Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education

Standards-Aligned Unit Planning Process

1. Unit Overview

Content Area: English Language Arts

Grade Level: Kindergarten

1a. Brief description of the unit of study

Lifecycle of the butterfly.

1b. Grade level standard(s) to be addressed

in this unit of study

Foundational Skills
CC.1.1.K.A: Utilize book handling skills.
CC.1.1.K.B: Demonstrate understanding of the organization and basic features of print.
Follow words left to right, top to bottom, and page by page.
Recognize that spoken words are represented in written language by specific sequences of letters.
Understand that words are separated by spaces in print.
Recognize and name all uppercase and lowercase letters of the alphabet
Informational texts
CC.1.2.K.A: With prompting and support, identify the main idea and retell key details of text.
CC.1.2.K.B: With prompting and support, answer questions about key details in a text.
CC.1.2.K.C: With prompting and support, make a connection between two individuals, events, ideas, or pieces of
information in a text.
CC.1.2.K.E: Identify parts of a book (title, author) and parts of a text (beginning, end, details).
CC.1.2.K.F: With prompting and support, ask and answer questions about unknown words in a text.
CC.1.2.K.G: Answer questions to describe the relationship between illustrations and the text in which they appear
CC.1.2.K.I: With prompting and support, identify basic similarities and differences between two texts (read or read
aloud) on the same topic.
CC.1.2.K.K: Determine or clarify the meaning of unknown or multiple-meaning words and phrases based upon
grade-level reading and content.

August, 2013

Literature
CC.1.3.K.A: With prompting and support, retell familiar stories including key details.
CC.1.3.K.B: Answer questions about key details in a text.
CC.1.3.K.F: Ask and answer questions about unknown words in a text.
CC.1.3.K.G: Make connections between the illustrations and the text in a story (read or read aloud).
CC.1.3.K.H: Compare and contrast the adventures and experiences of characters in familiar stories.
CC.1.3.K.I: Determine or clarify the meaning of unknown or multiple- meaning words and phrases based upon
grade-level reading and content.

Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education
Speaking and listening
CC.1.5.K.B: Ask and answer questions about key details in a text read aloud or information presented orally or
through other media.

2. Learning Targets
2a. Learning targets (concepts and
competencies) for all students:

2b. Prioritized learning targets (concepts and competencies) for students with complex instructional needs
CC.1.1.K.A: Utilize book handling skills.

Students will demonstrate

Knowledge of concepts of print and
other basic conventions
Comprehension of both informational
text and literature with a focus on
vocabulary and make connections
among ideas between both using
textual evidence

CC.1.2.K.E: Identify parts of a book (title, author) and parts of a text (beginning, end, details).
CC.1.2.K.G: Answer questions to describe the relationship between illustrations and the text in which they appear
CC.1.2.K.K: Determine or clarify the meaning of unknown or multiple-meaning words and phrases based upon
grade-level reading and content.

2c. Key vocabulary for all students

CC.1.3.K.G: Make connections between the illustrations and the text in a story (read or read aloud).
CC.1.3.K.I: Determine or clarify the meaning of unknown or multiple- meaning words and phrases based upon
grade-level reading and content.
2d. Prioritized key vocabulary and ideas for students with complex instructional needs

The Hungry Caterpillar

Caterpillar
egg
Chrysalis
butterfly
Larva
leaf
cocoon

caterpillar
egg
chrysalis
butterfly
larva

Monarch Butterfly
Milkweed
monarch
Egg
caterpillar
Larva
stem
Chrysalis
pupa
Butterfly
transparent
Abdomen
metamorphosis
migration
ancestors

cocoon

3. Instructional Process

August, 2013

stem

Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education
Universal Design for Learning Principles:
Multiple Means of Representation, Expression and Engagement
Instructional
Components
Activation of
background knowledge
(5/1/2015)

