browder more language arts math and science.pdf

More Language Arts, Math, and Science for Students with Severe Disabilities

edited by Diane Browder, Ph.D. and Fred Spooner, Ph.D.
University of North Carolina at Charlotte
Baltimore • London • Sydney

Contents

About the Reproducible Materials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
About the Editors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
About the Contributors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
Foreword Martin Agran. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xix
Preface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxiii
Acknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xxv

I Greater Access to General Curriculum

  1. More Content, More Learning, More Inclusion Diane M. Browder and Fred Spooner. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
  2. Embedded Instruction in Inclusive Settings John McDonnell, J. Mathew Jameson, Timothy Riesen, and Shamby Polychronis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
  3. Common Core State Standards Primer for Special Educators Shawnee Y. Wakeman and Angel Lee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

II Teaching Common Core Language Arts

  1. Passage Comprehension and Read-Alouds Leah Wood, Diane M. Browder, and Maryann Mraz. . . . . . . . . . . . . . . . . . . . 63
  2. Reading for Students Who Are Nonverbal Lynn Ahlgrim-Delzell, Pamela J. Mims, and Jean Vintinner. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
  3. Comprehensive Beginning Reading Jill Allor, Stephanie Al Otaiba, Miriam Ortiz, and Jessica Folsom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
  4. Teaching Written Expression to Students with Moderate to Severe Disabilities Robert Pennington and Monica Delano. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

III Teaching Common Core Mathematics and Teaching Science

  1. Beginning Numeracy Skills Alicia F. Saunders, Ya-yu Lo, and Drew Polly. . . . . . . . . . . . . . . . . . . . . . . . 149
  2. Teaching Grade-Aligned Math Skills Julie L. Thompson, Keri S. Bethune, Charles L. Wood, and David K. Pugalee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
  3. Science as Inquiry Bree A. Jimenez and Heidi B. Carlone. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
  4. Teaching Science Concepts Fred Spooner, Bethany R. McKissick, Victoria Knight, and Ryan Walker. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215

IV Alignment of Curriculum, Instruction, and Assessment

  1. The Curriculum, Instruction, and Assessment Pieces of the Student Achievement Puzzle Rachel Quenemoen, Claudia Flowers, and Ellen Forte. . . . . . . . . . . . . . . . 237
  2. Promoting Learning in General Education for All Students Cheryl M. Jorgensen, Jennifer Fischer-Mueller, and Holly Prud’homme. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255
  3. What We Know and Need to Know About Teaching Academic Skills Fred Spooner and Diane M. Browder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275

Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287

About the Editors

Diane M. Browder, Ph.D.

Professor, Department of Special Education and Child Development, University of North Carolina at Charlotte, 9201 University City Boulevard, Charlotte, NC 28223

Dr. Browder is the Lake and Edward P. Snyder Distinguished Professor of Special Education and has over two decades of research and writing on assessment and instruction for students with severe developmental disabilities.

Fred Spooner, Ph.D.

Professor, Department of Special Education and Child Development, University of North Carolina at Charlotte, 9201 University City Boulevard, Charlotte, NC 28223

Dr. Spooner is Principal Investigator on a personnel preparation project involving distance delivery technologies and has extensive editorial experience. His research interests include instructional procedures for students with severe disabilities and validating evidence-based practices.

CHAPTER 3

Common Core State Standards Primer for Special Educators

Shawnee Y. Wakeman and Angel Lee

Sara has been provided the links to the Common Core State Standards (CCSS; National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) by her administrator. She has participated in discussions of how to address the new content within the curriculum, but feels overwhelmed and unsure of how to adapt the CCSS for her students.

Many teachers of students with significant cognitive disabilities are searching for resources to help them align instruction with the CCSS. Previous instructional approaches have focused on functional academic areas, but research shows a shift towards incorporating academic content instruction.

Prior to the CCSS, every state had specific standards. The development of the CCSS aimed to provide a set of standards that align with college and career readiness for all students, including those with intellectual disabilities.

LEARNING PROGRESSIONS

Learning progressions are carefully sequenced sets of building blocks that students must master. They illustrate how students learn content and can be used to inform instruction and assessment for students with significant cognitive disabilities.

PURPOSE AND DEVELOPMENT OF THE COMMON CORE STATE STANDARDS

The CCSS were written to represent the knowledge and skills necessary for all students, including those with intellectual disabilities, to be college and career ready. This includes academic content as well as other skills identified within each student’s individualized education program (IEP).

The math section of the CCSS includes critical practices such as making sense of problems, reasoning abstractly, and modeling with mathematics. These standards aim to represent what to teach in ELA and mathematics, allowing states to adapt the standards to fit their needs.