw upon reading skills in everyday routines Reading Readiness 1.a. Demonstrate visual tracking from left to right or top to bottom by following an object on a drawing chart or in a story 1.b. Use visual tracking to point to objects in a left to right manner 1.c. Name objects in a horizontal array 1.d. Name objects in a multiple horizontal array 2.a. 2.b. 2.c. 2.d. 2.e. 2.f. 2.g. Hold book (orient) correctly Point to pictures in a book Turn pages in a book one at a time Look at and name picture Predict the next event in a story Name/relate a concept in a story Answer wh questions story charts manipulatives story cards to sequence tape/book to follow along reading comic strip sequencing closed caption TV
B. Interpret details of literature
C. Demonstrate phonemic awareness
Phonics 3.a. Acquire the alphabet skills stated in the Pre-Requisite Concepts 3.b. Follow a systematic approach for the acquisition of phonics skills See Appendix E. for a checklist of phonics skills.
cards sets (letter and picture) alphabet cards stories, books worksheets, workbooks sentence strips board games music activities computer programs
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D. Use sight-word vocabulary to interpret reading symbols in everyday activities
Language Arts A.4.1 continued
Sight Words 4.a. Construct a word bank using vocabulary acquired through reading stories 4.b. Identify a word by pointing, signing, verbalizing, matching, and/or associating with a picture 4.c. Read experience stories See Appendix E. for a checklist of sight-based program progression.
flashcards picture, word matching games worksheets, workbooks computer programs functional pictures survival signs
Language Arts A.4.4 Read to acquire information: Summarize key details of informational texts, connecting new information to prior knowledge Identify a topic of interest and seek information about it by investigating available text resources
E. Read and demonstrate comprehension of words, symbols, and pictures
Reading Comprehension 1.a. Recognize picture symbols 1.b. Demonstrate understanding of picture symbols 1.c. Show understanding of what was read: in a word in a sentence in a paragraph in a graded passage in a short story in a set of directions on a computer screen Reading Recognition 1.a. Use phonics approach and/or sightword approach 1.b. Decipher word by either sounding out or recognizing the word by sight 1.c. Use pictures for context clues 1.d. Use meaning clues: self correcting skipping and reading on decoding re-reading predicting context sentence structure inference prior knowledge
word cards sentence strips books, magazines, and newspapers labels on classroom items classroom discussion stories to be read aloud signs/directions maps charts graphs computer programs
Language Arts A.4.1 Use effective reading strategies to achieve their purposes in reading: Use a variety of strategies and word recognition skills, including rereading, finding context clues, applying knowledge of letter-sound relationships, and analyzing word structures Infer the meaning of unfamiliar words in the context of a passage by examining known words, phrases, and structures Demonstrate phonemic awareness by using letter/sound relationships as aids to pronunciation
F. Use a variety of strategies for word recognition: phonics, sight words, picture clues, etc.
word cards books signing computer programs
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IV. Writing
Wisconsin Content Standard for Language Arts: Students in Wisconsin will write clearly and effectively to share information and knowledge, to influence and persuade, to create and entertain. Rationale: Written communication skills are central to learning. Whether in academic life, in the work place, or in personal life, written communication skills offer a powerful advantage in a world in which people must constantly learn new information. To become confident and effective writers, students need to learn how to write for various purposes and audiences. They need to try different approaches and to reconsider what they have written through revision and editing. To ensure that their writing is understood and well received, students need a working knowledge of language as well as grammatical structures, diction and usage, punctuation, spelling, layout, and presentation. This knowledge is also invaluable for discussing, critiquing, revising, and editing written communication in almost any form. Performance Standard: Sample Alternate Sample Performance Tasks: Instructional Tools: Performance Indicators:
Language Arts B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes: Write nonfiction and technical pieces (summaries, messages, informational essays, basic directions, instruction, simple reports) that convey essential details and facts and provide accurate representations of events and sequences Write expressive pieces in response to reading, viewing, and life experiences (narratives, reflections, and letters) employing descriptive detail and a personal voice Write creative pieces (poetry, fiction, and plays) employing basic aesthetic principles appropriate to each genre A. Use a variety of writing styles, printed word, and/or symbol pictures to communicate Writing 1.a. Use left to right orientation (directionality) 1.b. Use drawings, collages, pictures, and/ or symbols to communicate feelings, directions, and/or messages 1.c. Use pictures and symbols to develop a sequence to relate recipe information, game instructions, or directions to a place 1.d. Follow pre-existing lines, patterns, letters, and/or numerals 1.e. Reproduce lines, patterns, letters, and/or numerals with or without models as needed 1.f. Produce lines, patterns, letters, and/ or numerals without models 1.g. Reproduce individual letters in a connected form 1.h. Transcribe printing to cursive or cursive to printing 1.i. Use writing skills in real life situations 1.j. Use computer software, as needed, to communicate See Appendix F. for sequential skills in this area. handwriting paper adaptive writing tools posters for visual references worksheets, workbooks chalkboards slanted surfaces for writing markers tactile letters, numerals dot-to-dot worksheets with letters, numerals sandbox shaving gel finger paints/paper computer programs erasers assistive technology experience books
B. Use various technologies to assist in written communication (pencil, pen, computer, adaptive writing tools, etc.)
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C. Use punctuation marks in phrases and sentences
Language Arts B.4.3 Understand the function of various forms, structures, and punctuation marks of standard English and use them appropriately in communications: Understand and use parts of speech effectively, including nouns, pronouns, and adjectives Use adverbials effectively, including words and phrases
Punctuation 2.a. Indicate or use punctuation in a given group of phrases 2.b. Write questions ending in a question mark 2.c. Use exclamation points to end exclamatory sentences Capitalization 3.a. Use capital letters for the first letter of first and last names 3.b. Use capital letters for titles 3.c. Use capital letter for first word of sentence 3.d. Use capital letters in everyday writing experiences. Functional Written Communication 4.a. Write letters, numerals without models 4.b. Write words and phrases without models 4.c. Write complete sentence using capital letters and ending punctuation 4.d. Write in increasingly smaller spaces 4.e. Write personal data 4.f. Write message for another person 4.g. Write sentences/paragraphs on a given topic 4.h. Address envelopes 4.i. Write letters 4.j. Use computer software, as needed, to communicate
worksheets, workbook computer, word processing sentence charts overhead projector/transparencies
D. Use capital letters to begin sentences, for proper nouns and titles.
worksheets, workbook computer, word processing sentence charts overhead projector/transparencies
Language Arts B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes: Write nonfiction and technical pieces (summaries, messages, informational essays, basic directions, instruction, simple reports) that convey essential details and facts and provide accurate representations of events and sequences Write expressive pieces in response to reading, viewing, and life experiences (narratives, reflections, and letters) employing descriptive detail and a personal voice Write creative pieces (poetry, fiction, and plays) employing basic aesthetic principles appropriate to each genre
E. Use a variety of writing styles, picture symbols and/or printed words to communicate
assistive technology handwriting paper envelopes adaptive writing tools simple forms to complete a) information cards b) Social Security forms c) job applications d) school forms e) subscriptions f) catalog order forms g) other forms
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V. Social Skills
Wisconsin Content Standard for Language Arts and Social Studies: Students in Wisconsin will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions among individuals, groups, and institutions; the discipline of psychology, the study of factors that influence individual identity and learning; and the discipline of anthropology, the study of cultures in various times and settings. Rationale: Social Skills are those abilities which allow the student to interact in many varied social groups and situations. Emphasis is placed on personal data, manners, cooperation, and eating skills. It should be noted that these skills are not taught in isolation; rather they complement skills that the student learns throughout the school year and are carried into real-life situations allowing the student to be as independent as possible. Performance Standard: Sample Alternate Sample Performance Tasks: Instructional Tools: Performance Indicators:
Language Arts C.4.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes: Identify and discuss criteria for effective oral presentations, including such factors as eye contact, projection, tone, volume, rate, and articulation Read aloud effectively from previously-read material Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized and sequenced detail Present autobiographical or fictional stories that recount events effectively to large and small audiences Participate in group reading, such as choral, echo, and shadow reading Employ principles of agreement related to number, gender, and case Capitalize proper nouns, titles, and initial words of sentences Use punctuation marks and conjunctions, as appropriate, to separate sentences and connect independent clauses Use commas correctly to punctuate appositives and lists Spell frequently used words correctly Use word order and punctuation marks to distinguish statements, questions, exclamations, and commands A. Communicate in a purposeful manner to convey concepts pertaining to ones environment Personal Data 1.a. Respond with personal information by verbalization, signing, gestures, information cards, and/or using assistive technology 1.b. Use personal information appropriately in real life situations See Appendix G. for sequential skills in this area. personal information cards mirror camera, pictures identification bracelet forms requiring personal data i.e., resume portfolio picture symbols communication board/device, handheld pocket device/assistive technology, etc.
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B. Use simple social courtesies appropriately
Language Arts C.4.3. Participate effectively in discussion: Volunteer relevant information, ask relevant questions, and answer questions directly Use appropriate eye contact and other nonverbal cues Use appropriate strategies to keep a discussion going Reflect on the ideas and opinion of others and respond thoughtfully Ask for clarification and explanation of unfamiliar words and ideas Summarize information conveyed through discussion
Manners 2.a. Demonstrate recognition of and respect for the needs and feelings of others 2.b. Keep hands close to own body 2.c. Use socially appropriate greetings, courtesies in various settings 2.d. Respond using appropriate eye contact and a smile 2.e. Introduce self, others in a socially appropriate manner 2.f. Engage in conversational turn taking 2.g. Accept a compliment with an appropriate reply 2.h. 2.i. 2.j. 2.k. 2.l. Use table utensils appropriately Use napkin as needed Request items in an appropriate manner Maintain upright posture at table Eat/chew with mouth closed
social skills resource books role playing posters, pictures books peer mediation anger management strategies videos field trips
C. Use socially acceptable table manners
Social Studies E.4.2. Explain the influence of factors such as family, neighborhood, personal interest, language, likes and dislikes, and accomplishments on individual identity and development
D. Identify needs/values in personal growth and in relating to others
Self Awareness 3.a. Increase perception of physical being 3.b. Increase emotional development 3.c. Increase value system 3.d. Explore how role in society may affect or influence ones life and the lives of others 3.e. Share personal insights and interests 3.f. Use I messages to relate thoughts or feelings regarding a person, object, and/or situation 3.g. Develop a list of descriptor words to express or describe feelings See Appendix G. for sequential skills in this area.
role playing field trips posters, pictures job shadowing videos
E. Express opinions, feelings, needs, likes/dislikes, abilities/ disabilities using verbal expression, signing, communication boards/books and/or assistive technology Social Studies B.4.9. Describe examples of cooperation and interdependence among individuals, groups, and nations F. Develop a behavior pattern consistent with values that are acceptable within school, home, and/or community
Peer Interaction 4.a. List ways to handle peer pressure 4.b. Name a peer who has a positive effect on ones behavior 4.c. Discuss qualities wanted in a friend 4.d. Explain how anothers qualities correspond to ones own values and define basic values 4.e. Apply ones value system to group situations See Appendix G. for sequential skills in this area.
role playing recess situation cards coping skills games turn taking games peer mediation field trips
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G. Understand that ones actions lead to positive or negative consequences
Social Studies E.4.6 Give examples of group and institutional influences such as laws, rules, and peer pressure on people, events, and culture
Coping/Self-control 5.a. Be aware of positive and negative feelings 5.b. Know that positive and negative feelings can be expressed 5.c. Manage feelings and behaviors in a manner that is acceptable within school, home, and/or community 5.d. Use appropriate outlets for dealing with self-control issues: ask for help raise hand make eye contact use body language 5.e. Explain ways to deal with criticism and/or praise See Appendix G. for sequential skills in this area.
role playing situation cards art activities music activities peer mediation field trips
Social Studies C.4.6 Locate, organize, and use relevant information to understand an issue in the classroom or school, while taking into account the viewpoints and interests of different groups and individuals
H. Make an appropriate choice among several options
Decision Making 6.a. Assess situation and recognize the need for options 6.b. Make choices that are acceptable within school, home, and/or community See Appendix G. for sequential skills in this area.
role playing problem solving peer mediation group discussions worksheets field trips
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VI. Communication
Wisconsin Content Standard for Language Arts: Students in Wisconsin will listen, understand, and speak clearly and effectively for diverse purposes. Rationale: The spoken word, essential to our individual and social development, remains a central means to communication. Whether in informal interactions or more formal settings, speakers are required to communicate clearly in a manner that benefits the occasion. Listening is the most used and least understood of all communication skills. We spend approximately 45 percent of all communication time and as much as 57 percent of school instruction time engaged in listening activities. The ability to listen and follow instructions is highly prized in the work place. The means to communicate are verbal, non-verbal, and/or alternative communication. Verbal communication involves verbal speech and language skills and language acquisition. Non-verbal communication involves gestures, functional signing, and sign language to demonstrate language skills and language acquisition. Alternative communication uses verbal, non-verbal and/or picture/symbols and assistive technology devices. A student will usually acquire speech/language skills in developmental stages. Performance Standard: Sample Alternate Sample Performance Tasks: Instructional Tools: Performance Indicators:
Language Arts C.4.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes: Identify and discuss criteria for effective oral presentations, including such factors as eye contact, projection, tone, volume, rate, and articulation Read aloud effectively from previously-read material Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized and sequenced detail Present autobiographical or fictional stories that recount events effectively to large and small audiences Participate in group reading, such as choral, echo, and shadow reading Employ principles of agreement related to number, gender, and case Capitalize proper nouns, titles, and initial words of sentences Use punctuation marks and conjunction, as appropriate, to separate sentences and connect independent clauses Use commas correctly to punctuate appositives and lists Spell frequently used words correctly Use word order and punctuation marks to distinguish statements, question, exclamations, and commands A. Make eye-contact and use visual tracking Visual Skills 1.a. Look at or in the direction of the speaker 1.b. Follow a directive by using visual tracking 1.c. Maintain appropriate distance between speaker and listener See Appendix H. for sequential skills in this area. bubbles, blow pipes clear tubing for visual tracking favorite objects worksheets role playing story telling
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Language Arts C.4.2 Listen to and comprehend oral communications: Follow basic directions Identify and summarize key points of a story or discussion Retell stories and reports of events in proper sequence Follow sequence in plot and character development, predict outcomes, and draw conclusions Recall the content of stories after hearing them, relate the content to prior knowledge, and answer various types of factual and interpretive questions about the stories Distinguish fact from fantasy and fact from opinion Understand increasingly complex sentence structures Understand a variety of word structures and forms such as affixes, roots, homonyms, antonyms, synonyms, and word analogies Language Arts C.4.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes: Identify and discuss criteria for effective oral presentations, including such factors as eye contact, projection, tone, volume, rate, and articulation Read aloud effectively from previously-read material Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized and sequenced detail Present autobiographical or fictional stories that recount events effectively to large and small audiences Participate in group reading, such as choral, echo, and shadow reading Employ principles of agreement related to number, gender, and case Capitalize proper nouns, titles, and initial words of sentences Use punctuation marks and conjunction, as appropriate, to separate sentences and connect independent clauses Use commas correctly to punctuate appositives and lists Spell frequently used words correctly Use word order and punctuation marks to distinguish Statements, question, exclamations, and commands

