English-Language Arts Content Standards – CAPA Level IV
TABLE OF CONTENTS
Introduction .........................................................................................................................................................i
READING
Standard 6.1.1 - Word Recognition: Read aloud narrative and expository text fluently and accurately and
with appropriate pacing, intonation, and expression
Alternate Achievement Standard 6.1.1A - Read a simple four to five word sentence composed of highfrequency words .............................................................................. 1
FPI E4R6.1.1A1 - Will read a simple four to five word sentence composed of high frequency words
Standard 7.1.3 - Vocabulary and Concept Development: Clarify word meanings through the use of
definition, example, restatement, or contrast
Alternate Achievement Standard 7.1.3A - Understand frequently used synonyms, antonyms, and
homographs ..................................................................................... 2
FPI E4R7.1.3A1 - Will pair two pictures representing synonyms (same)
FPI E4R7.1.3A2 - Will pair two pictures representing antonyms (opposites)
FPI E4R7.1.3A3 - Will pair two pictures representing a homograph (different meaning with same
spelling)
FPI E4R7.1.3A4 - Will select a picture representing the synonym of the dictated word (same meaning)
FPI E4R7.1.3A5 - Will select a picture representing the antonym of the dictated word (opposites)
FPI E4R7.1.3A6 - Will select a picture representing a homograph of a dictated word (different meaning
with same spelling)
Standard 6.2.3 - Comprehension and Analysis of Grade-Level-Appropriate Text: Connect and clarify main
ideas by identifying their relationships to other sources and related topics.
Alternate Achievement Standard 6.2.3A - Select a book title that would provide more information for a main
idea .................................................................................................. 3
FPI E4R6.2.3A1 - Will choose a book title that would provides more information on a main idea than is
stated
Standard 7.2.3 - Structural Features of Informational Materials: Analyze text that uses the cause-and-effect
organizational pattern.
Alternate Achievement Standard 7.2.3A - Distinguish between cause and effect in expository text ................. 4
FPI E4R7.2.3A1 - Will make a choice to get a desired effect based on information gained from
expository text
FPI E4R7.2.3A2 - Will identify the possible cause of a given effect based on information gained from
expository text
FPI E4R7.2.3A3 - Will make possible predictions of cause or effect based on expository text
Standard 8.2.1 - Structural Features of Informational Materials: Compare and contrast the features and
elements of consumer materials to gain meaning from documents (e.g., warranties, contracts,
product information, instruction manuals).
Alternate Achievement Standard 8.2.1A - Identify the key features of consumer materials (e.g., telephone
book, newspaper, magazines).......................................................... 5
FPI E4R8.2.1A1 - Will identify white and yellow sections of the telephone book
FPI E4R8.2.1A2 - Will identify two or more sections of the newspaper
FPI E4R8.2.1A3 - Will identify one or more parts of a magazine
SEACO Special Education Curriculum Guide
2008 Update
English-Language Arts Content Standards – CAPA Level IV
Standard 8.2.3 - Comprehension and Analysis of Grade-Level-Appropriate Text: Find similarities and
differences between texts in the treatment, scope, or organization of ideas.
Alternate Achievement Standard 8.2.3A - Identify an appropriate genre for a given task ................................. 6
FPI E4R8.2.3A1 - Will choose the appropriate genre (literary form) for a specific task
Standard 6.3.2 - Narrative Analysis of Grade-Level-Appropriate Text: Analyze the effect of the qualities of
the character (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution
of the conflict.
Alternate Achievement Standard 6.3.2A - Use knowledge of a character’s traits to determine the causes for
that character’s actions. ................................................................... 6
FPI E4R6.3.2A1 - Will answer “Why” questions with single word descriptor of the character trait that
made the person perform that action
Standard 6.3.6 - Narrative Analysis of Grade-Level-Appropriate Text: Identify and analyze features of themes
conveyed through characters, actions, and images.
Alternate Achievement Standard 6.3.6A - Identify themes conveyed through characters, actions,
and images. ...................................................................................... 7
FPI E4R6.3.6A1 - Will identify (using pictures, role play or verbalization) the theme of a story
evidenced through a character's action(s), character traits and illustrations
Standard 7.3.2 - Narrative Analysis of Grade-Level-Appropriate Text: Identify events that advance the plot,
and determine how each event explains past or present action(s) or foreshadows future
action(s).
Alternate Achievement Standard 7.3.2A - Identify the main events of the plot and the influence of those main
events on future actions. .................................................................. 7
FPI E4R7.3.2A1 - Will choose the picture cards that describe the main events of a plot
FPI E4R7.3.2A2 - Will identify the main events of a plot presented orally or in print
FPI E4R7.3.2A3 - Will make a prediction of what will happen next when presented with one main
event
Standard 8.3.2 - Narrative Analysis of Grade-Level-Appropriate Text: Evaluate the structural elements of the
plot (e.g., subplots, parallel episodes, climax), the plot’s development, and the way in which
conflicts are (or are not) addressed and resolved.
