NewT: New Tools to Accompany the Functional Vision and Learning Media Assessment (FV/LMA) for Students Who are Pre-Academic or Academic and Visually Impaired in Grades K-12

Nigel Newt's Portfolio

1 of 2
Grades 1-2, 3-4, 5-6

By Elaine Kitchel, M.Ed.
with consultation from LaRhea Sandford, Ed.D. and Rebecca Burnett, Ed.D.

Portrait of Dr. Burnett — Dr. Rebecca Burnett

This product is dedicated to the memory of
Dr. Rebecca Burnett, whose dedication to
students with low vision and blindness
helped in a remarkable way to
make this product a reality.

Many photos in NewT were supplied by amateur photographers at the American Printing House for the Blind (APH). Thanks go to the following APH staff for their important contributions of photographs.
Sandy Baker
Nancy Bayens
Ashley Edlin
Barbara Henderson
Loana Mason
Rodney Noble
Artina Paris
Gwynn Stewart
Tuck Tinsley
Ann Travis
Monica Vaught

Professional and Amateur Image Contributors
Scott Blome
Alex Haro Brintrup
Paul Glover
Stephanie Lancaster
Terra Galleria
Yoshi Miyake
United States Department of Agriculture
United States Department of Defense
United States Geological Survey

Note to the Practitioner:

The developers of this product believe the best way to determine if/how a student with a visual impairment accesses print is to ask the student to read print materials found in the classroom, school, and general environment. Before an assessment, the TVI should gather samples of the student's class work and a variety of unused worksheets/handouts from the classroom. One worksheet should be enlarged. At assessment time, the student should bring his/her assigned textbooks, a classroom dictionary, notebook paper, and a pencil.

Sometimes, a TVI may have a visual impairment complicated enough that he/she cannot read the student's classroom materials. These are needed to conduct the "FV/LMA: Current Print Functioning" activities. APH's policy is to make materials accessible to students and to the adults who work with them. Nigel Newt's Portfolios, therefore, have been provided in NewT to fill the need of the teacher for some accessibility and guidance. The teacher has been supplied with questions to ask after each exercise. From the questions it is easy to infer the nature of the document used to test functional vision.

The portfolio materials are written with elementary, middle, and high school levels in mind. The materials at each level include sample class handouts, dictionary entries, maps, graphs, diagrams, and so forth. These materials may also be used by TVIs when they cannot gather or access the student's classroom materials.

Before you use NewT with FV/LMA:

Make sure all FV/LMA and NewT materials are organized and ready to use.
Gather your materials and student materials. It may be helpful to give the student or his teacher a checklist a few days before your meeting so he will bring appropriate materials. Replace dry pens, clean whiteboard, and so forth.
Make sure the student uses his video magnifiers (CCTVs) and optical devices as usual. He will use them with NewT materials as he does with his classroom materials.
Ask the classroom teacher to provide needed materials including an enlarged copy of a worksheet, dictionary, and so forth.
Check your student to make sure he is alert enough to be evaluated.
For text-based exercises, record the font size of the material, the working distance, and whether or not the student uses a magnification device. If the student uses a hand-held magnification device, measure the distance between the magnifier and the eye (working distance), and between the magnifier and the reading material (focal distance).

A computer rendition of brown salamander with light brown spots of varying sizes.

First and Second Grades

First and Second Grades, Bus Diagram: 16 pt. Arial Black

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

Drawing of children boarding a yellow school bus. The following parts of the bus are labeled: window, taillight, tire, stairs, door, turn signal, driver, steering wheel, mirror, and headlight.

Teacher Instructions:

Ask the student to study the diagram. Talk about what it is. When the learner is familiar with the bus, read the guided questions. You will ask her to look at the diagram and point to the parts you name. The parts are labeled, but the test is not to see if she can read the labels but to find out if she can see the parts you name. You may need a second observer to watch her responses.

Here are the parts you will name:

Door	Window	Headlight
Stairs	Steering Wheel	Taillight
Mirror	Driver	Tire

If the child has difficulty seeing the parts, follow vision team suggestions for magnification but repeat the exercise only once.

First and Second Grades, Find the Smallest One: 8, 12, 20, and 30 pt. Verdana symbols

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

A chart with four lines of four symbols each. The symbols vary in size from large, medium, small, and extra small. The first line has all dark blue symbols. From left to right: large smiley face, small star, medium triangle, extra small star. The second line has all red symbols: extra small heart, large heart, medium heart, extra small triangle. The third line has all yellow symbols: large triangle, small smiley face, small heart, medium star. The fourth and last line has all light blue symbols: small triangle, extra small heart, medium heart, large star.

Teacher Instructions:

Direct the student to look at the lines of symbols, one line at a time. You will ask the student to find the smallest symbol in each line. Do not assist the student. This will tell you what minimum size symbols or text the student can see. This is not usually the recommended text size, but it does give you a general idea of how small the visibility limit is. You may need another observer to help you determine the student's responses. The child is not required to identify the symbols, just find the smallest. For your benefit the symbols are:

1st line – dark blue shapes, 4th item, 12 pt. is smallest

2nd line – red shapes, 1st item, 8 pt. is smallest

3rd line – yellow shapes, 3rd item, 12 pt. is smallest

4th line – light blue shapes, 2nd item, 8 pt. is smallest

First and Second Grades, Newspaper Sample: 10 pt. Verdana, 12 pt. Tahoma, and 18 pt. Georgia

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

The first grade class at Oak Tree went on a field trip to a farm. On this trip they saw many pigs, goats, ducks, cows, and horses. They got to pet the goats. They also planted peas and beans. Then the kids went on a hay ride. The kids in the class got hay in their hair. Each kid had a very good time.

The class chose an animal for each season. They chose:

Spring – Baby Duck
Summer – Horse
Fall – Pig
Winter – Goat

A picture of four farm animals. From left to right: a yellow baby duck, a brown horse, a small white pig, and a black and white goat.

The class play, Lucy's Farm, will be on Monday, December 7th at 6:00 PM in the music room. Please come. Free popcorn for all!

Teacher Instructions:

Ask the student to read the newspaper out loud, then answer the following questions. Allow the learner to refer to the document if needed.

What is the name of the school? (Oak Tree Elementary)
What animals did they see on the field trip? (goats, ducks, pigs, cows, horses)
What seeds did the kids plant? (beans and peas)
Point to and name each animal. (goat, pig, duck, horse)
When will the class play take place? (Dec. 7, 6:00 pm)
What is the name of the play? (Lucy's Farm)

First and Second Grades, Spatial Relationships: 12, 14, and 16 pt. Franklin Gothic

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

Old Blue, a big grey dog, with big floppy ears needs to go through the maze to reach his food, his dog house, and the kids that he loves who are playing in a tree. The maze is simple and in black and white and takes up most of the left hand side of the page. The right side shows kids, tree, dog house, dog food, and lawn. Blue should enter at the top left entrance, then should work his way through the maze to exit at the bottom right corner. Sighted help may be necessary.

Teacher Instructions:

Tell the student to get a brightly colored crayon (not yellow) to trace a path through the maze to the exit. Allow the student enough time to try several approaches. If the student becomes frustrated or asks for help, provide assistance. If the student does not accomplish the task on her own, you may elect to let her try again after you show her how to travel around in a maze. Then ask these questions.