B. Receive sounds and speech in order to increase auditory skills, auditory memory, discrimination, and figure/ground discrimination skills
Auditory Skills 2.a. Locate and attend to sounds 2.b. Separate a given sound from other sounds and reproduce the sound in order to increase auditory discrimination 2.c. Listen to speaker while blocking out background noise 2.d. Recognize and adjust to various auditory difficulties 2.e. Remember the meaning of words See Appendix H. for sequential skills in this area.
musical instruments sound tapes and pictures musical chairs game bingo books on tape computer programs clapping patterns Simon Says game songs, finger plays mirroring miming
C. Use expressive communication behaviors effectively to relay a message
Gestures 3.a. Use hands, arms, head, etc. as means of expression 3.b. Imitate motor skills as precursor to imitating speech sounds 3.c. Use appropriate body or facial gestures to communicate a need, interest, or choice
role playing reaching to be picked up nodding yes or no pointing to a wanted object waving good-bye using a come here motion echoing songs finger plays nursery rhymes sign language
23

D. Use vocal expressions effectively to relay a message
Language Arts C.4.1 continued
Vocalizations 4.a. Imitate surrounding sounds 4.b. Imitate vocal sounds and words 4.c. Use meaningful speech 4.d. Use proper voice volume for each situation See Appendix H. for sequential skills in this area. Receptive Language Skills 5.a. Use visual and/or auditory stimuli to receive and understand a message 5.b. Explore various means of receiving signals, messages, information, etc. 5.c. Develop effective strategies in order to increase receptive skills See Appendix H. for sequential skills in this area.
role playing computer programs
Language Arts C.4.2 Listen to and comprehend oral communications: Follow basic directions Identify and summarize key points of a story or discussion Retell stories and reports of events in proper sequence Follow sequence in plot and character development, predict outcomes, and draw conclusions Recall the content of stories after hearing them, relate the content to prior knowledge, and answer various types of factual and interpretive questions about the stories Distinguish fact from fantasy and fact from opinion Understand increasingly complex sentence structures Understand a variety of word structures and forms such as affixes, roots, homonyms, antonyms, synonyms, and word analogies Language Arts C.4.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes: Identify and discuss criteria for effective oral presentations, including such factors as eye contact, projection, tone, volume, rate, and articulation Read aloud effectively from previously-read material Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized and sequenced detail Present autobiographical or fictional stories that recount events effectively to large and small audiences Participate in group reading, such as choral, echo, and shadow reading Employ principles of agreement related to number, gender, and case Capitalize proper nouns, titles, and initial words of sentences Use punctuation marks and conjunction, as appropriate, to separate sentences and connect independent clauses
E. Demonstrate communication behaviors to show that a message is received and understood
materials appropriate for given activity communication books or boards sequencing illustrations, cards stories role playing
F. Demonstrate communication behaviors to express needs, wants, feelings, information etc.
Expressive Language Skills 6.a. Explore various means of expressing signals, messages, information, etc. 6.b. Develop effective strategies in order to increase expressive skills See Appendix H. for sequential skills in this area.
role playing interviews daily life activities dialoging free time, peer play telephones computer programs tape recorded language samples of conversations, narratives posters, charts illustrating conversation reminders
24
Use commas correctly to punctuate appositives and lists Spell frequently used words correctly Use word order and punctuation marks to distinguish statements, question, exclamations, and commands G. Use and understand correct sentence construction in real life situations Syntax/Grammar 7.a. Use correct word order to increase communication skills 7.b. Use acceptable grammar to increase communication skills See Appendix H. for sequential skills in this area. writing journals sentence corrections worksheets, workbooks computer programs posters, charts with grammar rules illustrated
Language Arts D.4.1 Develop their vocabulary of words, phrases, and idioms as a means of improving communication: Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms and spell words correctly Use their knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words Identify common figures of speech and use them appropriately Language Arts C.4.3 Participate effectively in discussion: Volunteer relevant information, ask relevant questions, and answer questions directly Use appropriate eye contact and other nonverbal cues Use appropriate strategies to keep a discussion going Reflect on the ideas and opinions of others and respond thoughtfully Ask for clarification and explanation of unfamiliar words and ideas Summarize information conveyed through discussion Language Arts D.4.1 Develop their vocabulary of words, phrases, and idioms as a means of improving communication: Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms and spell words correctly Use their knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words Identify common figures of speech and use them appropriately Language Arts C.4.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes: Identify and discuss criteria for effective oral presentations, including such factors as eye contact, projection, tone, volume, rate, and articulation Read aloud effectively from previously-read material
H. Transfer speech skills into useful social conversations and interactions with others
Pragmatics/Social Speech 8.a. Participate in a small group discussion using an effective form of verbal and/or non-verbal communication 8.b. Give appropriate topical responses 8.c. Initiate conversation See Appendix H. for sequential skills in this area.
worksheets, workbooks question & answer sheets interviews social situations role playing tape recorder class discussion video camera
I. Use auditory and visual skills in order to increase language and vocabulary
Semantics 9.a. Match pictures to written, spoken or signed words 9.b. Use word banks and dictionaries to communicate basic wants/needs 9.c. Name item in ones environment See Appendix H. for sequential skills in this area.
labeling exercises role playing social situations computer software
J. Produce speech sounds correctly and clearly
Articulation 10.a. Produce isolated sounds 10.b. Produce initial sounds of word(s) 10.c. Produce middle sounds of word(s) 10.d. Produce ending sounds of word(s) See Appendix H. for sequential skills in this area.
role playing social situations board games modeling by peers & adults school, classroom plays listening to stories videos
25
Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized and sequenced detail Present autobiographical or fictional stories that recount events effectively to large and small audiences Participate in group reading, such as choral, echo, and shadow reading Employ principles of agreement related to number, gender, and case Capitalize proper nouns, titles, and initial words of sentences Use punctuation marks and conjunctions, as appropriate, to separate sentences and connect independent clauses Use commas correctly to punctuate appositives and lists Spell frequently used word correctly Use word order and punctuation marks to distinguish statements, questions, exclamations, and commands K. Use a combination of speech sounds with gestures/signs in order to be understood Total Communication 11.a. Communicate wants and needs with reduced/minimal frustration that may accompany expressive language delays 11.b. Develop individually suited signing vocabulary depending on ones specific needs 11.c. Use signs within ones fine motor capabilities 11.d. Use a sign while making the corresponding sound/word 11.e. Experiment with various communication devices to meet individual needs
mirrors tape recorder computer programs
assistive technology devices picture, symbols sign language books/ pictures computer programs
26

L. Operate assistive computer hardware and software
Language Arts E.4.1 Use computers to acquire, organize, analyze, and communicate information: Operate common computer hardware and software Use basic word-processing, graphics, and drawing programs Create, store, and retrieve electronic files Access information using electronic reference resources, such as library catalogs, encyclopedias, almanacs, and indexes Generate, send, and retrieve electronic messages
Computer/Assistive Technology 12.a. Use computer switches to activate cause/effect devices 12.b. Point to a symbol/word on a communication board/device to make needs or information known 12.c. Use touch screen, mouse, joystick, keypad, IntelliKeys etc to operate computer software
assistive technology devices computer programs
M. Use basic word processing, graphics, and drawing programs
13.a. Turn on and shut down computer properly 13.b. Locate letter, number, and function keys on keyboard 13.c. Locate and open documents and programs 13.d. Type name on computer 13.e. Write a story or letter on the computer 13.f. Print copies 13.g. Create graphics 13.h. Use a computer to create files and save data 13.i. Use a computer to retrieve data
assistive technology devices computer programs
N. Create, store, and retrieve files
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VII. Science
Wisconsin Content Standard for Science: Students in Wisconsin will understand that science is ongoing and inventive, and that scientific understandings have changed over time as new evidence is found. Students in Wisconsin will also investigate questions using scientific methods and tools, revise their personal understanding to accommodate knowledge, and communicate these understandings to others. Rationale: Students should experience science in a form that engages them in actively constructing ideas and explanations and enhances their opportunities to develop the skills needed for scientific inquiry. Such inquiry (problem solving) should include questioning; forming hypotheses; collecting and analyzing data; reaching conclusions and evaluating results; and communicating procedures and findings to others. Performance Standard: Sample Alternate Sample Performance Tasks: Instructional Tools: Performance Indicators:
Science H.4.3 Show how science has contributed to meeting personal needs, including hygiene, nutrition, exercise, safety, and health care or A. Demonstrate an understanding of how science influences daily life Life Science The human body 1.a. Identify basic parts of the body by pointing to and naming 1.b. Explain the functions of basic parts of the body 1.c. Explain maintenance of the body as related to health: eating a healthy diet seeing a doctor caring for vision needs caring for dental needs 1.d. Explain maintenance of the body as related to hygiene: maintaining personal cleanliness caring for clothes using bathroom hygiene The animal kingdom 2.a. Identify basic animals (naming) and characteristics of animals 2.b. Identify adaptations made by animals 2.c. Differentiate between animal and non-animal 2.d. Differentiate among types, families, and categories of animals 2.e. Discuss and compare types of food that various animals eat 2.f. Identify specific characteristics of each animal dolls, manipulatives body posters posters food pyramid exercise videos matching games field trips skeleton foods to label as healthy and non-healthy - menu planning - grocery games
Science F.4.3 Illustrate the different ways that organisms grow through life stages and survive to produce new members of their type
B. Demonstrate an understanding of animal life (e.g. similarities, differences, habitats) using common vocabulary of life science
animal cards posters manipulatives field trips animal videos animal bingo worksheets pets for classroom information about pet care diagrams
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C. Investigate how plants respond to internal cues, e.g., the need for water, and to external cues, e.g., changes in the environment
Science F.4.2 Investigate how organisms, especially plants respond to both internal cues (the need for water) and external cues (changes in the environment)
Plant Life 3.a. Identify basic parts of plants 3.b. Identify categories of plants 3.c. Explain the function of the parts of the plant 3.d. Identify the needs of various types of plants 3.e. Explain the importance of plants 3.f. Take part in activities demonstrating change/growth in plants 3.g. Respond to cause/effect questions about plants
- pictures of trees, plant common to the area where students live - various seeds to plant in containers - various containers for planting - experiments - videos - charts, posters - worksheets - hands-on manipulatives - field trips
Science E.4.5 Describe the weather commonly found in Wisconsin in terms of clouds, temperature, humidity, and forms of precipitation, and the changes that occur over time, including seasonal changes
D. Participate in activities involving various seasonal and weather conditions
Environmental Science Seasons 4.a. Label and explain characteristics of each of the four seasons 4.b. Demonstrate an understanding of the differences among seasons 4.c. Explain the cycle of the seasons 4.d. Interpret seasonal information in order to predict weather 4.e. Select and dress in clothing appropriate for seasons and daily weather 4.f. Interpret seasonal conditions in order to choose recreational activities Weather 5.a. Explain how weather changes with each of the seasons 5.b. Identify different types of weather and the clothing needed for varying weather conditions 5.c. Apply acquired weather knowledge to dress for weather conditions 5.d. Apply acquired weather knowledge to plan for activities 5.e. Be aware of dangerous weather conditions
season cycle chart weather, weekly calendars daily temperature graph worksheets role playing games e.g., What would you wear if.? - classroom weather person - field trips
E. Describe weather changes and how they influence daily living
weather charts weather channel weather pictures dress-up drills thermometer daily weather graph dress-up gear for weather weather forecasts from TV, radio, newspaper, computer - classroom weather person
29