Alternate Achievement Standard 8.3.2A - Identify a solution to a given problem/conflict................................ 8
FPI E4R8.3.2A1 - Will identify a solution to a given problem/conflict
Alternate Achievement Standard 8.3.2B - Identify whether the solution resolved the problem......................... 8
FPI E4R8.3.2B1 - Will respond “yes” or “no” when asked if a given solution has resolved a given
problem
WRITING
Standard 6.1.1 - Sentence Structure: Use simple, compound, and compound-complex sentences; use
effective coordination and subordination of ideas to express complete thoughts.
Alternate Achievement Standard 6.1.1A - Use a simple sentence ...................................................................... 9
FPI E4W6.1.1A1 - Will use a simple written sentence to express wants or needs
Standard 6.1.4 - Capitalization: Use correct capitalization
Alternate Achievement Standard 6.1.4A - Use correct capitalization at the beginning of a sentence ................ 9
FPI E4W6.1.4A1 - Will identify a capitalization error in the beginning of a sentence
FPI E4W6.1.4A2 - Will fill in the blank for the first letter of a sentence with a capital letter
SEACO Special Education Curriculum Guide
2008 Update
English-Language Arts Content Standards – CAPA Level IV
Standard 8.2.1 - Spelling: Use correct spelling conventions.
Alternate Achievement Standard 8.2.1A - Spell simple high-frequency words ............................................... 10
FPI E4W8.2.1A1 - Will match letters to spell high frequency words
FPI E4W8.2.1A2 - Will write dictated simple high-frequency words
FPI E4W8.2.1A3 - Will orally spell simple high-frequency words
Standard 6.1.1 - Organization and Focus: Choose the form of writing (e.g., personal letter, letter to the
editor, review, poem, report, narrative) that best suits the intended purpose.
Alternate Achievement Standard 6.1.1A - Select a focus and an organizational structure based upon purpose
(e.g., letter, report, list, story)..................................................... 11
FPI E4WS6.1.1A1 - Will select a focus for a specific activity or function
FPI E4WS6.1.1A2 - Will select the organizational structure for a functional document
LISTENING AND SPEAKING
Standard 6.1.3 - Comprehension: Restate and execute multiple-step oral instructions and directions..
Alternate Achievement Standard 6.1.3A - Execute two- or three-step oral instructions and directions........... 12
FPI E4L6.1.3A1 - Will respond appropriately when given two or three-step directions
Standard 7.1.1 - Comprehension: Ask probing questions to elicit information, including evidence to support
the speaker’s claims and conclusions.
Alternate Achievement Standard 7.1.1A - Ask a question to elicit information............................................... 13
FPI E4L7.1.1A1 - Will ask a question
FPI E4L7.1.1A2 - Will select or ask an appropriate question given the situation
FPI E4L7.1.1A3 - Will ask appropriate who, what, where or when questions based on situation
Standard 7.1.2 - Comprehension: Determine the speaker’s attitude toward the subject.
Alternate Achievement Standard 7.1.2A - Determine the speaker’s attitude toward the subject ..................... 14
FPI E4L7.1.2A1 - Will choose a single word/picture to describe a speaker's attitude toward the subject
(Attitude may be determined from speaker's words, body language, tone of voice,
facial expressions and gestures.)
Standard 7.1.5 - Organization and Delivery of Oral Communication: Arrange supporting details, reasons,
descriptions, and examples effectively and persuasively in relation to the audience.
Alternate Achievement Standard 7.1.5A - Maintain the topic for three exchanges.......................................... 14
FPI E4L7.1.5A1 - Will maintain a conversation on a topic for three exchanges
Standard 8.1.5 - Organization and Delivery of Oral Communication: Use precise language, action verbs,
sensory details, appropriate and colorful modifiers, and the active rather than the passive
voice in ways that enliven oral presentations
Alternate Achievement Standard 8.1.5A - Use precise language such as sensory details (e.g., size, shape,
color).............................................................................................. 15
FPI E4L8.1.5A1 - Will state one or more attributes when describing an object
SEACO Special Education Curriculum Guide
2008 Update
English-Language Arts Content Standards – CAPA Level IV
2008 INTRODUCTION
In Spring 2006, CDE approved the CAPA ELA, Math and Science blueprints aligned to grade level standards.
These SEACO Curriculum Guide updates reflect the current blueprints and are formatted similar to the
original SEACO Curriculum Guide. It is felt that teachers can still use the goals and objectives in the original
guide and that the 2008 updates will assist in aligning instruction to CAPA.
As with the original curriculum guide, these updates are not intended to be a scope and sequence, but rather a
guide to help teachers navigate through the core content standards. While the standards in this curriculum
guide were selected by CDE for use with students with moderate to severe disabilities and are the blueprints
for the CAPA, it is important to remember that students should have access to ALL the core content standards.