Who wants to go through the maze? (a dog, Old Blue)
What does Old Blue have to do to get through the maze? (keep finding openings)
What should Old Blue do if he gets stuck in the maze? (go back)
What is there for Old Blue once he leaves the maze? (yard, bone, doghouse, boy and girl)

First and Second Grades, Elementary Dictionary Sample: 14 pt. Arial

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

A photograph of a blue house with a gray roof, a brown door, and white windows.

house
Say it: haUs
The word house is: a noun, a thing.
It means: a home where people live.
Use it: I live in a house.
Like: home, cabin, shack, shelter

Say it: haUz
The word house is also: a verb, an action.
It means: to give a home to people or animals.
Use it: I will house your family.
Like: to shelter; to take in

Teacher Instructions:

Ask the student to read aloud the definition of "house." If he cannot read it with his regular optical devices, work to determine if the problem is the text size or his reading level. If he has read other 14 pt. text with his devices in the past, we then deduce that the cramming of the letters together in the Arial text style is the problem. Please make a note of it.

Ask the student these questions:

What is a house? (place to live, home, cabin, shelter, shack)
If I house someone's dog, what does that mean? (provide shelter for the dog)
If I live on a boat on a lake, it is my _____________. (house)
Describe the house in the photo. (Note if the student sees details.)

First and Second Grades, Map: Visual Detail and Cognitive Inference, 14 and 18 pt. Tahoma

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

Where is the treasure? Look at the bird photo for clues.

This is a map of a small island. There are seven red Xs on the map that mark where the treasure may be; they are linked together by a red dash line. Here are the locations of the Xs: Starting in the west there is a Bat Cave, moving northeast are the Dark Hills. Southeast, at the easternmost edge of the island is and X by some palm trees and the beach. From there the red dash line goes out to sea to an X at a battered pirate ship at the lower right hand corner of the map. The red line then goes west to an X at the island's Gator Pond, then turns inland to the Cool Volcano's X in the center of the island. The last X is located on the southwest edge of the island in a grassy spot. There is a small picture inset into the map. It is a clue to where the treasure is. It shows a treasure chest, with the ocean in the background, palm trees, and a parrot sits atop the treasure chest.

Teacher Instructions:

Help the student study the map. Tell him he is being sent to Bat Island to find treasure left there by pirates long ago. The red X locations are where the treasure may be buried. The clues to the correct X are hidden in the treasure-and-bird picture. Help acquaint the student with the map by asking the following questions.

Where is North on the map? (at top of map) What hills are at the top of the map? (Dark Hills)
Point to the Gator Pond. (lower center)
Follow the red, dotted line from the Gator Pond to the Cool Volcano. What is growing on the Cool Volcano? (trees, palm trees)
Who might live there? (bats) How would a student deduce that bats live there?
Where do you think the treasure is? (Only one X is near both palm trees and ocean as shown in the treasure-and-bird picture, found on the left side of the map.)

First and Second Grades, Short Story: 12, 14, 16, and 18 pt. Gautami, Reading – size variant

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

Rufus the Dog

Rufus was a bad dog. He ran in and ran out. He ate socks. He got fur all over the rug. Brad told Rufus not to do bad things. But Rufus did many, many bad things.

One day Rufus hopped on the table and ate the cake that Brad's mom had made for after dinner. Brad's mom got mad. She put Rufus in the toy box but he jumped out. She went after him with a broom. Rufus hid under a desk for a long time. Brad told Rufus to be nice.

Later, Rufus got a cut on his ear and had to go to the vet. Brad's mom told Dr. White what a bad dog Rufus was. She told the vet all the bad things Rufus did. But Dr. White said Rufus was not a bad dog, he was just a dog. He said Rufus did what all dogs do, until they go to dog school. Dog school? Brad's mom did not know about dog school, but she would find out.

Two days later, Brad's mom and dad decided to send Rufus to dog school. Brad went with him and they learned how to stop and go, to sit and fetch. Rufus was smart. He did what Brad told him to do. They went every Monday to dog school. Brad's mom began to like Rufus and got him some dog bones. She got him a ball and a rubber cow to play with. Rufus got a bed and a water dish. Rufus was still a dog, but he was a good dog now. Good Rufus.

Teacher Instructions:

Note that the text of the story starts at 18 points and ends at 12. Ask the student to read the story out loud. Make sure the student uses her magnification devices if needed. Notice the point size at which she begins to struggle, if any. Help her finish the story, if necessary. Ask the following questions:

In the beginning of the story, what kind of dog is Rufus? (bad)
What did Rufus do that he was so bad he had to hide? (ate the cake)
What did Dr. White say about Rufus? (he needed to go to dog school)
What did Rufus learn at dog school? (stop, go, fetch, sit)
How did Brad's mom change? (She liked Rufus after he went to dog school and bought him things.)
Point to the part of the story that was hard to see.

First and Second Grades, Egg Diagram: 14 pt Tahoma, Medium Contrast

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

A picture of a cracked open egg. The egg is labeled as follows: Yolk, Center spot, White, Shell, Shell lining.

Teacher Instructions:

Ask the learner to look at the diagram and point to each part of the egg. If she can read, ask her to read the labels. Assistance may be needed for some of the labels. If the print is too small, make a notation in the Current Print Functioning part of the Learning Media Assessment.

Using a piece of clean, light-colored paper, ask the student to draw the egg and label the parts. Allow the student to refer to the diagram if needed. If the child calls the parts by other names, it is okay to use those as labels. Notice the size of the print the student writes, especially her name. Allow the student to finish up by coloring the egg.

Note: It may be helpful to bring in an actual egg to use to compare to the diagram.

First and Second Grades, Formal Map Sample: Verdana 16 pt. and Comic Sans 12 pt., Medium Contrast

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

This is a map of Utah in which Utah is yellow. In the north central region of Utah the Great Salt Lake is labeled. Just southeast of the lake is Salt Lake City, the capitol. A little southeast of the capitol is a city called Provo. Then in the southwest corner of the state is the city of St. George.

Teacher Instructions:

Tell the student that this is a map of Utah. Talk about how Utah is just one of 50 states that make up the United States. Point out that water, such as the Great Salt Lake, is blue. Name the cities on the map. "Salt Lake City, Provo, St. George." With the student, point to each city on the map. Point out that only Utah is yellow and the surrounding states are a peachy color, if the child has good color discrimination. Notice if the student can name the letters in some of the city names and the name of the Great Salt Lake. If not, then question whether 12 pts. is too small.

Ask the student the following questions.

Point to Utah.
Point to the Great Salt Lake. Say the letters in its name.
Point to the dots that stand for cities in Utah.
Look at the map and spell "Utah." (U-t-a-h)
Point to any parts of the map that are hard to see.

First and Second Grades, Math Sample: 8, 10, and 11 pt. Times New Roman

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

A computer drawing of a brown houseboat on a lake, near the shore. A small woman stands on the deck of the houseboat with a goat.

A diagram of two generations of goats. There are two rows of goats. The top row has two goats and the bottom row has three goats.

Mrs. Loo was a tiny lady. She lived in a tiny home, just in the middle of the lake.
She lived on the water because she liked otters, but she did not like snakes.
How did she live on the water you ask?
How did she live on the lake?

She lived in a home like a boat with a roof.
She lived on a boat that could float.
On this boat she had 2 tiny goats.
The 2 tiny goats had 2 furry coats.

If the two tiny goats had 3 tiny kids,
and they each grew up to have 3 tiny kids
How many tiny he kids were there?
Were there too many goats for the boat?

Teacher Instructions:

Each of these stanzas appears in a different size font of 8, 10, or 11 pt. Times New Roman, with the first stanza being the smallest. Next to the picture of the houseboat is a diagram of 2 generations of goats. Ask the student to use stickers or coins to show the third generation of 9 goats below the row of 3 goats.