F. Identify variations in land and water and how they are affected by peoples activities.
Activities:
Science E.4.3 Develop descriptions of the land and water masses of the earth and of Wisconsins rocks and minerals, using the common vocabulary of earth and space science
Land 6.a. Demonstrate comprehension of basic land features and land compositions 6.b. Explain various uses of land 6.c. Explain how land formations are created 6.d. Experiment with various types of soil for growing plants Water 7.a. Explain the importance of water in everyday life 7.b. Give examples of water conservation 7.c. Explain the water cycle and its importance to ones surroundings Pollution 8.a. Give examples of pollution 8.b. Identify sources of pollution 8.c. List ways to remedy polluted areas
land maps geological samples, i.e., salt, rock, etc. globes salt dough maps computer programs community experiences
water cycle chart water experiments water samples daily sampling and journal entries list of ways water is used in real life situations community clean-up recycling activities field trips videos books experiments
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Appendix A
Early Developmental Skills
A. Gross Motor 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 1. 2. 3. 4. 5. 6. Roll over Creep on hands and knees Hold head erect and steady while sitting Sit erect and unsupported for 5 minutes Sit with enough balance and support to free hands for activity Stand with no support Pull self to standing position while holding onto stationary object Stand up from a chair Walk with arms up and out from sides Make stepping movements when held in upright position Walk 3 or more steps without assistance Stand in upright position without support for 30 or more seconds Carry large object while walking 10 feet Stoop or squat to pick up object Creep/crawl up 4 steps without assistance Walk without support for 10 feet without falling Move from sitting to standing without support from object or person Walk up 4 stairs with support Run 10 feet without falling Walk up and down stairs without assistance (placing both feet on each step) Jump forward with both feet together Walk down stairs with alternating feet Walk with arms swinging front and back Walk sideways Walk well, seldom falling Walk backwards 3 steps Walk backwards a distance of 2 meters Walk on tiptoe 3 steps Walk forward heel-to-toe 3 steps Walk on tiptoe a distance of 2 meters Walk a straight line Walk a circular line 1 inch wide and 1 meter in diameter Walk forward heel-to-toe a distance of 2 meters Walk in scissors steps along a line 1 inch wide and a distance of 2 meters Walk backwards toe-to-heel 6 steps Walk backwards toe-to-heel a distance of 2 meters Go up and down stairs using alternating feet Run while stepping as high as he/she can with heels up and weight on toes Run with swinging arms or pumping elbows Run in place Run with knees as high as they can go Run on toes Run backwards
B. Running Skills
31
Early Developmental Skills Cont.

C. Climbing Skills 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 6. 7. 8. 1. 2. 3. 4. Creep up stairs Creep down stairs Climb onto low furniture Walk up stairs with one hand being held Walk down stairs with one hand being held Walk up stairs alone, holding rail Walk down stairs using alternating feet with one hand being held Climb ladder on low play equipment Walk up stairs, alternating feet, while holding rail Walk down stairs, alternating feet, while holding rail Walk up stairs, carrying objects in one hand, without holding rail Walk down stairs, carrying objects in one hand, without holding rail Walk up and down stairs, carrying objects in both hands Catch beanbags and other lightweight objects Use arms and body to catch and hold ball Use arms and body to catch bounced ball Use arms and chest to catch bounced ball Use arms and body to catch thrown ball Use both hands to catch a bounced ball Use hand and chest to catch thrown ball Use both hands to catch thrown ball Use both hands to throw ball underhand Use one hand to throw ball underhand Use one hand to throw ball overhand Use both hands to bounce ball to a partner Use both hands to bounce ball in place then catch it with both hands Take two or more coordinated steps and kick ball Toss beanbag and other lightweight objects Use both hands to catch bounced ball Use one hand to catch thrown ball Use both hands to roll ball Use one hand to roll ball Hop on dominant foot Attempt to hop on non-dominant foot Hop 1 or 2 hops on dominant foot Hop 1 or 2 hops on non-dominant foot Hop on dominant foot a distance of 1 meter Hop on non-dominant foot a distance of 1 meter Hop on dominant foot a distance of 2 meters Hop on non-dominant foot a distance of 2 meters Swing arms in opposition Shift body weight from side to side Skip on one foot Skip with alternating feet
D. Ball Skills (Playground Ball)
E. Ball Skills (Tennis Ball)
F. Hopping Skills
G. Skipping Skills
32
Early Developmental Skills Cont.

H. Kicking Skills 1. 2. 3. 4. 1. 2. 3. Kick playground ball without losing balance Walk up to and kick stationary playground ball Take 2 or more coordinated steps and kick playground ball Perform beginning drop kick Clap hands or tap feet while listening to rope-jumping rhythms Face a partner, hold hands, and jump along to rope-jumping rhythms Jump with both feet to rhythm of jumping a rope
I. Jump Rope Skills
33
Appendix B
Fine Motor Skills
A. Early Fine Motor Skills 1. 2. 3. 4. 5. 6. 7. 8. 9. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. Bat at an object Reach for an object Place an object in a container Pull, snap beads apart Pull clothespins off a container and put them back on Play with playdough Tear paper Turn pages in a book Hold a paintbrush and make strokes Hold and release an object Use finger paints Put objects into hole in a box Pinch Stack rings Demonstrate visual tracking Pick up small objects with pincher grasp Turn knobs String 1 inch beads Screw and unscrew 2 inch lids Fold paper String inch beads Put paper clips on paper Crease paper with fingers Fold paper diagonally, then crease Open lock with key Build structures with blocks Dial phone number Thread large needle Complete simple inset puzzle Complete inset puzzle 3-5, 6-10, 11-15, 16-20 pieces Complete puzzle (non-set) of 12 pieces or fewer, 12-25, 26-50 pieces Draw a person with 6-8 recognizable parts Draw a person with 9-12 recognizable parts
B. Fine Motor Skills
34
Appendix C
Listening
A. Listening 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Imitate simple actions demonstrated by teacher Respond to name Carry out simple command with physical prompt Make eye contact with speaker Identify objects Come when called Give requested object with physical prompt, without physical prompt Give a requested object from set of 2 objects Touch body parts with physical prompts Demonstrate understanding of simple directives Follow 2-step directives with prompts Follow directive of 2 or more steps with fading prompts
35
Appendix D
Telling Time
A. The use of digital time will be taught along with the face clock to compare the two methods. During the day the teacher will ask the student to give the time of day. This will determine if the student is able to generalize the skill and use it functionally in his/her life. 1. 2. 3. 4. 5. 6. 7. 8. Label the numerals around the clock Identify the hour hand and the minute hand Explain that the short hand points to the hour, long hand points to the minute Tell oclock time for each numeral Tell time by half-hour intervals Tell time by quarter-hour intervals Tell time by five minute intervals Tell time by one minute intervals
36
Appendix E
Reading Progression
A. Phonemic Awareness 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Identify that each consonant has its own sound Imitate the teacher as the consonant sounds are presented Name and identify the soft and hard sounds of the consonants Identify each of the 21 consonants by their sounds Identify vowels Imitate vowel sounds given by the teacher Name short sounds of vowels Name long sounds of vowels Identify diphthongs and digraphs Combine 1 vowel and 1 consonant to form a word Combine 3 letter sounds to blend into a word with teacher assistance Combine 4 letter sounds to blend into a word with teacher assistance Identify and give sounds of consonants blends (sh, ch, br, pl, & etc.) Identify vowel and consonant blends when they appear in words Correctly use blends in words Read 2 to 3 words in a row Read 4 to 5 words in a row Identify name Identify printed name among a group of names Identify written names of family or peers upon request Point to a requested color Match printed word with appropriate color and label it upon request Point to different functional signs in ones daily life Name functional community signs and name one purpose of the sign Demonstrate role playing and knowledge of functional signs Identify words of familiar objects as they are presented Match printed word with object Match printed word with object when presented among a group of words Identify grocery words Identify restaurant words Read for specific information (i.e., television guide, directions, etc.)
B. Sight-Based Progression
37
Appendix F
Writing Sequence
A. Pre-Writing 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Hold crayon, marker, thick pencil, etc. Scribble randomly Scribble spontaneously in horizontal direction Scribble spontaneously in vertical direction Scribble spontaneously in circular direction Imitate horizontal scribble Imitate vertical scribble Imitate circular scribble Imitate horizontal line Imitate vertical line Imitate circular line Copy a horizontal line Copy a vertical line Copy a circle Imitate a cross Copy a cross Imitate right/left diagonal Copy right/left diagonal Imitate a square Copy a square Imitate left/right diagonal Copy left/right diagonal Imitate an X Copy and X Imitate a triangle Copy a triangle Imitate a diamond Copy a diamond Trace his/her first name Trace his/her last name Trace upper case letters of the alphabet Trace lower case letters of the alphabet Trace numerals 0-9 Trace reading words Copy a word from a model Recognize the top and bottom lines on the paper Copy lower case letters of the alphabet Copy upper case letters of the alphabet Copy numerals 0-9 Copy words, given a model Write a sentence, given a model Print his/her name without models Write words and phrases without models Write numerals without models
B. Tracing
C. Copying
38
Writing Sequence Cont.

