1. T EACHING TO THE C OMMON C ORE S TATE S TANDARDS (CCSS) Tips, Modification, and Teaching Strategies from Rhode Island

2. M ANY T HANKS Thank you to all the Rhode Island teachers who have shared creative and effective ways to teach students with unique sensory and learning needs.

3. A GENDA Finding & Unpacking the CCSS An integrated science investigation that embeds CCSSs CCSSs that apply Tips for teaching Ideas for modifying content and materials Clarification of standards languages Technology to support learning

4. F INDING AND U NPACKING THE C OMMON C ORE S TATE S TANDARDS

5. F INDING THE CCSS http://www.corestandards.org/the-standards Mathematics English Language Arts

6. F INDING THE CCSS https://itunes.apple.com/us/app/common-core- standards/id439424555?mt=8

7. U NPACKING E NGLISH L ANGUAGE A RTS CCSS ELA STRANDS READING WRITING SPEAKING AND LISTENING LANGUAGE

8. G ENERAL I NFORMATION : CCSS IN READING CCSS establish a “staircase” of increasing complexity of reading skills. GOAL: all students are ready for the demands of college ‐ and career ‐ level reading no later than the end of high school Teachers, school districts and states need to decide on appropriate curriculum: CCSS do not offer a reading “list” http://www.corestandards.org/assets/KeyPointsELA.pdf

9. G ENERAL I NFORMATION : CCSS WRITING CCSS focus on the ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence Written analysis and presentation of findings http://www.corestandards.org/assets/KeyPointsELA.pdf

10. G ENERAL I NFORMATION : CCSS SPEAKING AND LISTENING Require that students gain, evaluate, and present increasingly complex information, ideas, and evidence Focus on informal discussion in one ‐ on ‐ one, small ‐ group, and whole ‐ class settings http://www.corestandards.org/assets/KeyPointsELA.pdf

11. G ENERAL I NFORMATION : CCSS LANGUAGE expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. help prepare students for real life experience at college and in 21st century careers. vocabulary and conventions extend across reading, writing, speaking, and listening.

12. G ENERAL I NFORMATION : CCSS MEDIA AND TECHNOLOGY Skills related to media use are integrated throughout the standards.

13. U NPACKING THE CCSS

15. CCSS.ELA-L ITERACY.SL.K.4CCSS.ELA-L ITERACY.SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. What we know from this CCSS? CONTENT AREA: Grade: STRAND of ELA: Standard: English Language Arts Kindergarten Speaking and Listening #4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

16. M ATHEMATICS

17. U NPACKING M ATHEMATICS S TANDARDS

18. D OMAINS OF M ATHEMATICS : K INDERGARTEN

19. D OMAINS OF M ATHEMATICS : G RADE 7

20. D OMAINS OF M ATHEMATICS : H IGH S CHOOL : S TATISTICS AND P ROBABILITY

21. I NTEGRATED S CIENCE U NIT Identifying the Physical Properties of Matter

22. L ESSON T EMPLATE -B LANK http://nationaldb.org/literacy

23. I NTEGRATED S CIENCE U NIT

24. I NTEGRATED S CIENCE U NIT ELA S TANDARDS A DDRESSED

25. I NTEGRATED S CIENCE U NIT S CIENCE /M ATH S TANDARDS A DDRESSED

26. I NTEGRATED S CIENCE U NIT T HE I NVESTIGATION Observe/Question Read/Discuss key vocabulary/concepts of the investigation Develop a research question or hypothesis Plan Identify the information/data to be measured Gather materials/tools needed Conduct Implement the investigation. Gather, organize, record data and summarize results Analyze Use data to answer the research question Compare and discuss results

27. I NTEGRATED S CIENCE U NIT : O BSERVE /Q UESTION Steps Read a book about physical properties Focus on key vocabulary: size, shape, texture, color, weight. Standards: ELA: S/L 1- Participate in collaborative conversation about kindergarten topics and texts. 4- Describe familiar people, places, and things

28. Use augmentative communication supports to enhance conversation during the text Objects Signs Written Symbols Textures Consider backgrounds, colors, and complexity when selecting symbols for students with CVI Ideas for Modifications

29. http://www.ric.edu/sherlockcenter/dsi/lessons/phybook1.pdf

30. Introduce objects as the book is read

31. Introduce symbols during reading. Make books interactive. HARD

32. Modify presentation of information consistent with visual needs HARD

33. ROUGH

34. D EVELOPING A R ESEARCH Q UESTION What objects are ________ ? HARD

35. D EVELOPING A R ESEARCH Q UESTION A UGMENTED S YMBOLS What objects are ________ ?

36. I NTEGRATED S CIENCE U NIT P LAN Steps Gather familiar items to investigate physical properties and describe them by label (SL 4) Select the physical properties they will use and the tools to test the properties Help develop the graph, data collection table

37. I NTEGRATED S CIENCE U NIT P LAN Steps Gather familiar items to investigate physical properties and describe (SL 4) Teacher: You picked something to test! What is that? Tell me about it. Student: describes the rock in their mode of communication If an augmentative communication device is used, key vocabulary can be introduced THROUGHOUT THE UNIT such as “rough”, “smooth”, “rock”, “tissue” to match the investigation.