Ask the student to draw 3 offspring for each of the 2nd generation's 3 goats with a washable crayon.
Count the total of the nine, 3rd generation goats.
Count together how many goats there were in total on the boat.

First and Second Grades, Math Sample: 10 and 12 pt. Arial

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

Todd had these math problems. He had to do them before he could play outside.

3 + 4 =	8 + 1 =	2 - 2 =	9 - 6 =	7 + 2 =	5 - 4 =	1 + 9 =	10 - 3 =	11 - 9 =
10 - 6 =	11 - 2 =	10 - 8 =	11 - 7 =	4 + 5 =	2 + 7 =	8 - 6 =	9 - 3 =	7 + 3 =
0 + 5 =	1 + 4 =	3 - 2 =	5 + 3 =	6 - 4 =	8 - 7 =	9 - 0 =	2 + 4 =	12 + 7 =
42 - 2 =	33 + 52 =	125 - 21 =	18 + 21 =	51 + 40 =	96 + 13 =	23 - 12 =	40 + 7 =	7 - 4 =

Sue had 3 chickens. She got 2 more chickens. How many chickens did she have?

Tim had 2 red smiley face balls. He also had 5 blue smiley face balls. How many smiley face balls did he have?

Two red smiley faces plus five blue smiley faces equals

Sara had 7 stars on her homework but 3 fell off. How many stars were left?

Seven gold stars minus three gold stars equals

Teacher Instructions:

The first three lines of simple addition and subtraction problems are in 10 pt. Arial. The last four rows are in 12 pt. Arial. Please familiarize yourself with the student's page.

Todd had these math problems. He had to do them before he could play outside.

Line 1 answers: 7, 9, 0, 3, 9, 1, 10
Line 2 answers: 7, 2, 4, 9, 2, 4
Line 3 answers: 9, 9, 2, 6, 10, 5, 5, 1, 8, 2, 1, 9, 6
Line 4 answers: 19, 40, 85, 104, 39, 91, 109, 11, 47, 3
Line 5 answer: 5 chickens
Line 6 answer: 7 balls
Line 7 answer: 4 stars

Note: Remember, all you need is to find if the student can see the questions well enough to read them. Make notations about her ability. Sometimes TVIs want students to do the calculations, so they gain insight into where the student is academically. That is why the answers are supplied. However, it is not the goal of these particular exercises.

Third and Fourth Grades

Third and Fourth Grades, Text of Medium Contrast & Fine Detail Discrimination: 14 pt. Candara

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

Honey is good.

Honey is sweet,

made by bees

for me to eat.

Bees get sweet

stuff from my flowers

to make honey.

They work long hours,

from early to late

and make me some honey.

Isn't that great?

A picture of a jar of honey labeled Nature's Way Honey. There are six honey bees flying around the jar. In the upper-right corner there is another picture of a honeybee on a white flower.

Teacher Instructions:

Ask the student to study the photos and read the poem aloud. The student may need your help with some words, so offer this help freely. Remember we are not testing reading ability, but the ability to see the photos and distinguish the print. If the child cannot read the text at all, ask him to identify the letters of selected words. This will tell you what you need to know. Ask the following questions:

Point to the bee in the photo box. Can you find her head? (the right end of the bee)
What is the bee in the picture doing? (gathering nectar, pollinating flower, "gathering honey," all are acceptable)
What is in the jar? (honey)
Point to the word "honey" on the label. (If the student cannot find the word "honey," shorten or lengthen the working distance.)

Third and Fourth Grades, Dictionary Entry Sample: 16 pt. Arial, 12 pt. Arial Unicode Bold

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

Earth
Say it: urth
Part of speech: noun
It means: planet, globe
Use it: The earth goes around the sun.
It also means: ground, land, soil
Use it: We can dig when the earth is soft.
It comes from: Old English oerthe

A photograph of the earth taken from outer space.

Teacher Instructions:

Help the student get acquainted with the definitions of "earth" on the opposite student page. If the student has difficulty with the words, discern if this is because of the size of the print, or his reading level.

If the difficulty is the size of the print, write some of the words a little larger on a piece of paper until you have reached a size that the student can see them. Note the size of your print with the use of the type gauge or point size ruler in the NewT kit.

A photograph of a list of type gauge point sizes.

Make a note of the size of print that suits the student's needs in the learning media assessment, current functioning section.
Ask "Where are the brown spots on the globe? Please point." (All landmass will be brown to color blind.)
Ask "Is there any word you cannot see in the definition? Can you point to the spot?"

Third and Fourth Grades, School Lunch Sample: 16 pt. Comic Sans Relief

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

A two-week calendar labeled Monday through Friday. The title of the calendar is Oakbrook Elementary School: School Lunch Menu for March 2009. The menu items are as follows: Monday, March 1st: Hamburger with lettuce and tomato, French fries, Apple sauce, Milk or juice; March 2nd: Beef tacos with lettuce, Spanish rice, Fruit salad, Milk or juice; March 3rd: Roast beef, Mashed potatoes, Mango ice cream, Milk or juice; March 4th: Baked chicken, Bean salad, Pumpkin pie, Milk or juice; March 5th: Cheese pizza, Tossed salad, Vanilla pudding, Milk or juice; Monday, March 8th: Ham sandwich, Tater tots, Fresh peach, Milk or juice; March 9th: Tuna casserole, Spinach, Lemon pudding, Milk or juice; March 10th: Chicken salad, Hot roll, Green salad, Grapes, Milk or juice; March 11th: BLT, Pasta salad, Apple slices, Milk or juice; March 12th: Sloppy joes, Green beans, Carrot cake, Milk or juice.

Teacher Instructions:

Ask the student the following:

Read the menu out loud. (Columns are difficult for some students with visual impairment. Give assistance if needed. Make a note if the student easily reads other text of the same size [next page], but not in columns.)
What is the date for the kids to eat Tuna Casserole? (Tuesday, 9th)
What is served with all of the meals? (milk or juice)
What is the name of the school at the top of the menu? (Oakbrook Elementary)
On the 4th, what kind of salad is served? (bean)

Third and Fourth Grades, Advertisement Sample: 16, 14 and 12 pt. Gautami

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

PONY RIDE

For kids,
Ages 7-11 years

Now you can play a game that is just like a ride on a
real pony! Pony Ride puts you in the saddle on the
back of a pony!

Use your control pad to tell the pony which way and
how fast to go. Watch the trees, animals, and bandits
as you pass them. Catch candy bandits on your
pony! Get some points!

Help Grandma Brown. Then get more points! Chase
the wild dogs out of town. Get even more points!

Become the hero of your town when you play
Pony Ride!

Pony Ride is the winner of Parents Magazine
Award for excellence in product design for
children's games.

I computer drawing of a girl and her dog riding and white pony with brown spots.

Teacher Instructions:

Ask the student to read the advertisement out loud and answer the following questions:

What is the advertisement about? (a video game called Pony Ride)
What aged kids would enjoy Pony Ride? (7-10 years)
Name two things a player can do to get points. (catch candy bandits, help Grandma Brown, chase wild dogs)
How does a player control the pony? (with a control pad)
How can you become the hero of your town? (chase wild dogs out of town, help Grandma Brown, catch candy bandits)

Third and Fourth Grades, Sample Magazine: 14 pt. Verdana

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

Drawing of the head of a yellow emu. = Emmy the Emu Drawing of the head of a blue and purple emu. = Ethan Drawing of a green bird's wing. = wings Drawing of a yellow airplane. = airplane Drawing of a bird's legs. = legs

Do Emus Fly?

