Table 1



6th Grade Level Standard: The learner will respond to various literary genres using interpretative and evaluative processes

Highest Level of Symbol Use Lowest Level of Symbol Use

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| |Grade Level: 6 |Alternate Achievement Standard | | |

| |Typical Expectation (Not |Abstract Symbolic Communication |Concrete Symbolic Communication |Presymbolic Communication | |OFF THE CHART- Not linked |

| |adapted) | | | | |to grade level standard |

|Student Symbol |Reads/ |Reads some sight words, may have some |Recognizes pictures, uses pictures, words, |Uses objects, gestures, or challenging | | |

|Use |Writes at or near grade level|phonemic awareness, but is limited, can|or objects for manding and tacting, may |behavior to communicate, relies on | | |

| | |engage is intra-verbal communication |know letter names or a few sight words |immediate context to communicate | | |

| | | | |symbolically | | |

|Presentation of |A variety of literature and |Participates in a shared story read |Text points while teacher reads the shared |Listens while teacher reads shared story | |Looks at pictures in a |

|content; Adapted |other text (e.g., novels, |aloud with adapted text and symbols, |story using the adapted text, stating the |using adapted text with photographs. | |preschool book |

|for Symbol Level |autobiographies, myths, |reading aloud when possible and text |repeated story line aloud |Points to photographs or objects matching | | |

| |essays, magazines, plays, |pointing | |selected key vocabulary words in the | | |

| |pattern poems, blank verse) | | |story. | | |

|Student Performance|Exploring what impact |Identification of main character, |Identification of main character, setting, |When shown photographs/objects of examples| |Having students color |

| |literary elements have on the|setting, problem, and how to solve the |problem, and how to solve the problem when |and non-examples, the student will point | |pictures photocopied from |

| |meaning of the text such as |problem when asked verbally. Can use |provided with symbolic choices. Can sort |to a photograph or object example of main | |the book |

| |the influence of setting or |text options to select and copy the |these using a T-Chart |character and setting. Distracter items | | |

| |the problem and its |correct answer. | |will be non-plausible (for example for | | |

| |resolution. | | |main character: A doll or photograph (for | | |

| | | | |person), a playing card, and a roll of | | |

| | | | |tape) | | |

|Activity |Silent reading of biography; |Using constant time delay to teach |Using constant time delay to teach |Using constant time delay to teach | |Providing answers before |

|(How do you teach |answering questions about |identification of main character, |identification of main character, setting, |identification of main character, setting.| |student has an opportunity|

|the skill at each |comparison; Composing short |setting, problem, and how to solve the |problem, and how to solve the problem. Uses|Uses shared stories adapted with | |to respond independently |

|level?) |essays examining the literary|problem. Uses shared stories adapted |shared stories adapted with |photographs. Use Direct Instruction to | | |

| |elements |with symbols/pictures. Writes/copies |symbols/pictures. Sorts items on the |demonstrate photograph or object examples | | |

| | |correct answers. |T-Chart. |and non-examples of main character and | | |

| | | | |setting. | | |

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