Linda Rosenthal's Tutorial by 0FGe9ais

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									                                                                           Linda Rosenthal
                                                              Catalina Magnet High School
                                                                   Special Education 9 - 12
                                                     Moderate and Mildly Retarded Students
                                                                Multiply Disabled Students


Project Title: Mrs. Rosenthal’s web site

Objectives: State Standards and/or Professional Responsibilities Addressed
Student Objectives.
Programs will address standards from the I.E.P. goals and objectives as listed.

           Demonstrate knowledge of the relationship between concrete experiences or objects
R-FS1
           with progressively abstract symbols
               Matching objects, pictures, symbols, words

R-FS3      Comprehend the meaning of simple survival words/pictures
              Recognize and derive meaning from words and environmental print

R-FS4      Retell stories/directions in sequence using gestures, words or pictures
               ID main character, events, sequences of events

R-FS5      Decode simple words
               Recognize name

1M-FS1     Develop an understanding of number meanings and relationships
           Demonstrate one-to-one correspondence between elements in collection (sets) e.g. 9
1M-FS2
           blocks is as many as 9 ducks)
                Match equal sets up to 10; complete partial sets up to 10 using a model;
                  distribute or indicate distribution of items into equal sets (e.g. 1 milk carton for
                  each student)

1M-FS3     Use manipulatives to count, order, and group
               Count up to 10 objects; count our requested number of items with or without an
                 example up to 10; match number of objects to number symbol; locate using
                 ordinal numbers (first, last, etc.)

2CH-FS1 Assess health and emergency resources (cognitive)
            Communicate name, address, phone number for emergencies; seek help form
               others if injured or sick


W-F1 Use writing process

        W-F1   -   PO1   Generate topics: prewriting activ.
        W-F1   -   PO2   Identify audience
        W-F1   -   PO3   Write first draft
        W-F1   -   PO4   Revise draft
        W-F1   -   PO5   Edit revised draft using resources
      W-F1 - PO6 Proofread revised draft
      W-F1 - PO7 Present final copy

W-F2 Use correct conventions

      W-F2   -   PO1   Spell words correctly
      W-F2   -   PO2   Punctuate sentence endings
      W-F2   -   PO3   Capitalize sentence beginnings
      W-F2   -   PO4   Use standard grammar/word usage
      W-F2   -   PO5   Write legibly




      M1-F1 Represent/use equivalent forms

                 M1-F1   - PO1 Make model: up to 100
                 M1-F1   - PO2 Identify whole number: name/symbol up to
                 100
                 M1-F1   - PO4 Make model of fraction
                 M1-F1   - PO5 Identify fraction represented by model
                 M1-F1   - PO6 Identify model of fraction

      M1-F2 Relate concepts to whole numbers

                 M1-F2   -   PO1   Read up to 100
                 M1-F2   -   PO2   Write up to 100
                 M1-F2   -   PO3   Order up to 100
                 M1-F2   -   PO4   Create model: place value up to 100
                 M1-F2   -   PO5   Write expanded notation
                 M1-F2   -   PO6   Read correct place value up to 100
                 M1-F2   -   PO7   Count coins up to $.50

      M1-F3 Understand addition/subtraction/multiplication/division

                 M1-F3 - PO1 Demonstrate addition w/models
                 M1-F3 - PO2 Demonstrate subtraction w/models
                 M1-F3 - PO5 Demonstrate 1,2-digit addition/subtraction
                 w/models
                 M1-F3 - PO6 Select addition/subtraction to solve word
                 problems
                 M1-F3 - PO7 Solve word problems with
                 addition/subtraction
                 M1-F3 - PO8 Apply math. Operations

GEOMETRY

      M4-F1 Relate geometric concepts

                 M4-F1   -   PO1   Identify: square/rectangle/triangle/circle
                 M4-F1   -   PO2   Draw: square/rectangle/triangle/circle
                 M4-F1   -   PO3   Identify: sphere/cube/cone
                 M4-F1   -   PO4   Compare attributes of square/triangle

MEASUREMENT/DISCRETE MATH

      M5-F1 Demonstrate measurable attributes
                  M5-F1 - PO1 Determine measurable attributes
                  M5-F1 - PO2 Identify type of measure