One day Emmy the emu ,who lived in the U.S., wanted to visit her mother who lived in a country called
"Down Under." did not know how she could go visit. Mom's house was so far away
across the sea. asked her brother, Ethan , how she could go visit. Ethan said she should fly. "But Ethan ," said , "how can I fly? We are emus. We use our legs to run rapidly, not our wings to fly. We can't fly, silly emu," she said to Ethan .

"What do you mean we can't fly?" said Ethan . "I am a bird. Of course I can fly just like an
airplane , although not nearly as fast."

"Wacky Ethan ," replied Emmy the emu . "The reason we emus have to use our legs and run rapidly is
because our bodies are big and our wings are small. The only way we will fly is to ride in an airplane ."

"That's it!" Emmy the emu yelled. "I will take an airplane to Down Under. It was silly of me not to think of

that earlier! Would you like to come too?" So on Monday, they boarded a plane on Royal

Emu Airlines and flew 26 hours to see their mother in Down Under.

Teacher Instructions:

Allow the student to read the story. Offer magnification and assistance where needed.

Ask the student to read the titles of the pictures out loud. Then ask him to read the story out loud as he replaces the pictures with the word that corresponds to the picture. Once that is finished, ask the student to answer the following questions. If the student cannot differentiate one graphic from another, please make a note of it.

Ask the student these questions:

What kind of animals are Emmy and Ethan? (emus)
Where does Emmy and Ethan"s mother live? (Down Under – Explain to the student that "Down Under" is another name for Australia.)
Why did Ethan think he could fly? (because he is a bird, and birds have wings)
How did Emmy explain that he could not fly? (He has tiny wings and a big body.)
What did Emmy finally do so she could go see her mother? (She bought tickets to ride on an airplane.)

Third and Fourth Grades, Newspaper Sample: 12 pt. Franklin Gothic Demi

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

A black, yellow, and white banner for a newspaper. The newspaper is titled Maple Springs Elementary: The Maple Leaf. The publication volume is identified as Louisville, Kentucky, January 2014.

Fourth Grade Camping Trip

The fourth grade class of Maple Springs Elementary held an overnight camping trip at Cave and Basin Historic Site on December 5th, 2014. December might seem too cold to take a camping trip, but because the students were allowed to stay in the cave, the temperature remained a constant 55 degrees. The park Mounties gave a very interesting tour of the cave, and showed where the bats live. The tour included a look at the 30 ft. stalactites and stalagmites. It was surprising to learn that the cave has been used as a hospital. The most exciting part of the tour was the midnight ghost story hour. During the ghost story, lanterns were the only source of light. Everybody had a great time and wanted to go back to visit the cave again with their families. This camping trip is an annual event for the fifth graders at Maple Springs.

The large central room of a cave is shown here with stalactites which hang from the ceiling, and stalagmites which grow upwards from the ground. They look like icicles, but instead of being made of frozen water, they are made of limestone which was once dissolved in water, then dripped and dried out to make limestone formations. — Stalagmites stick up from the floor of Mammoth Cave

A decorative divider between articles, consisting of a brown maple leaf and a thin brown line.

ATTENTION PARENTS: The new STEM tests will take place on Thursday, February 18, 2014. All first, third, and fifth grade students will be tested in geography, math, and science. Both the students and the teachers have been working hard to prepare for the tests. We hope our school will continue to rank as one of the top schools in the region. We are proud that our school has held the Blue Ribbon honor for five years in a row. If you have any questions about the test, an open house will be held in the Maple Leaf Library on Tuesday, February 5th at 6:00 PM. We look forward to seeing you there!

NEW MASCOT: Our Mutt mascot has retired. Vote for the FOX, the PENGUIN, or the MAPLE LEAF as a new mascot.

Teacher Instructions:

Ask the student to read the newspaper articles aloud or silently and then answer the following questions:

What is the name of the school? (Maple Springs Elementary)
What month is the issue of this newspaper? (January)
Where did the fifth grade class travel? (Cave and Basin Site)
What did the students think was the most exciting part of the trip? (ghost story hour)
When are the state tests taking place? (Feb. 18, 2014)
What kind of award did the school win five years in a row? (blue ribbon)
What will students soon choose by vote? (school mascot)

Third and Fourth Grades, Newspaper Sample: 12 pt. Franklin Gothic Demi

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

Missouri River Watershed

A watershed is a system of rivers, lakes, and streams that empty into a large river. We all know that the Mississippi River is the longest and biggest river in the United States. There are many rivers that empty into the Mississippi. One of the great rivers that empties into the Mississippi River is the Missouri River. As you may have figured out, there are several rivers that empty into the Missouri River. Together, these rivers are called the Missouri River Watershed. The area in which they are located is called the Missouri River Basin.

The Missouri River Basin was an important place when our country was young. It was explored during the famous adventures of Lewis and Clark. It was an important place for trading of fur, grain, lumber, horses, and many other items.

Take a look at the map on the next page. Look at the blue rivers and follow them to the Missouri River, then down to join the Mississippi River.

This map shows the Missouri Watershed which includes rivers in Nebraska, Iowa, Illinois, Kansas and Missouri. The Missouri, Platte, Osage, Republican Rivers all run through or along the borders of the five states named, and into the Mississippi River.

Teacher Instructions:

Ask the student to read the geography clip above before using the map.

Give the student a few minutes to read and study the map. Help her with any names that might be difficult to read or say, then ask the following questions.

With your finger, trace the borders of the state of Missouri. (Check to see that she does it correctly.)
With your finger, trace the route of the Missouri River.
The Platte River stretches across which entire state? (Nebraska)
The Republican River changes names as it crosses into what state? (Missouri)
In which state does the Missouri River begin? (South Dakota)
Did you have any difficulty reading the rivers' names?

Third and Fourth Grades, Geography Sample: 12, 14, and 16 pts. Arial

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

Avenue of Volcanoes

A volcano is a crack or hole in the earth's crust. The crack makes a path for lava, ash, or gasses to rise from deep below the earth's crust to the outside.

Ecuador, a South American country, has many volcanoes. These volcanoes are very close together in the center of the country. As a group they are called the "Avenue of Volcanoes." Many of them are active, which means they still blow up. Some explode with hot lava and others blow off steam almost daily. For a few volcanoes, it may be hundreds of years between the times they erupt.

On the next page, you will see a map of Ecuador. Here is a photo of a volcano from the Avenue of Volcanoes. It is called Tungurahua. As you will see, Tungurahua is blowing hot lava from its crater.

Pronounce it /ton-gur'-ah-wa/.

There is a photograph of an erupting volcano with several lava flows and a large plume of ash and rock. — The Tungurahua volcano during its eruption in 1999.
Tungurahua is one of the larger and more
active volcanoes in the Avenue of Volcanoes.

Teacher Instructions:

Please make sure that the student understands the words "volcano, volcanoes, erupt, lava, avenue, and Ecuador." Ask the student to read the page "Avenue of Volcanoes" aloud. Help him with any troublesome words. The goal is to see if the student can read Arial 14 and 12 point text, not to determine his reading fluency. Read the caption under the photo aloud if the student cannot read the small print.

Third and Fourth Grades, Geography Sample: 16 pt. Verdana, 12 pt. Comic Sans

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

This map shows the country of Ecuador in South America. On the map are nine volcanoes, showing that Ecuador deserves the name Avenue of the Volcanoes. The four westernmost volcanoes are Pichincha, Quilotoa, Tungurahua, and Cotapaxi. Slightly northeast of those are three more: Antizana, Reventador, and Sumaco. To the southeast are Cumbai, and Sangay. The Andes and the Cordillera Occidental mountains are also labeled.