D. Cursive 1. 2. 3. 4. 5. 6. Trace lower case cursive letters Trace upper case cursive letters Copy letters of the alphabet in cursive form Transpose his/her name from printed to cursive form Transpose familiar words from printed to cursive form Write independently in cursive form
39
Appendix G
Basic Social Skill Sequence Chart
A. Personal Data 1. 2. 3. 4. 5. 6. 7. B. Eating Skills 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 1. 2. 3. 4. 5. 6. 7. Point to self when name is stated Locate self in mirror Recognize self in picture form State first name, full name, address, city, state, phone number, age, birthday, gender, parents names, siblings name, and school name Identify his/her Social Security card and State ID card Explain uses of Social Security card and State ID card Use assistive technology device/communication board to give personal data Swallow strained food Use tongue to move food in mouth Use lips to close mouth tightly Feed crackers to self Drink from cup with assistance Hold cup with both hands to drink with assistance Lift empty cup to mouth in imitation Feed self finger food Lift cup from table to drink Return cup to table after drinking Begin using spoon/other utensils to feed self Hold cup with both hands with no assistance Chew and swallow semi-soft food Chew and swallow solid food Lift spoon from plate to mouth with some spilling Scoop food with spoon Suck from straw Ask for food with words, gestures Hold glass with one hand Chew food with rotary motion Control the turn of spoon Hold fork in fist Feed self without assistance Hold spoon in fingers Use napkin Use knife for spreading Use knife for cutting Hold fork with fingers Pour from 1 or 2 quart pitcher Prepare dry cereal Prepare a sandwich Learn to state personal data Share information about oneself Make positive statements about self and others Develop an understanding of self concepts Establish a positive self concept Recognize that self concept influences behaviors and decisions Realize that self concept is influenced by the changing demands of family, friends, and society
C. Self Awareness
40
Basic Social Skill Sequence Chart Cont.

D. Expression of Feeling 1. 2. 3. 4. 5. 6. E. Peer Interaction 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. 6. 7. 8. Acknowledge/label feelings in self and in others Express negative feelings appropriately for age and situation Express positive feelings appropriately for age and situation List positive and negative feelings and describe situations in which these feelings occur Recognize that feelings can change either rapidly or over time Express personal feelings about a given topic or situation Take turns Share toys with peers Play simple cooperative, competitive games by the rules Show concern, compassion for peers Understand others point of view Play complex competitive games by the rules Give and receive affection in an appropriate manner and for appropriate age Suggest a compromise to solve a problem Demonstrate cooperative group behavior Be aware that belonging to a group helps develop ones self-esteem Be able to discuss how and why values may differ among people Develop an understanding of how values influence behavior Demonstrate non-aggressive, non-disruptive behavior Limit non-compliant behavior Utilize non-structured time appropriately Take responsibility for own actions and not blame others Realize that some situations are more stressful and place greater demands on coping skills Develop impulse control to replace physical and verbal aggression Plan and organize activities List responsibilities toward others and the effect of not fulfilling those responsibilities Demonstrate care, respect for environment List realistic long-term, short-term goals Describe behavior necessary to achieve goals Demonstrate understanding of criminal law and consequences for disobedience Understand the reasons for the use and misuse of drugs, alcohol Develop an awareness of sexual identity and understand that feelings and sexuality affect relationships.
F. Coping/Self-Control
G. Decision Making
41
Appendix H
Communication Skills
A. Visual Skills: The student will increase vocabulary more readily when he/she can look at the object to which the speaker refers. As visual tracking increases, the student will be able to look at an object as directed. B. Auditory Skills 1. 2. Make eye contact with speaker Follow an object using visual tracking
1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. 6. 7. 1. 2. 3. 4. 5. 6. 7.
Turn toward, look for, and locate the source of a sound Associate sound with source Discriminate between disruptive sounds and sounds needed for learning Listen to important sounds in his/her environment Respond to his/her name from various locations Make mouth/muscle movements and coordinate breathing necessary for speech Make individual sounds Make approximations of words Imitate correct pronunciation of sounds, words Use a word to represent a real object or person Use sounds/words in order to get attention and/or response Make eye contact Follow directions/instructions Respond to questions Develop sequencing skills Develop classifying skills Increase attending skills Make eye contact Initiate questions Express needs State personal data Use social amenities Use appropriate syntax Use a telephone appropriately Use plurals Use past tense verb forms Use pronouns Use conjunctions Demonstrate sentence construction Demonstrate verbal expression Demonstrate written expression
C. Vocalizations
D. Receptive Language Skills
E. Expressive Language Skills
F. Syntax/Grammar
42
Communication Skills Cont.