38. I NTEGRATED S CIENCE U NIT T HE I NVESTIGATION PLAN: Gathering items-counting 135 2 4 CCSS.Math.Content.K.CC.B.4aCCSS.Math.Content.K.CC.B.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

39. I NTEGRATED S CIENCE U NIT T HE I NVESTIGATION PLAN: Gathering items-counting CCSS.Math.Content.K.CC.B.4aCCSS.Math.Content.K.CC.B.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. A Step-By-Step Augmentative Communication Device- successive messages. Student hits the device each time an object is placed in the counting bin First Hit“one” Second Hit“two” Third Hit “three Fourth Hit“four” Etc…

40. I NTEGRATED S CIENCE U NIT T HE I NVESTIGATION PLAN – Identifying Tools HARD

41. I NTEGRATED S CIENCE U NIT T HE I NVESTIGATION PLAN – Identifying Tools

42. T HE S CIENCE I NVESTIGATION PLAN – Identifying Tools Needed for the Investigation

43. I NTEGRATED S CIENCE U NIT CONDUCT Steps Using science tools, describe the physical properties of the 4 items (ELA SL#4) Record results by classifying objects into given categories (MATH: KMD3) using a chart or a graph

44. CCSS.ELA-L ITERACY.SL.K.4CCSS.ELA-L ITERACY.SL.K.4 (Speaking and Listening) Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Allow the child to explore materials, bringing in the target symbols/vocabulary as part of science and in other unstructured experiences In unstructured activities, allow the child to direct conversations about their topic (follow their agenda, not yours) Tips for Conversation with Deaf-Blind Partners

45. I NTEGRATED S CIENCE U NIT Steps: CONDUCT- measuring weight HEAVY LIGHT

46. I NTEGRATED S CIENCE U NIT Steps: CONDUCT- recording data CCSSs: ELA S/L K.4- Describe familiar things MATH:KMD3- classify objects into given categories

47. I NTEGRATED S CIENCE U NIT Steps: CONDUCT- recording data

48. I NTEGRATED S CIENCE U NIT C ONDUCT Steps-Investigating object size: Small/Large SMALL LARGE CCSSs: ELA S/L K.4- Describe familiar things MATH:KMD3- classify objects into given categories

49. I NTEGRATED S CIENCE U NIT C ONDUCT Steps- Investigating object size: Small/Large

50. I NTEGRATED S CIENCE U NIT C ONDUCT Steps- Investigating object size: Small/Large If it fits in the box, it’s SMALL. If it doesn’t fit in the box, it’s LARGE. CCSSs: ELA S/L K.4- Describe familiar things MATH:KMD3- classify objects into given categories

51. CCSS. M ATHEMATICS - M EASUREMENT AND D ATA CCSS. M ATHEMATICS - M EASUREMENT AND D ATA 2MD-10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. I NTEGRATED S CIENCE U NIT C ONDUCT Steps: Graphing data

52. What is a bar graph? A bar graph displays data visually. Data is displayed either horizontally or vertically and allows viewers to compare items displayed. A typical bar graph will have a label, axis, scales and keys http://math.about.com/od/glossaryofterms/g/What-Is-A-Bar-Graph.htm Understanding the CCSS terms

53. What is a picture graph? A picture graph is a graph where each individual piece of data is represented by a picture of the data. If you are making a picture graph of the number of roses sold during a flower sale by week, each rose sold would be represented by one picture of a rose. http://answers.askkids.com/Math/What_is_a_Picture_Graph Understanding the CCSS terms Roses Sold in February Week 1 Week 2 Week 3

54. What is a put-together, take-apart, and compare problems? Put together = addition Take apart = subtraction Compare = http://answers.askkids.com/Math/What_is_a_Picture_Graph Understanding the CCSS terms Roses Sold in February Week 1 Week 2 Week 3

55. Increase the size and contrast of pictures Modifying a picture graph to meet the needs of students Roses Sold in February Week 1 Week 2 Week 3

56. Roses Sold in February Week 1 Week 2 Week 3 Choose picture colors consistent with a student’s visual abilities Modifying a picture graph

57. Roses Sold in February Week 1 Week 2 Week 3 Use actual objects on the picture graph Modifying a picture graph

58. Roses Sold in February Week 1 Week 2 Week 3 Add high contrast cell borders Modifying a picture graph

59. A shoe organizer transforms into…

60. 60 A tactile graph

61. 61 A tactile graph

62. I NTEGRATED S CIENCE U NIT A NALYZING Use data to answer the research question Compare and discuss results

63. I NTEGRATED S CIENCE U NIT A NALYZING CCSSs: CCSS.Math.Content.K.MD.B.3CCSS.Math.Content.K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 1 Physical Properties of MatterHow Many? 2 2

64. I NTEGRATED S CIENCE U NIT A NALYZING Steps- Using data to answer the research question

65. I NTEGRATED S CIENCE U NIT A NALYZING Steps- Using data to answer the research question

66. I NTEGRATED S CIENCE U NIT A NALYZING : C OMPARE AND DISCUSS RESULTS CCSSs: CCSS.Math.Content.K.MD.A.2CCSS.Math.Content.K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. 2 2