Teacher Instructions:

Show the student the symbol for a volcano. Allow the student to study the map before and during the following questions. Offer help when needed.

How many volcanoes are on the map called "Avenue of Volcanoes?" (nine)
What mountain ranges are near the Avenue of Volcanoes? (Andes Mts., Cordillera Occidental)
To what country do the volcanoes belong? (Ecuador)
Point to the volcano named Antizana.
How far is the volcano Cotopaxi away from volcano Sumaco? (roughly 50 miles)

Third and Fourth Grades, Diagram Sample/Science: 14 pt. Comic Sans

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

There is a drawing of a turtle with an orange, yellow, and black shell. The turtle is labeled as follows: Carapace or Shell, Ear, Eye, Nostril, Mouth, Neck, Nail, Front leg, Hind leg, Tail.

Teacher Instructions:

Ask the student to study the diagram and the labels. If the student cannot see the labels or details of the image, make sure she is using her prescribed magnifier or a video magnifier such as the VisioBook. Ask the student the following questions.

The biggest part of the turtle, the shell, is also called what? (carapace)
What is farther back on the turtle's head, the eye or the ear? (ear)
What little sharp things are found at the end of the turtle's feet? (nails)
What colors are shown in the turtle's carapace? (yellow, orange, black)
What does the turtle use to smell? (nostril)
Point to the turtle's neck. (Provide hints or help if needed.)

Third and Fourth Grades, Yellow Pages Sample: Low Contrast, 9 & 10 pt. Arial

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

Bakeries, Louisville, Kentucky

There is a picture of a whole pie. Baa Baa Bakery, 3100 Bardstown Road, Louisville, KY 40205 (502) 555-1210

There is a picture of a birthday cake. Cake 4 Sure, 7404 Stone Bluff Court, Louisville, KY 40291 (502) 555-2922

There is a picture of a cupcake. Divinity Fine Catering, 2054 Frankfort Ave, Louisville, KY 40206 (502) 555-7069

There is a picture of a bouquet of fruit. Edible Creations, 976 Barret Ave, Louisville, KY 40204 (502) 555-4444

There is a picture of a long loaf of bread. Ermin's French Bakery & Cafe, 455 S 4th Street, Louisville, KY 40202 (502) 555-5120

There is a picture of a cupcake. Gigi's Cupcakes, 1977 South Hurstbourne Parkway, Louisville, KY 40220 (502) 555-4998

There is a picture of two chocolate-chip cookies. Great American Cookies, 5000 Shelbyville Road, Suite 1680, Louisville, KY 40204 (502) 555-6450

There is a picture of a birthday cake. Plehn's Bakery, 3940 Shelbyville Road, Louisville, KY 40207 (502) 555-4438

There is a picture of a whole pie. Pywacket's Pies, 4782 Cecil Drive, Louisville, KY 40207 (502) 555-1778

Teacher Instructions:

Ask the student to read the page over. Offer magnification and assistance. This text is the size of most text in phone books.

Name the bakery in the third line. (Divinity Fine Catering)
What bakery is at 3940 Shelbyville Road? (Plehn's Bakery)
According to the graphic, what kind of pastry can one get from the Baa Baa Bakery? (pie)
What is the zip code for Gigi's Cupcakes? (40220)
What bakery is located at 4782 Cecil Drive? (Pywacket's Pies)

Third and Fourth Grades, Math Sample: 8, 10, and 11 pt. Verdana

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

Which number is missing from this sequence?

3, (blank), 29, 42, 55

a) 10
b) 13
c) 16
d) 11

Which number is missing from this sequence?

46, 35, 24, (blank), 2

a) 21
b) 13
c) 16
d) 11

Which number is missing from this sequence?

99, 77, 55, (blank), 11

a) 34
b) 44
c) 33
d) 22

Teacher Instructions:

The student's page presents three math problems, each in a different point size. He is asked to look at a sequence of numbers and identify which number is missing, then choose from the four choices below. Please familiarize yourself with the page. If the student cannot read the page with a magnifier, make a notation and move on.

Answer 1st sequence: c) 16
Answer 2nd sequence: b) 13
Answer 3rd sequence: c) 33

Third and Fourth Grades, Math Sample: 8, 10, and 11 pt. Verdana

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

There is a drawing of a pyramid divided horizontally into three sections. The bottom section is labeled Rice, the middle section is labeled Wheat, and the top section is labeled Corn.

This pyramid shows the top three foods grown in the world. Which one feeds the most people? How can you tell? Name some products that have this grain in them?

A blue line that divides the chart sections.

There is a drawing of a pie chart divided into four sections. The largest section is yellow and labeled Playing or Texting with Friends. The second largest section is blue and labeled Playing Video Games. The third largest section is green and labeled Shopping. The smallest section is bright pink and labeled Chores. The largest section is labeled inside the pie chart, while the other three sections are labeled outside and have lead lines.

This chart shows the activities most 4th graders do on the weekends.
What activity do they spend the most time on?
What activity do they most likely do with mom or dad?
What activity do they do the least?

Make a pie chart of your typical school day. Try
to show how much of your day is spent in four
activities you do the most. Make sure to label
your pie pieces with the names of the activities
you do. Ask your teacher if you need assistance.

Teacher Instructions:

If your student cannot see any of the first two activities with her magnifier, then make a notation and move on.

There is a drawing of a pyramid divided horizontally into three sections. The sections are labeled outside the pyramid with lead lines. The bottom section is labeled Rice, the middle section is labeled Wheat, and the top section is labeled Corn.

This pyramid shows the top three foods grown in the world. Which one feeds the most people? How can you tell? Name some products that have this grain in them?

There is a drawing of a pie chart divided into four sections. The largest section is yellow and is labeled Playing or Texting with Friends. The second largest section is blue and labeled Playing Video Games. The third largest section is green and labeled Shopping. The smallest section is bright pink and labeled Chores. All the labels are on the outside of the pie chart and have lead lines.

This chart shows the activities most 4th graders do on the weekends.

What activity do they spend the most time on?
What activity do they most likely do with Mom or Dad?
What activity do they do the least?

For question 3, help the student make the pie chart according to the four activities the student does most during her school day.

Fifth and Sixth Grades

Fifth and Sixth Grades, Magazine Sample: 10 pt. Arial, 16 pt. Chaparral

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

A Little About Sharks

A photo of a great white shark. It is medium gray with a white underside.

Nearly 400 different kinds of sharks live in the oceans, seas, and rivers of the world. Most sharks do best in salt water, but some thrive in fresh water. Sharks differ greatly in appearance, diet, and behavior. Some sharks are nearly 30-40 feet long; that's the length of a bus. Other sharks are so small they can live in a home fish tank.

Most sharks have a skin color that helps them blend in with the water. But in the deepest and darkest parts of the ocean, many of the sharks have parts that glow in the dark. Features such as glowing stripes make sharks unique from one another.

Sharks are actually fish. There are similarities and differences between sharks and other fish. Cartilage, the flexible, tough tissue that makes your ears stick out, or makes your nose be more than a blob that hangs on your face, forms the skeleton of the shark. Fish skeletons are made of bones. Like other fish, sharks have gills, organs that make fish able to breathe. Fish get oxygen from the water when they filter it through their gills. Water needs to move over the gills so oxygen can be captured. To keep the water moving, most sharks swim even when they're asleep.