G. Pragmatics/Social Speech 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 1. 2. 3. 4. Express needs and wants Respond to simple yes/no questions Call at least one person by name Ask for food at table Vocalize toilet needs Respond to questions involving choices Say Thank you and Please Deliver simple messages Respond to and make verbal greetings Say Excuse me to interrupt someone Participate in a conversation in a turn-taking manner Answer a telephone and notify the person requested Deliver a two part message Answer a telephone and relay message to person requested Demonstrate understanding of verbal directions Point to pictures as requested Name pictures as requested Label a picture as directed
H. Semantics
I. Articulation: progresses from isolated sounds to the initial sounds of word(s), to the middle part of word(s), to the end of word(s).
1. 2. 3. 4. 5. 6. 7.
Articulate initial part of a word Articulate middle part of a word Articulate end part of a word Articulate initial part of a phrase Articulate middle part of a phrase Articulate end part of a phrase Recite a sentence using sounds, blends, and phrases
43
References Baker, B., & Brightman, A. (1994). Steps to independence: A skills training guide for parents and teachers of children with special needs. Baltimore, MD: Paul H. Brookes Publishing Company. Barton, J., Lanza, J., & Wilson, C. (1983). SCOR: Sequential communication objectives for remediation. Moline, IL: LinguiSystems. Brigance, A. (1978). Inventory of early development. Woburn, MA: Curriculum Associates. Brigance, A. (1985). Readiness: strategies and practices. North Billerica, MA: Curriculum Associates. Brown County Childrens Disabilities Education Board. (1994). Math checklist. Green Bay, WI: Author. Frost, L., & Bondy, A. (1994). Picture exchange communication system (PECS). Newark, DE: Pyramid Educational Consultants, Incorporated. Goldman, R., & Lynch, M. (1986). High hat: From sounds to symbols. Circle Pines, MN: America Guidance Service Klein, M. (1990). Pre-writing skills (Rev.ed). Tucson, AZ: Communication Skill Builders, Incorporated. Kuder, S. (1997). Teaching students with language and communication disabilities. Boston, MA: Allyn and Bacon. Kumin, L. (1994). Communication skills in children with down syndrome. Rockville, MD: Woodbine House. McGinnis, E., & Goldstein, A. (1984). Skill streaming: A guide for teaching pro-social skills. Champaign, IL: Research Press Company. Newborg, J., Stock, J., & Wnek, L. (1984). Batelle developmental inventory. Itasca, IL: Riverside Publishing Company.
44
Oelwein, P. (1995). Teaching reading to children with down syndrome: A guide for parents and teachers. Bethesda, MD: Woodbine House. Thompson, B. (1994). Basic life functions instructional program model. Madison, WI: State of Wisconsin Department of Public Instruction. Touch Math. (1991). Colorado Springs, CO: Innovative Learning Concepts, Incorporated.
45
Resource and Materials Companies/Publishers 1. AIMS Multimedia Chatsworth, CA 91311 www.AIMS-Multimedia.com 2. Addison-Wesley Publishing Company 2725 Sand Hill Road Menlo Park, CA 94025 650-854-0300 www.awl.com 3. Allyn & Bacon 160 Gould Street, Suite 3 Needham Heights, MA 02494 781-455-1250 vig.abacon.com 4. American Guidance Service 4201 Woodland Road Circle Pines, MN 55014-1796 800-328-2560 agsmail@agsnet.com www.agsnet.com 5. Attainment Company Inc. P.O. Box 930160 Verona, WI 53593-0160 800-327-4269 www.AttainmentCompany.com
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6. Paul H. Brookes Publishing Company P.O. Box 10624 Baltimore, MD 21285 800-638-3775 www.brookespublishing.com 7. Brown County Children with Disabilities Education Board 755 Scheuring Road DePere, WI 54115 920-336-5754 sybleh@aol.com 8. Center for Applied Research in Education U.S. Highway N West #9 Englewood Cliffs, NJ 07632 201-592-2481 9. Center for Innovation in Education 1510A Dell Avenue Campbell, CA 95008 800-395-6088, ext. 290 enrollment@center.edu www.center.edu 10. Center for Science in Public Interest 1875 Connecticut Avenue, N.W., Suite 300 Washington, DC 20009 202-332-9110 cspi@cspinet.org www.cspinet.org
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11. Claris Corporation/Apple Corporation Cupertino, CA 95014 www.apple.com 12. Communication Skills Builders/Therapy Skill Builders 3830 East Bellevue P.O. Box 42050 Tucson, AZ 85733 520-323-7500 customercare@harcourt.com www.psychcorp.com/catg 13. Continental Press 520 East Bainbridge Street Elizabethtown, PA 17022 800-233-0759 14. CEC Publications Council for Exceptional Children 888-CEC-SPED www.cec.sped.org/ab-menu.htm 15. Creative Communicating P.O. Box 3358 Park City, UT 84060 801-645-7737 16. Creative Teaching Press, Incorporated 10701 Holder Street Cypress, CA 90630 714-827-9514 we.listen@creativeteaching.com
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17. Creative Wonders San Matco, CA 94403 18. Curriculum Associates 153 Rangeway Road North Billerico, MA 01862-2021 800-225-0248 cainfo@curriculumassociates.com www.curriculumassociates.com 19. DK Interactive Learning 95 Madison Avenue New York, NY 10016 800-DKM-M575 www.dk.com 20. DLTs Printable Crafts for Kids www.dltk-kids.com 21. Davidson and Associates Inc. P.O. Box 2961 Torrance, CA 90509 22. Don Johnston, Incorporated Volo, IL 60073 800-999-4660 www.donjohnston.com 23. EBSCO Curriculum Materials P.O. Box 1943 Birmingham, AL 35201 800-653-2726 www.epnet.com/indez.html 49
24. Edmark Corporation P.O. Box 97021 Redmond, WA 98073-9721 800-362-2890 www.edmark.com 25. Educators Publishing Service, Incorporated 31 Smith Place Cambridge, MA 02138 800-225-5750 www.epsbooks.com 26. Exley Giftbooks 232 Madison Avenue, Suite 1206 New York, NY 10016 212-545-8434 800-423-9593 www.toydirectory.com/exleygiftbooks/index.htm 27. Franklin Electronic Publishers, Incorporated 1 Franklin Plaza Burlington, NJ 08016 800-266-5626 www.franklin.com 28. Gallaudet University Press 800 Florida Avenue, N.E. Washington, DC 20002 202-651-5488 www.gupress.gallaudet.edu
50
29. GAMCO Educational Software St. Louis, MO 63105 www.gamco.com 30. Good Apple Incorporated P.O. Box 299 Carthage, IL 62321-0299 31. Innovative Learning Concepts, Incorporated 6760 Corporate Drive Colorado Springs, CO 80919-199 888-868-2462 www.touchmath.com 32. IntelliTools, Incorporated 1720 Corporate Circle Petaluma, CA 94954 tech@intellitools.com www.intellitools.com 33. Interactive Learning New York, NY 10016 34. Laureate Learning Systems, Incorporated 110 East Spring Street Winooski, VT 05404 802-655-4755 (customer service) 800-562-6801 (technical support) www.LLSys.com
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35. Learning Company 6493 Kaiser Drive Fremont, CA 94555 617-761-3000 www.learningco.com 36. LinguiSystems, Incorporated 3100 4th Avenue Moline, IL 61244-9700 linguisys@aol.com www.linguisystems.com 37. Living Books San Francisco, CA 94111 www.livingbooks.com 38. McGraw-Hill 11 West 19th Street New York, NY 10011 212-337-5006 randi@mcgraw-hill.com 39. Mayer-Johnson Company P.O. Box 1579 Solana Beach, CA 92075-1579 800-588-4548 mayerj@mayer-johnson.com 40. Neuhaus Education Center 4433 Bissonnet Street Bellaire, TX 77401-3233 713-664-4676 www.e-cats.com 52
41. NEW Dimensions 61 Mattatuck Heights Waterbury, CT 06705 800-227-9120 42. Newbridge Communications Incorporated Education Plaza P.O. Box 938 Hicksville, NY 11802 43. News-4-You P.O. Box 550 Huron, OH 44839 800-697-4575 djclark@sprintmail.com www.news-4-you.com
44. Orange Cherry New Media Pound Ridge, NY 10576 800-672-6002 45. Pro-Ed 8700 Shoal Creek Boulevard Austin, TX 78757 800-897-3202 www.proedinc.com 46. Pyramid Educational Consultants (PECS) 226 West Park Place, Suite 1 Newark, DE 19711 888-732-7462 www.pecs.com 53
