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Grades 1-2, 3-4, 5-6
By Elaine Kitchel, M.Ed.
with consultation from LaRhea Sandford, Ed.D. and Rebecca Burnett, Ed.D.
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.
Copyright, 2014 all rights reserved.
American Printing House for the Blind, Inc.
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
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.
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
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.
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
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
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:
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.
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
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.
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
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:
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
Where is the treasure? Look at the bird photo for clues.
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.
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:
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
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.
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
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.
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
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.
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?
Sara had 7 stars on her homework but 3 fell off. How many stars were left?
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.
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.
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?
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:
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
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.
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
Teacher Instructions:
Ask the student the following:
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!
Teacher Instructions:
Ask the student to read the advertisement out loud and answer the following questions:
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
= Emmy the Emu
= Ethan
= wings
= airplane
= legs
Do Emus Fly?
One day ,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,
, how she could go visit.
said she should fly. "But
," said
, "how can I fly? We are emus. We use our
to run rapidly, not our
to fly. We can't fly, silly emu," she said to
.
"What do you mean we can't fly?" said . "I am a bird. Of course I can fly just like an
, although not nearly as fast."
"Wacky ," replied
. "The reason we emus have to use our
and run rapidly is
because our bodies are big and our are small. The only way we will fly is to ride in an
."
"That's it!" yelled. "I will take an
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:
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
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.
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:
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.
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.
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/.
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.
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
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.
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
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.
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
Bakeries, Louisville, Kentucky
Baa Baa Bakery, 3100 Bardstown Road, Louisville, KY 40205 (502) 555-1210
Cake 4 Sure, 7404 Stone Bluff Court, Louisville, KY 40291 (502) 555-2922
Divinity Fine Catering, 2054 Frankfort Ave, Louisville, KY 40206 (502) 555-7069
Edible Creations, 976 Barret Ave, Louisville, KY 40204 (502) 555-4444
Ermin's French Bakery & Cafe, 455 S 4th Street, Louisville, KY 40202 (502) 555-5120
Gigi's Cupcakes, 1977 South Hurstbourne Parkway, Louisville, KY 40220 (502) 555-4998
Great American Cookies, 5000 Shelbyville Road, Suite 1680, Louisville, KY 40204 (502) 555-6450
Plehn's Bakery, 3940 Shelbyville Road, Louisville, KY 40207 (502) 555-4438
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.
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
Which number is missing from this sequence?
3, (blank), 29, 42, 55
Which number is missing from this sequence?
46, 35, 24, (blank), 2
Which number is missing from this sequence?
99, 77, 55, (blank), 11
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.
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
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?
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.
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?
This chart shows the activities most 4th graders do on the weekends.
For question 3, help the student make the pie chart according to the four activities the student does most during her school day.
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
A Little About Sharks
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.
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.
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
PET PATTER
by Dr. Patty Russell, licensed veterinarian
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
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
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
Teacher Instructions:
Ask the student to read the column either aloud or silently and answer the following questions:
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
Make a Pet Scrapbook!
What you will need:
Post your pet photos to our website for our Cutest Pet Photo contest at www.petpals.com
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.
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
Teacher Instructions:
Ask the student to read the cereal box information, and then answer the following questions:
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
Seventh Annual Talent Show
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!
Teacher Instructions:
Ask the student to read the newsletter and answer the following questions:
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
me·tab·o·lism
[muh-tab-uh-liz-uh m] < Greek
noun
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
Teacher Instructions:
Ask the student to read the two dictionary entries and answer the following questions. The student may refer to the text.
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
"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
"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
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:
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
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:
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
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:
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
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.
FV/LMA Protocol: Learning Media Assessment – Current Print Functioning
Teacher Instructions:
Allow the student to study the diagram, then use it to answer the following questions.
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
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.
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:
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.