Sharks have many rows of teeth. The teeth from the outside row loosen and fall out, and teeth from the next row take their places. Some sharks will lose 30,000 teeth in a lifetime! Sharks are at the top of the ocean food chain, which means no other animal is hunting them for food. This position is very important because sharks actually prevent other animal populations from growing out of control. This process helps ensure there is diversity among ocean-dwelling creatures.

Sharks have been around since dinosaurs were on earth; that's 64 million years ago! The largest shark, the whale shark, is shown in the photo. Even though this shark grows to 40 feet long, it is very curious and gentle. It spends a lot of time near the water's surface basking in the sun. Other fish like to hang out with the whale shark. They use it for shade and protection from predatory fish. Some of the small fish actually eat the parasites that live on the shark's skin.

A photo of a shale shark. The shark is dark gray with white spots and a white underside. It is swimming through a large school of small yellowish fish. — Photo by Zac Wolf
This file is licensed under the Creative Commons- Share Alike 2.5 Generic license. You are free: to share, publish or remix this photo. You must attribute the work in the manner specified by the author If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one.

Teacher Instructions:

Ask the student to read the second page of "A Little About Sharks" then answer the questions below. Allow the student to refer to the text for answers.

How long have sharks been on our planet? (since the dinosaurs were here, or 64 million years ago)
What personality traits do whale sharks have? (gentle, curious)
What do whale sharks like to do? (bask in the sun)
Why do little fish like to hang around with the whale shark? (The whale shark provides protection, shade, and food.)
Look at the photo of the whale shark. With your finger, draw along the outline of the shark.

Fifth and Sixth Grades, Magazine Sample: 10 pt. Franklin Gothic Medium

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

PET PATTER

by Dr. Patty Russell, licensed veterinarian

A photo of a pug dog. His coat is white and tan, and his ears, face, and paws are dark brown to black.

Dear Dr. Patty,
My mother says I am too young to have a dog. But I am ten and I really like dogs and I want one who can be my friend. – Luanne

Dear Luanne,
At your age, it's natural to like animals. Pets aren't just our friends, they are our responsibilities. Ask yourself what it means to be the caretaker of a dog. It may mean you will be the one to feed and walk the dog or clean up mud when he tracks it in the house. This is every day, not just when you feel like it. This is lots of work. Think about it for several days. If you still want a dog, ask your parents again. Tell them what you plan to do to take care of the dog. – Dr. Pat

A photo of a gray cat with black stripes. The cat is stretching by leaning down low to the ground with it's front paws stretched out and it's tail up in the air.

Dear Dr. Patty,
I am 12 years old and have a little cat named Randy. My brother has a big German shepherd dog, Crash. Crash carries Randy around in his mouth and is rough with him. My Dad hates cats and thinks it's funny. He won't let me rescue Randy. I am afraid Randy is going to get hurt. Please help me. – Crystal

Dear Crystal,
I am so sorry your father has that attitude toward cats, especially Randy. Ask your mom or your brother to help you. Perhaps Crash could go to obedience school where he can learn to behave. Ask your brother to help rescue Randy. Tell an adult you trust when Randy gets chewed on. Remind her that you love Randy and need her help. – Dr. Pat

A photo of a koi fish (goldfish). The fish is orange with small black eyes, big lips, and a long tail. It has five fins; two on each side and one on it's back.

Dear Dr. Patty,
Our family was invited to a cookout and the hostess had a pond with several koi fish in it. I saw two adults pour beer into the pond. One little boy threw his hot dog in there. I got worried about the fish. Will that stuff hurt them? – Reggie

Dear Reggie,
Thank you for being a friend of animals. I appreciate your concern for them. You are right, adults should not pour beer into a pond; fish can get drunk. They often suffer scrapes and cuts when they are drunk. The hot dog will do less damage. Fish will take turns getting little bites of the hot dog until it's gone. The danger comes if the fish don't eat the hot dog and it is left in the pond to rot. By now, everything is probably fine. – Dr. Pat

Dear Dr. Patty,
My mom has a toy poodle, Vicki. I have tried and tried to pet Vicki, but she won't let me touch her. I have done nothing to her that I can think of. I really want to be friends with her. What can I do? – Silvio

Dear Silvio,
When a dog refuses to let you touch her, it is often because of a smell you have on your hands or clothes. Did you pet another dog or cat? Did you handle mustard or a pickle? Think about what you've touched. Wash your hands and change your clothes before petting her. If you do that, she will probably snuggle right up to you. – Dr. Pat

A photo of a black toy poodle dog. The dog has short curly hair with large floppy, furry ears and poofy hair on top of his head.

Teacher Instructions:

Ask the student to read the column either aloud or silently and answer the following questions:

What was Reggie's concern? (fish exposed to beer and hot dogs)
What was Dr. Patty's answer to Silvio? (wash hands and change clothes before petting Vicki the poodle)
What trouble is the writer, Crystal having? (Her brother's dog is rough with her cat, Randy. Her father is not supportive of her desire to protect Randy.)
What does Dr. Patty tell the girl that wants a dog? (Dogs can be lots of work. Think about how much work is involved, and if you still want a dog, ask again and be prepared to support your position.)

Fifth and Sixth Grades, Magazine Sample: Various fonts and sizes

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

A picture of a wire mesh cup full of different colored markers.

A picture of a pair of scissors with blue handles and pointed ends

What you will need:

Sparkle glue and craft glue
Colored markers
Scissors
Scraps of ribbon
Heavy colored paper
Stickers and sequins
Fabric pieces
Three-ring binder
Photos of your pet

This photo shows a long-haired, blonde Chihuahua with amber eyes. She has lots of long hair sprouting out of her ears. She is lying next to a stuffed toy Humpty Dumpty also with long ears. The name Kiki is superimposed on the photo.

Post your pet photos to our website for our Cutest Pet Photo contest at www.petpals.com

Write the name of your dog, cat, fish, turtle, or other pet in sparkle glue on the front of the binder.
Glue two or three photos of your pet onto each page of the notebook.
With contrasting colored markers, write below each picture what your pet is doing in the picture.
Cut the fabric and paper into different shapes. Glue these shapes onto the notebook pages to help decorate the pages.
Use the sparkle glue on the pages for extra color and bling. Make bows and award ribbons from the scrap ribbon and glue them to pages.

A photo of a yellow cat with orange stripes.

A photo of a small dog with long fur. His coat is brown and white, and his head is most brown with a white strip down the middle of his face. He has large triangle-shaped ears and a pointy nose.

Teacher Instructions:

Ask the student to read the instructions for how to make a pet scrapbook, and then answer the following questions. Allow the student to use the page as a reference.

What is the name of the pet in the photo? (Kiki)
What is the web address for the pet photo contest? (www.petpals.com)
What does the pet in the photo look like? (a little blonde dog, with big eyes and big ears; any other description that is accurate)
Name three items you will need to make a scrapbook. (sparkle glue, craft glue, colored markers, scissors, scraps of ribbon, heavy colored paper, stickers and sequins, fabric pieces, three-ring binder, photos of your pet)

Fifth and Sixth Grades, Cereal Box Sample: 28 pt. Curlz MT, 11 pt. Tahoma, and 10 pt. Gautami

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

A picture of a cereal box. The cereal is called Fruit Snaps and costs $2.95 for a 14 oz. box. There is a description of the cereal, an ingredient list, and nutritional information on the box. It also says Fruity Snaps are made in Tampa, Florida by Riley Foods, Inc.