47. Reading Connections 926 Willard Drive, Suite 148 Green Bay, WI 54304 920-494-1736 48. Research Press Company 2612 North Mattis Avenue Champaign, IL 61820 217-352-3273 www.researchpress.com 49. Riverside Publishing Company 8420 Bryn Mawr Avenue Chicago, IL 60631 800-767-8378 www.riverpub.com 50. SKF Books 20641 46th Avenue Langley, B.C. Canada V3A 3H8 51. Scholastic. Incorporated Early Childhood Division 730 Broadway New York, NY 10003 www.scholastic.com
54
52. Slater Software Incorporated 3351 Badger Lane Guffey, CO 80820 719-479-2255 www.slatersoftware.com 53. Soft Touch Software 4182 Pinewood Lake Drive Bakersfield, CA 93309 805-396-8676 54. Sportime International Atlanta, GA 30340 customer.service@sportime.com www.sportime.com/pe-talk 55. State of Wisconsin Department of Public Instruction P.O. Box 7841 Madison, WI 53707-7841 608-266-3390 www.dpi.state.wi.us 56. Teaching and Learning Company 1204 Buchanan Street P.O. Box 10 Carthage, IL 62321 800-852-1234 www.teachinglearning.com
55
57. Therapy Skill Builders, Incorporated 3830 East Bellevue P.O. Box 42050 Tucson, AZ 85733 520-323-7500 customercare@harcourt.com www.psychcorp.com/catg 58. Wisconsin Assistive Technology Initiative 357 North Main Street Amherst, WI 54406 800-991-5576 www.wati.org 59. Woodbine House 6510 Bells Mill Road Bethesda, MD 20817 800-843-7323 www.woodbinehouse.com Pre-Requisite Concepts 1. Alphabet Express [Computer Software] (2000) School Zone Publishing Company Grand Haven, MI 49417
2. Baker, Bruce L. & Brightman, A. (1994). Steps to independence: A skill training guide for parents and teachers of children with special needs. Baltimore, MD: Paul H. Brookes Publishing Company. 3. Brigance, A. (1978). Inventory of early development. Woburn, MA: Curriculum Associates. 4. Brigance, A. (1985). Readiness: Strategies and practices. North Billerica, MA: Curriculum Associates. 56
5. Brodin-Lennon, D., & Rinehart, C. (1999). Song to communicate. Solana Beach, CA: Mayer-Johnson Company. 6. Clark, J. (1999). New-4-you. Huron, OH: News-4-you. 7. Coulee Region Infant Development Center 8. Frost, L. & Bondy, A. (1994). Picture exchange communication system (PECS). Newark, DE: Pyramid Educational Consultants, Incorporated. 9. Gilroy, P. (1989). Discovery in motion. Tucson, AZ: Communication Skill Builders.
10. Jordano, K. & Callella, T. (1998). Phonemic awareness songs & rhymes. Cypress, CA: Creative Teaching Press, Incorporated. 11. Jumpstart Preschool [Computer Software] (1999) Knowledge Adventure, Incorporated Torrance, CA 90504 12. Kid Pix [Computer Software] (1991) Broderbund Software Novoto, CA 94948 13. Klein, M. (1990). Pre-writing skills: Skill starters for motor development (rev.ed.). Tucson, AZ: Therapy Skill Builders. 14. Kleinsinger, S. (1991). Learning through play: SCIENCE, a practical guide for teaching young children. New York, NY: Scholastic, Incorporated. 15. Mayer-Johnson. (1991). The picture communication symbols. Solana Beach, CA: Mayer-Johnson Company. 16. Mayer-Johnson. (1994). Boardmaker [Computer Software]. Solana Beach, CA: Mayer-Johnson Company. 17. Newborg, J., Stock, J., & Wnek, L. (1984). Battelle Developmental Inventory. Itasca, IL: Riverside Publishing Company.
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18. Oelwein, P. (1995). Teaching reading to children with down syndrome: A guide for parents and teachers. Bethesda, MD: Woodbine House. 19. Reader Rabbit Thinking Adventures [Computer Software] (1999) The Learning Compangy www.learningco.com 20. Schneider, J. & Cecil, J. (1989). Progressive Individualized Exercises (PIE). Tucson, AZ: Therapy Skill Builders. 21. Schneider, J. & Passanisi, J. (1993). Exercises for Agility, Balance, Coordination, and Strength. Tucson, AZ: Therapy Skill Builders. 22. Thompson, B. (1994). Basic life functions instructional program model. Madison, WI: State of Wisconsin Department of Public Instruction. 23. Waite-Stupiansky, S. & Stupiansky, N. (1992). Learning through play: Math, a practical guide for teaching young children. New York, NY: Scholastic, Incorporated. 24. Witt, B., & Klein, M. (1990). PREPARE: An interdisciplinary approach to perceptual-motor readiness. Tucson, AZ: Communication Skill Builders. Mathematics 1. Best Math Program ever [Computer Software] (1997) Simon and Schuster Interactive New York, NY Bloomer, A., & Carlson, P. (1993). Activity math. Menlo-Park, CA: Addison-Wesley Publishing Company. Brown County Childrens Disabilities Education Board. (1994). Math checklist. DePere, WI: Syble Hopp School. Early math big books. (1998). New York, NY: Newbridge Educational Publishing.
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5. Edmark. (1987). Time telling. Redmond, WA: Edmark Corportation. 6. Edmark. (1997). Touch money. Redmond, WA Edmark Corporation. 7. First Money (version 2.0.1) [Computer Software] Attainment Company, Incorporated 800-327-4269 8. Garland, C. (1990). Math their way. Saratoga, CA: Center for Innovation in Educaiton. 9. Goodwin, M., & Pollen, G. (1974). Creative food experiences for children. Washington, DC: Center for Science in Public Interest. 10. Hooge, S., & Goodwon, J. (1987). The problem solver 2. Sunnyvale, CA: Creative Publication. 11. I Love Money [Computer Software] DK Interactive Learning New York, NY 10016 www.dk.com 12. Johnson, A. (1997). Math exercises for nonreaders. Solana, CA: Mayer-Johnson Co. 13. Johnson, V. (1994). Hands-on-math.-math. Cypress, CA: Creative Teaching Press. 14. Jordan, N., & Montani, T. (1996). Mathematics difficulties in young children: Cognitive and developmental perspectives. Advances in Learning and Behavioral Disabilites, 10A, 101-134. 15. Lieberthan, E. (1979). The complete book of fingermath. New York, Ny: McGraw-Hill. 16. Math Blaster [Computer Software] (1993) Davidson and Associates, Incorporated Torrance, CA 90509
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17. Math Rabbit [Computer Software] (1991) The Learning Company Fremont, CA 94555 18. Mayer-Johnson. (1991). The picture communication symbols. Solana Beach, CA: Mayer-Johnson Company. 19. Mayer-Johnson. (1994). Boardmaker [Computer Software]. Solana Beach, CA: Mayer-Johnson Company. 20. Measurement [Computer Software] (1998) GAMCO Educational Software St. Louis, MO 63105 www.gamco.com 21. Millies Math House [Computer Software] (1992) Edmark Corporation Redmond, WA 98073 22. Number Maze [Computer Software] (1991) Great Wave Software Company 23. Outnumbered [Computer Software] (1991) The Learning Company Fremont, CA 94555 24. Proff, J. (1985). Take time. Tigard, OR: C.C. Publications Incorporated. 25. Tompson, B. (1994). Basic life functions instructional program model. Madison, WI: State of Wisconsin Department of Public Instruction. 26. Touch math. (1991). Colorado Springs, CO: Innovative Learning Concept, Incorporated.
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Reading 1. 2. 3. 4. 5. 6. Adams, M., Foorman, B., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in young children. Baltimore, MD: Paul H. Brookes Publishing Company. Bowers, M. (1999). Synthesizing phonics. Green Bay, WI: Reading Connections. Brodin-Lennon, D., & Rinehart, C. (1999). Song to communicate. Solana Beach, CA: Mayer-Johnson Company. Clark, J. (1999). News-4-you. Huron OH: News-4-You. Capriola, A., & Swensen, R. (1996). A bright beginning. Elizabethtown, PA: Continental Press, Incorporated. DAmelio, D., Possler, K., Sumski, J., & Ulrich, S. (1994). Reading for Comprehension. Elizabethtown, PA: The Continental Press, Incorporated.
7. Doran, S. (1997). Independent reading and writing activities. North Billerica, MA: Curriculum Associates. 8. Edmark reading program. (1992). Redmond, WA: Edmark Corporation. 9. Frost, L. & Bondy, A. (1994). Picture exchange communication system (PECS). Newark, DE: Pyramid Educational Consultants Incorporated. 10. Goldman, R. & Lynch, M. (1986). High hat: From sounds to symbols. Circle Pines, MN: American Guidance Service. 11. Henry, M., & Redding, N. (1996). Patterns for success in reading and spelling: A multisensory approach to teaching phonics and word analysis. Austin, TX: Pro-Ed. 12. Kelly, J., & Friend, T. (2000). Hands-on Reading. Solana Beach, CA: Mayer-Johnson Company.