Instructional Practices

Read Aloud
Introductory Activity to
The Very Hungry
Caterpillar

Vocabulary
introduction for The
Very Hungry
Caterpillar

August, 2013

Read via Smart

Board - How a
Seed Grows
Question and
Answer

Preview - Book
handling/walk through:
front/back cover
picture versus word
top/bottom of
page/picture
left to right (words,
page)
letter identification
(goal dependent differentiated for
each child )
Predict what is it
about?
Direct explicit
instruction (I do,
we do, you do)
Errorless teaching
Show picture/ word
vocabulary cards
Feel objects

Materials, Resources
and Tools

Assessment

Barriers to Access

Electronic book
How a seed grows
Picture vocabulary
cards
Tactile objects
Single voice output
devices

Formative Question and

Answer (Who and what)

Book- The Very

Hungry Caterpillar
Picture and word
cards
Colored overlays
Single voice output
devices
Tactile letters
(M,B,R,V)

Formative Questioning (go

around, cold call)

two choices
yes/no questions/answers
'What' questions

Hearing/seeing
actual book
Hearing questions
Inability to read
independently
Motor issues
Inability to
vocalize
Seeing actual book
Seeing and
differentiating
between letters
Hearing questions
Motor issues
Inability to
vocalize

Accommodations and
Modifications (M =
Michael, P = Parrys, R
= Rozlyn, PJ = PJ)
Scanned and view
on Smart Board
Single voice output
devices person
mounted

Picture/word
vocabulary cards
Tactile objects
(caterpillar, egg,
chrysalis, butterfly,
larva, cocoon)
Single voice output
devices

Formative Questioning (go

around, cold call)
'Who' questions
'What' questions
Yes/no
questions/answers
Two choices

Hearing
vocabulary
Seeing pictures of
vocabulary words
and objects
Reading
letters/words
Motor issues

Single voice output

devices person
mounted
One-to-one
experience with
book
Picture and word
cards (M/R/P?)
Colored overlays
(M/R/P?)
Tactile letters with
physical assist
(M/R/P?)
Single voice output
devices person
mounted
One-to-one
experience with
vocabulary
picture/word
vocabulary cards

Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education

Read Aloud - The Very

Hungry Caterpillar

Set a purpose for

listening/watching
Listen/watch
without
interruptions
Listen/watch with
stops for discussion

Speech therapy followup session

Read Aloud
Introductory Activity to
Monarch Butterfly

August, 2013

Flower art activity

Preview - Book
handling/walk through:
front/back cover
picture versus word
top/bottom of
page/picture
left to right
(words,page)
letter identification
(goal dependent differentiated for
each child )

Electronic book The Very Hungry

Caterpillar on
Smart Board
Picture/word
vocabulary cards
Tactile objects
(caterpillar, egg,
chrysalis, butterfly,
larva, cocoon)
Tactile numbers (1
to 5)
Tactile letters
(M,B,R, V)
Single voice output
devices

Formative Discussion
'Who' questions
'What' questions
Yes/no answers
Two choices
Show me

Inability to
vocalize

One-to-one
experience with
tactile objects
(M/R/P?)

Hearing/seeing
actual book
Hearing questions
Inability to read
independently
Motor issues
Seeing and
differentiating
between letters
Reading and
differentiating
between words
Inability to
vocalize
Seeing pictures,
words

Scanned and
viewed on Smart
Board
Single voice output
devices person
mounted
One-to-one
experience with
vocabulary
picture/word
vocabulary cards
One-to-one
experience with
tactile objects,
numbers, and letters
(M/R/P?)

Book- Monarch
Butterfly
Picture and word
cards
Colored overlays
Single voice output
devices
Tactile letters
(M,B,R,V)

Formative Questioning (go

around, cold call)

two choices
yes/no questions/answers
'What' questions

Seeing actual book

Seeing and
differentiating
between letters
Hearing questions
Motor issues
Inability to
vocalize

Single voice output

devices person
mounted
One-to-one
experience with
book
Picture and word
cards (M/R/P?)
Colored overlays
(M/R/P?)
Tactile letters with
physical assist

Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education

Vocabulary
introduction for
Monarch Butterfly

Read Aloud - Monarch

Butterfly

Predict what is it
about?
Direct explicit
instruction (I do,
we do, you do)
Errorless teaching
Show picture/ word
vocabulary cards
Feel objects

Set a purpose for

listening/watching
Listen/watch
without
interruptions
Listen/watch with
stops for discussion

(M/R/P?)