Teacher Instructions:

Ask the student to read the cereal box information, and then answer the following questions:

What flavors are Fruity Snaps? (cherry, apple, banana, ginger)
How many calories are in 1 cup of Fruity Snaps? (180)
In what two shapes do Fruity Snaps come? (squares and round/spherical puffs)
Name three ingredients in Fruity Snaps? (wheat flour, rice flour, oat flour, cane sugar, honey, apple pulp, baking soda, dry ginger, salt, cinnamon, natural flavors, cherry pulp, apple pulp, ginger gum, natural banana flavoring, red dye #15, yellow dye #12)
Where are Fruity Snaps made? (Tampa, Florida)
How much does a 14-ounce box of Fruity Snaps cost? ($2.95)

Fifth and Sixth Grades, Newspaper Sample: 16 and 14 pt. Comic Sans and 12 pt. Gautami

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

Seventh Annual Talent Show

A picture of a gold trophy. The trophy is shaped like a very large goblet with handles on each side. It sits on top of a square wooden base with a gold plaque that says 1st Place.

The seventh annual Springfield Elementary talent show took place on Saturday, February 22nd, 2014. All of the students that were in the show did a great job and everybody had a lot of fun. The Whoostin Bieber Band took first place for their act which included singing, air drums and air guitar. Second place went to the Springfield dance team. The dance team is made up of girls from the fifth and sixth grade classes. They danced in unison to Stars and Stripes Forever by John Philip Sousa. Connor Sargent and his dog Dart took third place for their act. Connor held a hula hoop while Dart, a 96 lb. boxer, jumped through the hula hoop and then stood on his back legs while holding a ball with his two front paws. The winners of the talent show will compete in the county-wide talent show on Friday, March 25th at 6:00 PM. The show will be held at the Oakton High School gym. We hope that everyone shows up to cheer on our winners!

Go Math Team

The fifth grade math team will be competing against the Glenview Elementary fifth grade math team. Members of the team say they have been meeting after school two days a week to study and practice for the event. The team has been using flash cards and iPad apps to help learn multiplication tables. Let's hope their hard work pays off!

What holiday takes place on March 17th?

If you don't remember to wear green, you might find out the hard way!

A green line that divides the newsletter articles.

Teacher Instructions:

Ask the student to read the newsletter and answer the following questions:

What is the name of the school that puts out the news? (Springfield Elementary)
What month is the issue of this newsletter? (March)
Who came in first place in the talent show? (the Whoostin Beiber Band)
What type of team is competing against Glenview Elementary? (math team)
What should students remember to do on March 17th? (wear green)
Find and point out the smallest shamrock in the newsletter. (on the hat)
What is the name of the dog in the talent contest? (Dart)

Fifth and Sixth Grades, Dictionary Entries Sample: 11 pt. Verdana, 12 pt. Calibri Italic

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

me·tab·o·lism

[muh-tab-uh-liz-uh m] < Greek

noun

Biology, Physiology. All the physical and chemical processes in an organism by which its live tissue is produced, maintained, and destroyed, and by which energy is made available.
For example: Making energy from sugar is a process of metabolism. When sugar is not metabolized, as in the case of diabetes, one is said to have an error of metabolism.

di·a·be·tes

[dahy-uh-bee-tis, -teez] < Neo-Latin, Latin < Greek

noun

Physiology. Also called diabe·tes mel·li·tus [mel-i-tuh s] a disorder of the metabolism of sugars in the diet, usually it is seen with poor production or use of insulin. It results in large amounts of glucose (sugar) in the blood and urine, intense thirst, weight loss, and in some cases, destruction of small blood vessels. It leads to problems such as kidney disease and blindness. It usually can be controlled with adequate diet and medicine.

Teacher Instructions:

Ask the student to read the two dictionary entries and answer the following questions. The student may refer to the text.

What part of speech is the word "metabolism?" (noun)
When the body does not metabolize sugar, what is it called? (diabetes)
When a person has diabetes, what are some symptoms? (intense thirst, weight loss, sugar in the blood and urine, and destruction of small blood vessels.)
What language does the word "metabolism" come from? (Greek)
Put your finger on the word "diabetes."

Fifth and Sixth Grades, Sample Magazine: 16 pt. Charlegmane Std., 12 pt. Book Antiqua

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

CHILD'S LIFE MAGAZINE

Living with Diabetes

There are thousands of children in the United States living with diabetes. Some develop type 1 diabetes, usually inherited from the parents. But many children are now getting type 2 diabetes. It is also called adult onset diabetes. The reasons for this increase are that children are becoming obese and not playing physical games. Type 1 diabetes cannot be cured but can be managed by the use of low sugar food plans and insulin. Type 2 diabetes will sometimes go away when a person loses weight and becomes active. But sometimes type 2 must be managed with sugar restriction and the use of insulin. People with either type of diabetes must avoid sugar and other starchy foods. This is difficult for children.

Here are a few from kids living with diabetes:

"When I was little, it was really hard for me to go to birthday parties. All of my friends ate cake and drank soda pop while I drank milk and ate sugar free gelatin. I tried to sneak candy when my parents weren't looking but I got really sick. I don't do that now because I know how bad it felt. It is not so hard anymore, because my friends want to eat healthy. Now we all eat apple slices together."

Maribel, Age 11

A photograph of an 11-year-old girl with blue eyes, freckles, and a smile on her face. Her hair is blond and pulled back into a ponytail. She is wearing a blue and white plaid shirt.

"I used to cry at Halloween. I went trick-or-treating with my friends because I wanted to wear a costume. When I got home, my parents took away my bag of candy. After they saw how upset I was, my parents planned Halloween parties at our house every year. It was a lot better because my mom could bake sugar-free cupcakes that everyone could enjoy. I am too old to dress up now, but I am really thankful my parents were so helpful then."

Sean, Age 14

A photograph of an 14-year-old boy hugging his mother. He has brown eyes and hair, and he is smiling. He is wearing a gray and white stripped shirt.

"I was really sad when the doctor told me that I had diabetes. My mom also has it so I knew that it is a condition I could manage. Both of us eat right and exercise so that we will feel great. It was a real wake-up call. I realized that I had to get off of the couch and join in some sports. Now I have more energy and a new group of friends from the volleyball team."

Tiffany, Age 10

A photograph of an 10-year-old girl with brown eyes, freckles, and a smile on her face. Her hair is blond and she is wearing a pink and white stripped shirt with blue trim. She is holding a big bowl of mixed fruit.

Teacher Instructions:

Ask the student to read the selections on the page out loud. Carefully watch the student's eyes when he/she gets to the column break to see if the student tries to keep going across the column break or goes to the following line of text. If the student has trouble finding the beginning of the next line of text, practice the skill a little later.

Ask the student to read the article aloud or silently and answer the following questions:

What can bring about type 2 diabetes? (obesity and inactivity)
What must be avoided if you have diabetes? (sugar and starchy foods, inactivity)
What did Sean's parents do for him for Halloween? (throw a party so they could make sugar-free cupcakes for everyone)
What did Tiffany do to feel better? (eat right and get exercise/volleyball)
What is the name of the drug used by some people with diabetes? (insulin)
How do some kids get type 1 diabetes? (inherit it from a parent)

Fifth and Sixth Grades, Geography Sample: 16 pt. Arial

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

The map shows all the states that are called the Midwest. They are shown with their capitols and their largest cities. Going clockwise, beginning with North Dakota: North Dakota is shown with its capitol city, Bismark. Minnesota is shown with its capitol city, St. Paul. Wisconsin is shown with its capitol city, Madison Michigan is shown with its capitol city, Lansing, and large city, Detroit. Ohio is shown with its capitol city, Columbus, and large cities, Cleveland and Cincinnati. Indiana is shown with its capitol city, Indianapolis. Illinois is shown with its capitol city, Springfield, and large cities, Chicago and Peoria. Missouri is shown with its capitol city, Jefferson City, and large city Springfield. Kansas is shown with its capitol city, Topeka, and large city Wichita. Nebraska is shown with its capitol city, Lincoln, and large city Omaha. South Dakota is shown with its capitol city, Pierre, and large city Sioux Falls. In the center is Iowa, shown with its capitol city, Des Moines.