       M5-F2 Explain measurement concepts

                  M5-F2 - PO1 Select unit of measure
                  M5-F2 - PO2 Select appropriate tool
                  M5-F2 - PO3 Measure: using non-standard units
                  M5-F2 - PO4 Measure: using standard units
                  M5-F2 - PO5 Tell time to nearest hour
                  M5-F2 - PO6 Determine days/weeks using calendar
                  M5-F2 - PO7 Compare units of measure: more/less
                  relationships
                  M5-F2 - PO8 Compare units of measure: equivalent
                  relationships

R-F1 Decode using phonetic skills

       R-F1 - PO1 Decode in context: beginning/middle/final letter/sound

R-F2 Comprehend using: phon. skills/context clues/pict. clues/word order/pref./suff.

       R-F2 - PO1 Derive meaning using: reading/decoding strat.

R-F3 Use comp. strat.: draw. concl./summ./predict/cause-effect/differ. fict.-nonfict.

       R-F3   -   PO1   Make inferences
       R-F3   -   PO2   Restate info.
       R-F3   -   PO3   Predict events using prior knowl.
       R-F3   -   PO4   Connect outcomes to actions
       R-F3   -   PO5   Differ. fiction/nonfiction

R-F4 Identify: facts/main idea/sequence/differ. charact./author's purpose

       R-F4 - PO1 Identify main idea
       R-F4 - PO2 Sequence events
       R-F4 - PO3 Identify sim./differ. of characters

R-F6 Read/comprehend consumer info.

       R-F6   -   PO1   Explain specific signs
       R-F6   -   PO2   Restate info.
       R-F6   -   PO3   Compare two ads for content
       R-F6   -   PO4   Fill out forms

R-F7 Follow list of directions

       R-F7 - PO1 Follow written directions
       R-F7 - PO2 Restate written directions

R-F8 Recognize historical/cultural perspectives

       R-F8 - PO1 Experience sim./diff. from diff. cultures
       R-F8 - PO2 Compare real-life exp. to diff. cultural events
       R-F8 - PO3 Recognize words from diff. cultures
       M1-F2 Relate concepts to whole numbers

               M1-F2   -   PO1   Read up to 1000
               M1-F2   -   PO2   Write up to 1000
               M1-F2   -   PO3   Order up to 1000
               M1-F2   -   PO4   Create model: place value up to 1000
               M1-F2   -   PO5   Write expanded notation
               M1-F2   -   PO6   Read correct place value up to 1000
               M1-F2   -   PO7   Count money up to $5.00

MEASUREMENT/DISCRETE MATH

       M5-F1 Demonstrate measurable attributes

               M5-F1 - PO1 Determine measurable attributes
               M5-F1 - PO2 Identify type of measure

       M5-F2 Explain measurement concepts

               M5-F2 - PO1 Select unit of measure
               M5-F2 - PO2 Select appropriate tool
               M5-F2 - PO3 Measure: using non-standard units
               M5-F2 - PO4 Measure: using standard units
               M5-F2 - PO5 Tell time to nearest minute
               M5-F2 - PO6 Determine days/months/years using
               calendar
               M5-F2 - PO7 Compare units of measure: more/less
               relationships
               M5-F2 - PO8 Compare units of measure: equivalent
               relationships
               M5-F2 - PO9 Read thermometer: Celsius/Fahrenheit




Abstract: Students and parents will be able to communicate with the teacher. Students
will be able to access programs to enhance their academic and life skills. Parents will be
able to access websites that will inform them of current studies and /or programs that can
assist them with raising their special needs students.

Outcome: Student progress will increase, as they will be able to access programs
specific to their academic skills while exposing them to life skills that will make them
responsible citizens in their community. Parents will also be able to access programs that
will improve student success.

Evaluation: Using a counter on the websites and rubrics based on I.E.P. goals and
objectives will enable the teacher to determine the effectiveness of the websites.

Resources:

Curriculum plan:      Progress on student I.E.P. goals and objectives will be reviewed to
determine success of website.

Curriculum calendar: Based on I.E.P. goals and objectives for each child.
Website: http://edweb.tusd.k12.az.us/lrosenthal
Other Resources:
Business Tech Rubric
Employment Training Rubric
Reading Rubric

								
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