Speech/OT therapy
follow-up session
Review

August, 2013

Jelly bean butterfly

activity
Review butterfly
lifecycle using I
do/we do/you do

Picture/word
vocabulary cards
Tactile objects
(caterpillar, egg,
chrysalis, butterfly,
larva, stem)
Single voice output
devices

Formative Questioning (go

around, cold call)
'Who' questions
'What' questions
Yes/no
questions/answers
Two choices

Electronic book Monarch Butterfly

on Smart Board
Picture/word
vocabulary cards
Tactile objects
(caterpillar, egg,
chrysalis, butterfly,
larva, stem)
Tactile numbers (1
to 5)
Tactile letters
(M,B,R, V)
Single voice output
devices

Formative Discussion
'Who' questions
'What' questions
Yes/no answers
Two choices
Show me

4 square graphic
organizer on felt or
move the 4 items on

Project - Create a plate of the

lifecycle of a butterfly

Hearing
vocabulary
Seeing pictures of
vocabulary words
and objects
Reading
letters/words
Motor issues
Inability to
vocalize

Hearing/seeing
actual book
Hearing questions
Inability to read
independently
Motor issues
Seeing and
differentiating
between letters
Reading and
differentiating
between words
Inability to
vocalize
Seeing pictures,
words

Hearing/seeing
steps
Hearing questions

Single voice output

devices person
mounted
One-to-one
experience with
vocabulary
picture/word
vocabulary cards
One-to-one
experience with
tactile objects
(M/R/P?)
Scanned and
viewed on Smart
Board
Single voice output
devices person
mounted
One-to-one
experience with
vocabulary
picture/word
vocabulary cards
One-to-one
experience with
tactile objects,
numbers, and letters
(M/R/P?)

Single voice output

devices person
mounted

Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education

Culminating activities

method of what
happened first
(egg), second
(caterpillar), third
(cocoon), fourth
(butterfly) see
attached graphic
organizer
possibility
Hatch real
caterpillars into
butterflies
Plant bloomed
flowers into
individual pots

the smart board to

the right places?
Velcro on back of
tactile objects
(caterpillar, egg,
butterfly, cocoon)
The Very Hungry
Caterpillar book
Monarch Butterfly
book
Caterpillars

Terra cotta pots

Bloomed flowers
soil

Final product

Motor issues
Inability to
vocalize

Motor issues

Hand under/over
hand guidance
Tactile objects to
glue?

Hand under/over
hand guidance

4. Individualized Student Planning

Student
A. PJ

Standards-Aligned IEP Goals

None

Student-Specific IEP Goals

During direct instruction, PJ will identify
the colors red, orange, yellow green, blue
and purple, from a field of 2, by reaching
for the correct color with verbal
identification.
During direct instruction, PJ will identify
letters A to J and the letter P by reaching
for the letter with verbal identification
form a field of 2, 4/5 trials over 3
consecutive sessions.
During direct instruction, PJ will identify
the numbers 1 to 10, by reaching for the
correct numbers with verbal
identification from a field of 2, 4/5 trials
over 3 consecutive sessions.

August, 2013

Individualized Student Supports

Hierarchy of cuing strategies
Hands on activities to learn new
vocabulary and language
concepts
Modify language input as needed
to insure comprehension
Provide language models of two
two, three, four word utterances
throughout the classroom and
therapy activities

Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education

During structured speech therapy

sessions and activities, PJ will
discriminate 15 pictures of items by their
functions form an array of three pictures
of items with 100% accuracy in 2
consecutive data probes within a month.

