1. Tying Tasks to Frameworks Each Student Learning Expectation (SLE) must be proven in the work sample you provide. Don’t forget!

2. A Word of Suggestion MY way is not the ONLY way! Frameworks and SUGGESTIONS - TO FOLLOW!

3. The Student Learning Expectation is directly related to the framework (Standards). Standard 3-Media Literacy- Students shall demonstrate knowledge and understanding of media as a mode of communication. 1:6 SLE - OV.3.7.3-Design presentations that incorporate media visuals The student will access the shapes web site, using the icon on the desktop. The student will look at the picture of the house, and design a duplicate using the shapes in the program. The student demonstrated proficiency in media literacy as a mode of communication when he independently and accurately accessed the web site and placed shapes to form a picture of a house. 1:10 SLE - OV.3.7.3-Design presentations that incorporate media visuals The student will access the shapes web site, using the icon on the desktop. The student will look at the picture of the train engine, and design a duplicate using the shapes in the program. The student demonstrated proficiency in media literacy as a mode of communication when he independently and accurately accessed the web site and placed shapes to form a picture of a train engine. See the pictures on the next 2 slides!

4. Pictures showing 1:6 SLE Media Task 1. OV.3.7.3The student begins the task by accessing www.mathcats.com to create a house in the web site program. 2. The student is pointing to the first square he has placed on the screen. 3. The student has now placed four squares on the screen. 4. The student has now placed tiny windows and a door into the completed house.

5. Pictures showing 1:10 SLE Media Task 4. The student has placed a 2 nd ‘wheel. 5. The student continues the task of making the engine. 6. The student has completed the task! 1. OV.3.7.3The student is ready to begin the task 2. The student is pointing to the link to the web site. 3. The student has placed a ‘wheel’ shape onto the screen.

6. 1:6 Task- ORAL VISUAL-3 rd GRADE 1:6 Standard 8-Geometric Properties G.8.3.2- Identify regular polygons with at least 4 sides What the student WILL do: The student will match shapes to real-world signs, by placing the shape which matches, onto the correct sign. What the student DID do: The student demonstrated proficiency in geometric properties by identifying regular polygons with at least four sides when he/she independently and accurately placed the colored pattern blocks on the appropriate same-shaped signs.

7. G.8.3.2 The student is beginning the task. 2. The student has placed a shape on the poster. 3. The student is completing the rectangle shape. 4. The student is pointing to the shape 5. The student is picking up the octagon shape. 6. The student is pointing to the shape he placed. he created.

8. 7. The student is picking up the triangle shape. 8. The student is pointing to the shape he placed. 9. The student is picking up a square shape 10. The student is placing the square on the 11. The student is choosing another square. 12. The student is pointing at the rectangle he poster. created.

9. ORAL VISUAL-3 rd GRADE 1:6 Standard 8-Geometric Properties G.8.3.2- Identify regular polygons with at least 4 sides What student WILL do: The student will accurately and independently access the desktop link for: ( http://www.crickweb.co.uk/assets/resources/flash.php?&file=quad), http://www.crickweb.co.uk/assets/resources/flash.php?&file=quad sort the shapes into four groups, and print the page. What the student DID do: The student demonstrated proficiency in identifying geometric properties by identifying regular polygons when he/she opened the web link, sorted the shapes into four groups, and then printed the screen.

10. Name: ____________ Date:_____________ Drag and drop each shape into its correct position in the diagram. Print the page. Regular polygons QUADRILATERALS Not regular polygons QUADRILATERALS NOT QUADRILATERALS

11. ORAL VISUAL-3 RD GRADE 1:10 or 1:15 low task Standard 3-Media Literacy OV.3.3.1- Gather and use information from various types of media. What student WILL do: The student will accurately and independently access Microsoft PowerPoint, create a slide, download his photo into a slide, and print the slide. What the student DID do: The student demonstrated proficiency in designing presentations that incorporate media visuals when he opened Microsoft PowerPoint, created a slide, and downloaded his photo into the slide, and then printed the slide.