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13. Kid Phonics [Computer Software] (1994) Davidson and Associates, Incorporated Torrance, CA 90509 14. King-DeBaun, P. (1994). Storytime Holiday Fun! Park City, UT: Creative Communicating. 15. Living Books San Franciso, CA 94111 www.livingbooks.com 16. Mayer-Johnson. (1994). Boardmaker [Computer Software]. Solana Beach, CA: Mayer-Johnson Company. 17. McAlpine, S., & Joers, J. (1996). Reading for content: Social studies. Elizabethtown, PA: Continental Press. 18. Oelwein, P. (1995). Teaching reading to children with down syndrome: A guide for parents and teachers. Bethesda, MD: Woodbine House. 19. Reading Blaster [Company Software] (1997) Davidson and Associates, Incorporated Torrance, CA 90504 www.education.com 20. Sesame Street Letters [Computer Software] (1995) Creative Wonders San Mateo, CA 94403 21. Simon Sounds It Out [Computer Software] (1996) Don Johnston, Incorporated Wauconda, IL 60073
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22. Slingerland, B., & Aho, M. (1994-1996). A Multi-sensory approach to language arts for specific language disability children (Rev.ed., Vol. 1-3). Cambridge, MA: Educators Publishing Service. 23. Thompson, B. (1994). Basic life functions instructional program model. Madison, WI: State of Wisconsin Department of Public Instruction. 24. Weimann, E., & Freidman, R. (1990). Alpha time. Elmsford, NY: New Dimensions Education, Incorporated. Writing 1. 2. Becht L. (1985). The sensible pencil: A handwriting program. Birmingham, AL: EBSCO Curriculum Materials. Claris Works for Kids [Computer Software] (1997) Claris Corporation/Apple Corporation Cupertino, CA 95014 CoWriter [Computer Software] Don Johnston, Incorporated 800-999-4660 www.donjohnston.com Discover [Computer Software] (1996) Don Johnston, Incorporated 800-999-4660 www.donjohnston.com
3.
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5. Gillinghanm, A. & Stillman, B. (1997). The Gillingham manual: Remedial training for children with specific disability in reading, spelling, and penmanship (8th ed.). Cambridge, MA: Educators Publishing Service. 6. King, D. (1986). Keyboarding skills. Cambridge, MA: Educators Publishing Service. 7. King, D. (1987). Cursive writing skills. Cambridge, MA: Educators Publishing Service. 63
8. WriteOutLoud [Computer Software] (1995) Don Johnston, Incorporated 800-999-4660 www.donjohnston.com Science 1.Amazing Animals [Computer Software] (1997) DK Interactive Learning New York, NY 10016 2.Daitz, M. (1993). Crafty ideas from science. New York, NY: Exley Giftbooks. 3.Eagan, R. (1994). Kid Concoctions. Carthage, IL: Teaching and Learning Company. 4.Ecosystems: Nature in Balance [Computer Software] (1997) AIMS Multimedia Chatsworth, CA 91311 5.Goodwin, M. & Pollen, G. (1974). Creative food experiences for children. Washington, DC: Center for Science in Public Interest. 6.Kleinsinger, S. (1991). Learning through play: SCIENCE, a practical guide for teaching young children. New York, NY: Scholastic, Incorporated. 7.Learning About Animals [Computer Software] (1997) Orange Cherry New Media Pound Ridge, NY 8.Magic School Bus [Computer Software] (1995) Microsoft Company 9.Mayer-Johnson. (1991). The picture communication symbols. Solana Beach, CA: Mayer-Johnson Company. 64
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Mayer-Johnson. (1994). Boardmaker [Computer Software]. Solana Beach, CA: Mayer-Johnson Company.
11. Nature 2.0 [Computer Software] (1997) Interactive Learning New York, NY 10016 12. Thompson, B. (1994). Basic life functions instructional program model. Madison, WI: State of Wisconsin Department of Public Instruction. 13. White, N. (1993). Macmillan Early Science Activities. Hicksville, NY: Newbridge Communications, Incorporated. Social Skills 1. Boardmaker [Computer Software] (1994) Mayer-Johnson Company Solana Beach, CA 92075 2. Breighner, K., & Rohe, D. (1991). I am amazing: A program promoting health, safety, and self esteem. Circle Pines, MN: American Guidance Service. 3. Brolin, D. (1992). Competency units for personal-social skills. Arlington, VA: Council for Exceptional Children. 4. Dinkmeyer, D. (1970). Developing understanding of self and others. Circle Pines, MN: American Guidance Service. 5. Frost, L. & Bondy, A. (1994). Picture exchange communication system (PECS). Newark, DE: Pyramid Educational Consultants, Incorporated. 6. Johnson, A. (1996). More social skills stories: Very personal picture stories for readers and nonreaders k-12. Solana Johnson Company. Beach, CA: Mayer-
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8. McGinnis, E. & Goldstein, A. (1984). Skill streaming: A guide for teaching pro-social skills. Champaign, IL: Research Press Company. 9. Mannix, D. (1995). Life skills activities for secondary students with special needs. West Nyack, NY: The Center for Applied Research in Education. 10. Mayer-Johnson. (1991). The picture communication symbols. Solana Beach, CA: Mayer-Johnson Company. 11. Pincus, D. (1990). Feeling good about yourself. Carthage, IL: Good Apple, Incorporated. 12. Thompson, B. (1994). Basic life functions instructional program model. Madison, WI: State of Wisconsin Department of Public Instruction. Communication 1. Barton, J., Lanza, J, & Wilson, C. (1983). SCOR: Sequential Communication Objectives for remediation. Moline, IL: LinguiSystems. 2. Bornstein, H., Saulnier, K., & Hamilton, L. (1983). The comprehensive signed English dictionary. Washington, DC: Gallaudet Universtiy Press. 3. Brodin-Lennon, D., & Rinehart, C. (1999). Song to communicate. Solana Beach, CA: Mayer-Johnson Company. 4. Clark, J. (1999). News-4-you. Huron OH: News-4-You. 5. First Verbs [Computer Software] (1997) Laureate Learning Systems, Incorporated Winooski, VT 05404 6. First Words [Computer Software] (1997) Laureate Learning Systems, Incorporated Winooski, VT 05404 66
7. Freeman, S., & Dake, L. (1997). Teach me language. Langley, British Columbia, Canada: SIC Books. 8. Frost, L. & Bondy, A. (1994). Picture exchange communication system (PECS). Newark, DE: Pyramid Educational Consultants, Incorporated. 9. Johnson, A. (1996). More social skills stories: very personal picture stories for readers and nonreaders k-12. Solana Beach, CA: Mayer-Johnson Company.
10. Johnson, A., & Susnik, J. (1997). Social skills stories: functional picture stories for readers and nonreaders k-12. Solana Beach, CA: Mayer-Johnson Company. 11. Kuder, S. (1997). Teaching students with language and communication disabilities. Boston, MA: Allyn and Bacon. 12. Kumin, L. (1994). Communication skills in children with down syndrome. Rockville, MD: Woodbine House. 13. Mayer-Johnson. (1991). The picture communication symbols. Solana Beach, CA: Mayer-Johnson Company. 14. Mayer-Johnson. (1994) Boardmaker [Computer Software]. Solana Beach, CA: Mayer-Johnson Company. 15. Picture It [Computer Software] (1999) Slater Software, Incorporated Guffy, CO 80820 16. Speaking Dynamically [Computer Software] (1995) Mayer-Johnson Company Solana Beach, CA 92075 17. Teach Me to Talk [Computer Software] Soft Touch Software Bakersfield, CA 93309 18. Thompson, B. (1994). Basic life functions instructional program model. Madison, WI: State of Wisconsin Department of Public Instruction. 67
19. Wisconsin Assistive Technology Initiative. (1998). Assessing students needs for assistive technology: A resource manual for school district teams. Amherst, WI: Author. 20. Witt, B. (1992). TOTAL: Teacher organized training for acquisition of language (rev.ed.). Tucson, AZ: Communication Skill Builders.
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Functional Curriculum