B. Parrys

To be completed after 4/30 IEP

C.Rozlyn

During direct math instruction,

Rozlynn will touch the tactile
numbers 1 to 5 (with physical
prompts at the wrist) from a field of
2, 3/5 trials over 3 consecutive
sessions (CC.2.1.1.B.2)
During direct instruction, R will
activate a switch placed within 1 to 2
inches of her right hand and activate
with a physical prompt at the elbow
and a verbal cue "press the switch",
4/5 trials over 3 consecutive sessions
(CC.1.3.1.B)

August, 2013

During structured speech therapy

sessions and activities, when presented
with an object/or a picture of an object
and asked the question, "what do you do
with ___?" PJ will state the function of
15 objects by producing a two word to
three utterance given no more than one
prompt with 100% accuracy in 2
consecutive data probes within a month.
To be completed after 4/30 IEP
During direct reading instruction,
Rozlynn will demonstrate understanding
of the basic features of the printed letter
R and V by touching the correct tactile
letter (with physical prompts at the wrist)
from a field of 2, 3/5 trials over 3
consecutive sessions

To be completed after 4/30 IEP

During OT, R will grasp and move a

school tool or daily living object directly
to the appropriate location (ie maker to
paper, toothbrush to mouth) and utilize
the tool/object with physical assistance at
her wrist for 90 seconds and return the
given tool/object to a designated location
(ie container, desk top or therapist's
hand) for 2/3 trials for 3 consecutive test

Choices using objects or pictures

throughout the context of the
school day.
Provide vocal output
communication switches as
appropriate to classroom and
therapy activities
Provide darkened backgrounds to
decrease extraneous distraction
and increase visual stimuli
Provide increase processing time

Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education
dates.
During PT, R will maintain an upright
sitting posture with her head in neutral
when physical support is provided at her
hips for 1 minute, 2/3 trials, for 2
consecutive sessions.
During vision support sessions, R will
track an object or picture with verbal
prompts in a left to right pattern for 3/4
trials over 2 consecutive sessions.

D. Michael

During direct math instruction on

comparing two numbers in the one's
place (1 to 5), Michael will touch the
tactile number (with physical prompts
at the wrist) from a field of 2, 3/5
trials over 3 consecutive sessions
(CC.2.1.1.B.2)
During direct instruction on reading
letters, Michael will demonstrate
understanding of the basic features of
the printed letters M and B by
touching the correct tactile letter
(with physical prompts at the wrist)
from a field of 2, 3/5 trials over 3

August, 2013

During speech/language therapy

sessions, when presented with a choice
of 2 items, R will touch one item with
either hand in order to answer a question
about information presented orally, after
being given physical assistance to touch
each item and verbal prompts in 3/4
trials during 2 sessions within a month.
During PT, M will maintain an upright

sitting posture with his head in a neutral

when support is provided at his hips for 2
minutes, 2/3 trials for 2 consecutive
sessions.
During OT, Michael will grasp and
utilize and object or school tool for 1-2
minutes with physical assistance at his
forearm for 2 out of 3 trials during 3
consecutive test dates.
During vision support sessions, M will
shift his eye gaze with verbal prompts
between two objects or pictures

Choices using objects or pictures

throughout the school day
Provide vocal output
communication switches as
appropriate to classroom and
therapy activities
When presenting materials to
view, be sure to wait for Michael
to look at the objects before
asking him to do something or
make a choice
Allow increased wait time for
responses
Materials should be in high
contrast to background and

Project MAX: Maximizing Access and Learning

Pennsylvania Department of Education
consecutive sessions (CC.1.1.1.B)
During speech and language therapy
sessions, in response to target What
or Who questions, Michael will
activate a single location switch in
order to recall information from
experiences or provided sources given
physical prompts and verbal prompts
in 3/4 trials during 2 data probes
within a month (CC.1.4.2.W)

August, 2013

presented at eye level and fixate for a

minimum of 2 seconds on each object
3/4 trials for 2 consecutive sessions.
During a 30 second trail in APE
activities, M will demonstrate visual
attentiveness for 20 seconds with verbal
prompts, 3/4 trials over 3 APE sessions.

uncluttered
Allow close viewing, objects
should be held within 6-10
inches
Use a multisensory approach
when working with Michael
High interest items (strong
auditory, tactile, and clear and
contrasting visual components)