12. If taking pictures take them as follows: 1. Start Power Point, 2. Click ‘insert’, 3. Locate picture, 4. Insert photo and resize. 5. Print slide Name: _________________________ Date: __________________________

13. For a more difficult task in the same SLE, Increase the expectations. ORAL VISUAL-3 RD GRADE 1:10 or 1:15 low task Standard 3-Media Literacy OV.3.3.1- Gather and use information from various types of media. What student WILL do: THE STUDENT WILL CREATE A SLIDE IN POWER POINT, INSERT ONE PICTURE, ONE CLIP ART AND LABEL THEM. FOR EXAMPLE, ‘ JOHN DOE’, AND ‘SCHOOL’ What the student DID do: THE STUDENT ACCURATELY AND INDEPENDENTLY CREATED A SLIDE IN POWER POINT, INSERTED A PICTURE AND ONE CLIP ART, AND LABELED THE PICTURE AND CLIP ART. school John Doe

14. red one seat Bed tailgate 4 wheels windshield headlights blue more seats trunk decals numbers READING 1:15 Task-7 th Grade-lowest task of three Standard 9 Comprehension-Students shall apply a variety of strategies to read and comprehend printed material. R.9.7.15 SLE: Organize information, including simple outlining. Will Do: The student will write the correct words from the word bank into each category of the Venn diagram, demonstrating their ability to determine how the red truck and the blue car are the same and different. DID DO: The student demonstrated proficiency in organizing information when reading and comprehending material when he/she wrote the word which described the blue truck and the red car into the correct places in the Venn diagram. WORD BANK 4 WHEELS BLUE DECALS ONE SEAT HEADLIGHTS NUMBERS RED WINDSHIELD MORE SEATS BED TRUNK NUMBERS

15. 1:6 Task or 1:10 Lowest Task 10 th Grade Science Standard 2 Students shall demonstrate an understanding of the structure and function of cells. MC.2.B.6 Compare and contrast the functions of autotrophs and heterotrophs. Student WILL DO: The student will paste the correct pictures into the columns for producers and consumers. For example, grass will be pasted under producers. PRODUCER (autotrophs) CONSUMER (heterotrophs)

16. YESNOITEM rock grass baby shoe 1:6 TASK OR 1:10 Lowest TASK 10th Grade Science Content Standard 1:Students shall demonstrate an understanding of the role of chemistry in life processes. SLE - MC.1.B.3-Investigate the properties and importance of water and its significance for life in cohesion. WILL DO: The student will mark yes or no for each picture of things which may or may not require water to exist. For example, ‘no,’ for a rock and, ‘yes’ for a child. DID DO: The student demonstrated proficiency in investigating the properties and importance of water and its significance for life in cohesion, when he/she marked the correct answer for each item whether it required water to exist.

17. WEBSITES FOR PORTFOLIO TASKS http://www.bbc.co.uk/schools/ks2bitesize/science/ http://trainland.tripod.com/pecs.htm http://www.frsd.k12.nj.us/autistic/ http://www.abaresources.com/free3.htm http://www.buildingblox.net/taskideasandfreebies.html http://www.widgit.com/resources/pdf_menu.htm http://www.symbolworld.org/ http://www.speakingofspeech.com/Life_Skills_Materials.html http://www.speakingofspeech.com/Cooking_Materials.html http://www.speakingofspeech.com/Materials_Exchange.html http://www.mes-english.com/map.php http://www.eslflashcards.com/ http://home.centurytel.net/mrs_browns_classroom/pages/daily_living_skills.htm http://home.centurytel.net/mrs_browns_classroom/downloads/M&Mproject.pdf http://www.cindysautisticsupport.com/boardmakerfiles.html http://www.grocerypecs.com/ http://classroom.jc-schools.net/sci-units/matter.htm http://www.bbc.co.uk/skillswise/words/grammar/texttypes/instructions/ http://www.allenschool.org/mathresources.htm http://www.easyworksheet.com/games.shtml http://www.bbc.co.uk/schools/ks2bitesize/maths/ http://www.mathwire.com/ http://www.bbc.co.uk/schools/ks2bitesize/science/ http://trainland.tripod.com/pecs.htm http://www.frsd.k12.nj.us/autistic/ http://www.abaresources.com/free3.htm http://www.buildingblox.net/taskideasandfreebies.html http://www.widgit.com/resources/pdf_menu.htm http://www.symbolworld.org/ http://www.speakingofspeech.com/Life_Skills_Materials.html http://www.speakingofspeech.com/Cooking_Materials.html http://www.speakingofspeech.com/Materials_Exchange.html http://www.mes-english.com/map.php http://www.eslflashcards.com/ http://home.centurytel.net/mrs_browns_classroom/pages/daily_living_skills.htm http://home.centurytel.net/mrs_browns_classroom/downloads/M&Mproject.pdf http://www.cindysautisticsupport.com/boardmakerfiles.html http://www.grocerypecs.com/ http://classroom.jc-schools.net/sci-units/matter.htm http://www.bbc.co.uk/skillswise/words/grammar/texttypes/instructions/ http://www.allenschool.org/mathresources.htm http://www.easyworksheet.com/games.shtml http://www.bbc.co.uk/schools/ks2bitesize/maths/ http://www.mathwire.com/

18. THE END GOOD LUCK WITH THAT!