Teacher Instructions:

Introduce the student to the map and make sure he/she has the correct magnification to see the elements of it. Explain the legend, if necessary.

Ask the student to search the map and answer the following questions:

What state has St. Paul as its capitol? (Minnesota)
What state is divided into two separate pieces? (Michigan)
What is the capital of Kansas? (Topeka)
The city of Peoria is in which state? (Illinois)
The little thumb on the top of Minnesota points in which direction? (north)

Fifth and Sixth Grades, Geography Sample: 18 pt. Arial

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

This is a map that shows the kinds of forests found in the Koreas. It also shows the border between North and South Korea which is called the demilitarized zone. Here are the locations and kinds of forest found in the Koreas. In the far south of South Korea is found what is called the Southern Korea evergreen forest. In the central part of South Korea and the southern part of North Korea, and along the eastern coast of both Koreas is the Central Korean deciduous forest. Along the mountains of South Korea, and reaching up along all the borders of North Korea except for the middle section of the westernmost border, is the Northern Korea deciduous forest. In the central and northern parts of North Korea is the Changbai Mountains mixed forest. Also shown are the capitols of the countries. North Korea's capitol is P'yongyang, and South Korea's capitol is Seoul.

Teacher Instructions:

The student will examine a map of North and South Korea, the Demilitarized Zone, Korea Bay, Yellow Sea, and Sea of Japan. It also shows where each type of forest is located. Allow the student to study the map to answer the following questions:

Which part of South Korea is home to an evergreen forest? (the far southern edge of Korea, and on a large island in the Yellow Sea)
Where is the Demilitarized Zone located? (The Demilitarized Zone is on the border between North and South Korea. It divides the Korean Peninsula roughly in half.)
What is the capitol of North Korea? (P'yongyang)
Korea Bay touches which two kinds of forest? (Northern Korea deciduous forest, Southern Korea deciduous forest.)

Fifth and Sixth Grades, Diagram Sample/Science: 16 pt. Verdana

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

A drawing of a side view of a fish. The fish is a tuna and is labeled with lead lines with the following: First Dorsal Fin (on top in the middle of the back), Second Dorsal Fin (on top behind first dorsal fin), Finlets (on top and bottom, near the tail), Caudal Fin (tail fin), Ventral Fin (on bottom, towards the front), Anal Fin (on bottom, directly below the second dorsal fin), Pectoral Fin (on the side), Lateral Line (a line of color that bisects the fish laterally), Cheek (behind the mouth), and Gill Cover (a flap behind the cheek that covers the gills).

Teacher Instructions:

Ask the student to study the diagram of the tuna and answer the following questions. Allow the student to refer to the diagram.

What is the name of the fin that sits atop the tuna's back? (first dorsal fin)
Run your finger along the length of the lateral line.
What is the name of the little yellow tags that run along the tuna's back and belly near the tail? (finlets)
What organs are between the tuna's eye and pectoral fin? (gills)
Trace the anal fin with your finger.
What is the tail fin called? (caudal fin)

Fifth and Sixth Grades, Diagram Sample/Science: 16 pt. Verdana

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

This is an illustration of the parts of a flower. Starting at the bottom left we see the label bracts. These are petals which actually look like leaves. These are found on many flowers. What most people would call the stem is labeled as pedicel. This is actually the upper part of the stem that supports the flower. Then we have the petals and the sepals. The sepals are usually green and enclose the flower when it is still just a bud. There is the pistil, the female part of the flower which has three parts. The ovary is the bottom of the pistil, the style is the middle segment, and the stigma is at the top. Fertilization occurs when pollen comes in contact with the stigma. Next is the stamen, the male part of the flower. It consists of two parts, the filament, a thin threadlike structure that holds the anther, a tiny pad that produces pollen.

Teacher Instructions:

Allow the student to study the diagram, then use it to answer the following questions.

What is another name for a leaf? (bract)
What is the name of the blue parts of the flower? (petals)
What is the name of the part that holds up the flower? (pedicel)
The pistil is made up of what three parts? (stigma, style, ovary)
Name the parts of the stamen. (anther and filament)
With your finger, trace around the petals.

Fifth and Sixth Grades, Math Sample: 8, 10, and 11 pt. Times New Roman

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

Look at the number line below and decide which sign makes these statements true?
-1 ? 0 +4 ? -6 -3 ? +3 0 ? 0 -8 ? +1

-9 -8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10 +11 +12

a) > b) = c) < d) +

Look at the number line below and decide which sign makes these statements true?
-1 ? -10 -19 ? -20 -2 ? +2 -1 ? 0 +14 ? +10 -3 ? -1

-20 -19 -18 -17 -16 -15 -14 -13 -12 -11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10 +11 +12 +13 +14 +15 +16 +17 +18 +19 +20

a) < b) + c) > d) =

Put these integers in order from greatest to least.

-1 7 -3 0 1 2 -2 4 -6 8

Teacher Instructions:

Make sure the student can see the numbers and symbols either with the naked eye or with her prescribed magnifier. If she cannot, make a notation in the student's FV/LMA record and move on.

The student is to look at the number lines in the first two exercises and insert the symbols >, <, +, or = to satisfy the statement.

Correct answers 1st exercise: -1 < 0, +4 > -6, -3 < +3, 0 = 0, -8 < +1 (c, a, c, b, c)

Correct answers 2nd exercise: -1 > -10, -19 > -20, -2 < +2, -1 < 0, +14 > +10, -3 < -1 (c, c, a, b, c)

The student is to order the integers from greatest to least.

Correct answer 3rd exercise: 8, 7, 4, 2, 1, 0, -1, -2, -3, -6

Fifth and Sixth Grades, Math Sample: 10 and 11 pt. Times New Roman

FV/LMA Protocol: Learning Media Assessment – Current Print Functioning

Liza's class recorded how many cans of food each student collected for their canned food drive.

A picture of a barchart titled Cans of Food Collected. The x-axis (bottom) is labeled Ty, Liza, Keesha, and Mario. The y-axis (left) is labeled Number of Cans of Food and goes from 0 to 100 in increments of 10. Ty has a blue bar that goes up to 60. Liza has a dark pink bar that goes up to 70. Keesha has a green bar that goes up to 20. Mario has an orange bar that goes up to 40.

How many cans of food did Liza collect?
Who collected more cans, Mario or Ty?
Who collected the least number of cans of food?

Mapletown had a race to raise money for kids' camp. There were 13 participants aged 60 or more, 26 participants aged 40 to 59, 62 participants aged 20 to 39, and 18 participants aged 0 to 19. Draw a bar graph that shows the numbers of participants in each age category.

Teacher Instructions:

Liza's class recorded how many cans of food each student collected for their canned food drive.

How many cans of food did Liza collect? (70)

Who collected more cans, Mario or Ty? (Ty)

Who collected the least number of cans of food? (Keesha)

Assist your student in the following exercise: