Course No. 1001390. Parallel Alternative Strategies for Students
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DOCUMENT RESUME ED 294 247 CS 211 238 TITLE English Skills IV: Course No. 1001390. Parallel Alternative Strategies for Students. INSTITUTION Florida State Dept. of Education, Tallahassee. Bureau of Education for Exceptional Students. PUB DATE May 87 NOTE 386p.; For related documents, see CS 211 236-237. PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) -- Guides - Classroom Use - Materials (For Learner) (051) EDRS PRICE NFOl/PC16 Plus Postage. DESCRIPTORS *English Instruction; High Schools; *Learning Problems; Literature; Mainstreaming; Oral Language; Radio; *Remedial Instruction; Secondary Education; State Curriculum Guides; Study Skills; Teaching Methods; Television; Vocabulary Development; Writing (Composition); Writing Processes ABSTRACT One of a series of Parallel Alternative Strategies for Students (PASS) packages developed to provide Florida teachers with modified approaches for presenting content courses to mainstreamed exceptional students, this guide was designed as a supplementary text and workbookfor a high school English course. The guide is divided into eight units of study: Vocabulary, Written Composition, The Writing Process, Reference Skills, Literature, Speaking Skills, Media, and Development of the English Language. Each unit contains a teacher's guide with the objectives addressed within the unit listed at the beginning, as well as a section which lists various approaches and activities for presenting the unit content to the sttZents. The student materials in each unit include student study sheets and learning activities, which may be reproduced for the students' use. Answer keys are located in the appendix. This PASS has been correlated to the intended outcomes adopted by the State Board of Education for the English Skills IV course and the state-suggested student performance standards. The correlation chart is found in the appendix. (ARE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***************w******************************************************* "PERMISSION TO REPRODUCE THIS U.S. DEPARTMENT OF EDUCATION Office of Educatioral Research and Improvement MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) OThis document has been reproduced as received Irom the person or organization originating rt C Minor changes have been made to improve reproduction giralItY Points of view or opinions stated in this dccu- TO THE EDUCATIONAL RESOURCES ment do not necessarily represent official INFORMATION CENTER (ERIC)." OERI position or policy English SkillsIV Course No. 1001390 "'vs, - Parallel Alternative Strategies for Students cQ May 1987 State of Florida Department of Education Tallahassee, Florida Betty Castor, Commissioner Affirmative action/equal opportunity emploer JEST COPY AVAILABLE This manual is one of a series of publications designed to assist Florida school districts in the provision of special pro- grams for exceptional students. For additional copies of this manual, or for a complete listing of available publications, contact the FDLRS Clearinghouse/Information Center, Bureau of Education for Exceptional Students, Division of Public Schools, Florida Department of Education, Knott Building, Tallahassee, Florida 32399-0400 (Telephone: 904/488-1879; Suncom: 278-1879; SpecialNet: BEESPS). 3 USER'S GUIDE The English Skills IV Parallel Alternative Strategies for Students (PASS) is designed as a supplementary text and workbook for course number 1001390. It is divided into eight units of study: Vocabulary, Written Composition, The Writing Procsse, Reference Skills, Literature, Speaking Skills, Media, and Development of the English Language. Each unit contains a Teacher's Guide with the State of Florida intended outcome addressed within the unit listed at the beginning. The Teacher's Guide also contains a section called "Suggested Teacher Activities" which lists various approaches and activities for presenting the unit content to the students. The suggestions are organized according to the topics in the unit. Unit 2, Written Composition, Teacher's Guide also contains the Florida Department of Education Student Assessment Minimal List for Spelling (FLAS). Other materials for the teacher within this PASS include the Answer Keys and the correlation chart for the course student performance standards. These are located in the Appendixes. The student materials in each unit include Study Sheets and Learning Activities which may be reproduced for the students' use. The Study Sheets present information on the skills to be practiced with the Learning Activities. These Study Sheets may serve as a reference for the students for study or review. Students could also make notes on these pages as the content is discussed. It cannot be assumed that the students will learn the content from the handouts alone. The presentation of the Study Sheets should be accompanied by an oral presentation and discussion. The materials herein should not be viewed as a fixed curriculum. The Learning Activities were designed to be sufficiently general and adaptable enough to accompany any textbook used with the English Skills IV course. Sections may be selected and presented in ary order to coincide with the teacher's preference. Other sections or activities may be eliminated because they are not a good use of the students' instructional time. For example, many students may have already mastered most of the skills presented in Unit 2 and need only limited review. The Learning Activities are best used for drill and practice or review to reinforce the intended outcomes and the student performance standards. The Answer Keys for the learning activities are located in the Appendixes. This modified text presents only a limited sample of learning activities. Teachers using these supplemental materials will want to provide a variety of opportunities to stimulate the students' interest and develop higher levels of cognition. The classroom experiences will be further enriched with the inclusion of audio- visual aids and opportunities for both oral and written creative expression in conjunction with the activities presented. 1 The vocabulary words are listed in alphabeticalorder, except for the suggested vocabulary for the selectionsrepresenting each genre of literature. This vocabulary for the literature selections is presented in the orderthe words appear in the short story, novel, essay, etc. Most vocabulary lists will need to be divided into shorter weekly lists forthe students' manageability. This PASS has been correlated to theintended outcomes and the student performance standards adopted bythe State Board of Education for the English SkillsIV course. The correlation chart is found in the Appendixes. Twenty-seven of the thirty student performance standards have been covered. Other resources must be used to teach standards not presentedin this text or for which there is insufficient material for skillmastery. No one text can adequately meet all theneeds of all the students. This PASS is no exception. The teacher-developed materials contained herein coupled with other carefullyselected resources, effective teacher behaviors, and the teacher'sprofessional judgment should provide a good foundationfor teaching the English Skills IV course to exceptional students. 5 2 FOREWORD Parallel Alternative Strategies for Students (PASS) isa content- centered package of alternative methods and materials designed to assist secondary teachers to meet the needs of students of various achievement levels in the basic education content courses. Each PASS offers teachers supplementary activities and strategies to assist certain exceptional students and low achieving students in the attainment of the intended outcomes of a specificcourse. The alternative methods and activities found in the PASS materials have been adapted to meet the needs of specific learning disabled and emotionally handicapped students mainstreamed in content classes. The PASS materials provide basic education teachers with a modified approach for presenting the course content that may be useful with mainstreamed exceptional students and other students with learning or behavior problems in their classrooms. The PASS materials also provide the exceptional education teacher, teaching subject area courses, with curriculum materials designed for these exceptional students. The initial work on PASS materials was done in Florida through Project IMPRESS, an EHA VI-B project funded to Leon County from 1981-1984. Four sets of modified content materials called Parallel Alternate Curriculum (PAC) were disseminated as parts 25 of Resource Manual, Volume V-F: An Interactive Model Program for Exceptional Secondart Students (IMPRESS). Project IMPRESS patterned the PACs after the curriculum materials developed at the Child Service Demonstration Center at Arizona State University in cooperation with Mesa, Arizona Public Schools. This is one of a series of PASS packages which was developed by teams of regular and special educators from Florida school districts who volunteered to participate in the EHA VI-B Special Project, Improvement of Secondary Curriculum for Exceptional Students. This project was funded by the Florida State Department of Education, Bureau of Education for Exceptional Students to Leon County Schools fot the 1984-1987 school years. Basic education subject area teachers and exceptional education teachers worked cooperatively to write, pilot,