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Functional Curriculum

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The illustrator imagined a classroom setting - a teacher presenting to children.

TABLE OF CONTENTS FOR FUNCTIONAL ACADEMICS Subcomponent

TABLE OF CONTENTS FOR FUNCTIONAL ACADEMICS CONT. Page #

B. Use receptive/expressive language C. Recognize similarities and differences

D. Demonstrate visual and/or auditory discrimination

E. Use receptive/expressive language F. Recognize similarities and differences

Sample Alternate Performance Indicators:

Sample Performance Tasks:

H. Demonstrate understanding of terms same and different

I. Recognize patterns J. Use receptive/expressive language

4.e. Give letter sound 4.f. Produce blended sounds

Sample Alternate Performance Indicators:

Sample Performance Tasks:

R. Increase fine motor skills to perform functional activities

S. Demonstrate auditory discrimination

T. Use receptive/expressive language

U. Retain/recall information that is meaningful/familiar

Sample Performance Tasks:

B. Count by 1s, 2s, 5s, 10s, and/or 100s

Sample Alternate Performance Indicators:

Sample Performance Tasks:

E. Integrate addition into real life

F. Integrate subtraction into real life

Sample Alternate Performance Indicators:

Sample Performance Tasks:

Math B.4.5 continued

H. Integrate division into real life

I. Use money appropriately in real life situations

Sample Alternate Performance Indicators:

Sample Performance Tasks:

Sample Alternate Performance Indicators:

Sample Performance Tasks:

L. Use numerals in ordinal positions

Sample Alternate Performance Indicators:

Sample Performance Tasks:

B. Interpret details of literature

C. Demonstrate phonemic awareness

Sample Alternate Performance Indicators:

Sample Performance Tasks:

Language Arts A.4.1 continued

E. Read and demonstrate comprehension of words, symbols, and pictures

word cards books signing computer programs

Sample Alternate Performance Indicators:

Sample Performance Tasks:

worksheets, workbook computer, word processing sentence charts overhead projector/transparencies

worksheets, workbook computer, word processing sentence charts overhead projector/transparencies

Sample Alternate Performance Indicators:

Sample Performance Tasks:

C. Use socially acceptable table manners

D. Identify needs/values in personal growth and in relating to others

role playing field trips posters, pictures job shadowing videos

Sample Alternate Performance Indicators:

Sample Performance Tasks:

H. Make an appropriate choice among several options

Sample Alternate Performance Indicators:

Sample Performance Tasks:

C. Use expressive communication behaviors effectively to relay a message

Sample Alternate Performance Indicators:

Sample Performance Tasks:

Language Arts C.4.1 continued

role playing computer programs

E. Demonstrate communication behaviors to show that a message is received and understood