Systematically Backward Mapping ELA Skills

Systematically Backward Mapping ELA Skills

All resources needed found at this link:

http://www.curriculumconnection4sped.com/ela-standards-info.html

Step 1:

·  Using ELA Standards with Intro and Glossary

o  http://www.isbe.net

o  Right Menu Bar-CC Math and ELA-New Standards with Intro and Glossary-ELA-pg. 43

·  ID the grade level standard

o  CC.6.RL.1- Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (p. 36)

*this goes into IEP plus in the little box where the standard is referenced

Step 2:

·  Remaining in the same Strand, backward map the skill until you find your student’s point of entry, using

the data you’ve provided in the present levels of academic achievement and functional performance. (In

this example, it’s backward mapped from Gr 6 to K.) (grades 3-5 begin on pg. 12)

·  CC.K.RL.1-With prompting and support, ask and answer questions related to key details in a text.

Example

Standard cited outside the goal:

·  CC.K.RL.1-With prompting and support, ask and answer questions related to key details in a text.

Goal (referencing CC.1.RL.1)

·  By x/2013, Student B will maintain topic to ask and answer questions, related to key details in the text, given text at his instructional level, color coded prompts and visual organizers, with an accuracy rate of 8/10.

Benchmark 1

·  By x/2013, Student B will maintain topic to ask and answer questions, related to key details in the text, given text at his instructional level, color coded prompts and visual organizers, with an accuracy rate of 2/10.

Benchmark 2

·  By x/2013, Student B will maintain topic to ask and answer questions, related to key details in the text, given text at his instructional level, color coded prompts and visual organizers, with an accuracy rate of 4/10.

Benchmark 3

·  By x/2013, Student B will maintain topic to ask and answer questions, related to key details in the text, given text at his instructional level, color coded prompts and visual organizers, with an accuracy rate of 6/10.

Lcw/dst/2013

Tools for Systematically Backward Mapping Math Skills

*all links at curriculumconnection4sped.com in the links for ELA and Math (click on “standards info”)

Tool 1: Using Illustrative Math

http://www.illustrativemathematics.org/standards/k8

or http://tinyurl.com/aztvxfk

Gain a sense for what the grade level standard is referencing

·  Click K-8 Standards

·  Click on “Expressions and Equations”

·  Click on Grade 6, there are 3 bullets under the Gr 6 heading

·  Clicking on each of the 3 bullets will reveal all of the standards

·  Select 1-Write and evaluate numerical expressions involving whole-number exponents, click “see illustrations.

·  Click on any “see illustrations” for links to samples/examples

·  Use your data to determine if your student is at this level, if not go to step 2

Tool 2: Using the Clickable map to ID the streams where the strands tie together (In this case, we’ll move from Gr 6 The Number System through the stream to Gr 5 Number and Operations in Base Ten)

http://commoncoretools.me/2011/11/18/visual-map-of-the-content-standards/

or http://tinyurl.com/cnzmsy7

·  Handout with Streams

·  Backward map through the streams (beginning in Gr 6 Expressions and Equations and backward mapping through Operations and Algebraic Thinking)

·  Click on red boxes for summary info related to each domain

·  Can go all the way back to domain 1 (counting and cardinality) if none of the streams take concepts back to an entry point appropriate for the student.

Tool 3: Utilize the K-8 Standards by Domain (Using Operations in Base Ten for this example)

http://commoncoretools.me/tools/

or http://tinyurl.com/cqog4sy

·  Link for “K-8 Standards by Domain”

·  Click on Expressions and Equations

·  Begin at Gr 6 and backward map into Grade 5-Operations and Algebraic Expressions, until you find your student’s entry point into the standard -having used your data (present levels of academic achievement and functional performance)

·  Could land in Gr. K standard 1. We’re going to take our student down to understanding the concept of addition with manipulatives/representation at the kindergarten level

·  If you still haven’t identified the entry point, move to the counting and cardinality strand (kindergarten)

·  B/c the domain piece is a little more general than the CCSS, reference that domain piece in the ccss for more exact wording, if needed)

Lcw.dst.2013

Systematically Backward Mapping Math Skills

All resources found at this link:

http://www.curriculumconnection4sped.com/math-standards-info.html

Step 1

·  Using Math Standards with Intro and Glossary

·  http://www.isbe.net

·  Right Menu Bar-CC Math and ELA-New Standards with Intro and Glossary-Math-pg. 43

·  ID the grade level standard

·  CC.6.EE.1 -Write and evaluate numerical expressions involving whole-number exponents.

*This goes into IEP plus in the little box where the standard is referenced

Step 2

·  Begin movement in the same Domain, backward map the skill until you need to move lower than 6th grade. To move outside of the Domain, follow the stream back (using the clickable map), until you find the next Domain. Continue to backward map in this next Domain, until you arrive at your student’s point of entry, given the data you’ve provided in the present levels of academic achievement and functional performance.

o  (In this example, it’s backward mapped from Gr 6 (Expressions and Equations) to Gr. K (Operations and Algebraic Expressions). (K.OA in ISBE doc is on pg. 11)

o  CC.K.OA.1-Represent addition and subtraction with objects, fingers, mental images, drawings,

sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations

Example

Standard referenced outside goal

·  (Use the streams in the clickable map to determine/jump Domains and then http://commoncoretools.me/tools/ Click Operations and Algebraic Thinking in the K-8 Standards by Domain to move grade levels)

·  CC.K.OA.1-Represent addition and subtraction with objects, fingers, mental images, drawings,

sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Goal:

By x/2013, student A will represent addition and subtraction with objects, fingers, mental images, drawings,

sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations, given 5 problems, backward chaining, visual support and independent of adult cueing in 4 of 5 trials.

Benchmark 1

By x/2013, student A will represent addition and subtraction with objects, fingers, mental images, drawings,

sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equation, given 5 problems, backward chaining, visual support and independent of adult cueing in 3 of 5 trials.

Benchmark 2

By x/2013, student A will represent addition and subtraction with objects, fingers, mental images, drawings,

sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations, given 5 problems, backward chaining, visual support and independent of adult cueing in 2 of 5 trials.

Benchmark 3

By x/2013, student A will represent addition and subtraction with objects, fingers, mental images, drawings,

sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations, given 5 problems, backward chaining, visual support and independent of adult cueing in 1 of 5 trials.

Lcw/dst/2013