The standards listed in this curriculum guide are not intended to be the only ones that might be appropriate for
students with significant needs. Teachers should always have high expectations for their students and should
strive to continue to develop ways for them to access the core curriculum.
A formatting system was designed to label each Functional Performance Indicator (FPI) to assist in item
identification. Below is the legend for the formatting system:
Core Area
English
CAPA Level
4
Strand
Reading
Grade Level
6
Standard
Number
1.1
Alternate Achievement
Standard
A
FPI
1
This is how the above legend converts to the FPI number: E4R6.1.1A1
It is important that teachers specify the observable behavior the student is to demonstrate in achieving his/her
goal – REMEMBER: if you can’t see the behavior, you can’t measure it. To that end, we have attempted to
insert cues as reminders to teachers. For example, in a goal which states “identify by (specify mode of
communication here)”, the specific observable behavior needs to be inserted as just the word “identify”
without specificity cannot be measured.
SEACO would like to express its utmost appreciation to the following County Offices who have devoted
much time and energy to this 2008 revision:












Butte County Office of Education
Imperial County Office of Education
Los Angeles County Office of Education
Merced County Office of Education
Orange County Department of Education
Riverside County Office of Education
San Bernardino County Superintendent of Schools
San Diego County Office of Education
San Mateo County Office of Education
Santa Barbara County Education Office
Tulare County Office of Education
Ventura County Office of Education
ELA Level IV - i
SEACO Special Education Curriculum Guide
2008 Update
English-Language Arts Content Standards – CAPA Level IV
READING
CAPA - Reading
Grade 6
Number of Tasks: 4
Percentage of Test: 50%
1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students use
their knowledge of word origins and word relationships, as well as historical and literary context clues, to
determine the meaning of specialized vocabulary and to understand the precise meaning of grade-levelappropriate words.
1.1 Word Recognition: Read aloud narrative and expository text fluently and accurately and with appropriate pacing,
intonation, and expression
 A. Read a simple four to five word sentence composed of high-frequency words
Alternate Achievement Standard
Functional Performance
Indicator
E4R6.1.1A1 - Will read a simple four
to five word sentence composed of
high frequency words
√
1.1 A. Read a simple four to five word sentence composed of high-frequency words
Sample Goal
Other Sample Behaviors/Activities
By (month/day/year) when presented with book, (student) will read  Read rebus sentence strip
a simple four to five word sentence composed of high frequency
 Read newspaper passage
words with (___)% accuracy over (___) trial days/weeks as
 Read simple recipe
measured by data collection.
ELA Level IV - 1
SEACO Special Education Curriculum Guide
2008 Update
English-Language Arts Content Standards – CAPA Level IV
1.0
Grade 7
WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students use
their knowledge of word origins and word relationships, as well as historical and literary context clues, to
determine the meaning of specialized vocabulary and to understand the precise meaning of grade-levelappropriate words.
Vocabulary and Concept Development: Clarify word meanings through the use of definition, example,
restatement, or contrast
 A. Understand frequently used synonyms, antonyms, and homographs
1.3
Alternate Achievement Standard
Functional Performance
Indicator
E4R7.1.3A1 - Will pair two pictures
representing synonyms (same)
E4R7.1.3A2 - Will pair two pictures
representing antonyms (opposites)
E4R7.1.3A3 - Will pair two pictures
representing a homograph (different
meaning with same spelling)
E4R7.1.3A4 - Will select a picture
representing the synonym of the
dictated word (same meaning)
E4R7.1.3A5 - Will select a picture
representing the antonym of the
dictated word (opposites)
E4R7.1.3A6 - Will select a picture
representing a homograph of a
dictated word (different meaning
with same spelling)
√
1.3.A Understand frequently used synonyms, antonyms, and homographs
Sample Goal
By (month/day/year) when presented with pictures in a field of
(__), (student) will pair two pictures representing synonyms with
(___)% accuracy over (___) trial days/weeks as measured by data
collection.
By (month/day/year) when presented with pictures in a field of
(__), (student) will pair two pictures representing antonyms with
(___)% accuracy over (___) trial days/weeks as measured by data
collection.
By (month/day/year) when presented with pictures in a field of
(__), (student) will pair two pictures representing a homograph
with (___)% accuracy over (___) trial days/weeks as measured by
data collection.
By (month/day/year) when presented with pictures in a field of
(__), (student) will select a picture representing the synonym of a
dictated word with (___)% accuracy over (___) trial days/weeks as
measured by data collection.
By (month/day/year) when presented with pictures of opposite
items, (student) will select a picture representing the antonym of
a dictated word with (___)% accuracy over (___) trial
days/weeks as measured by data collection.
By (month/day/year) when presented with pictures with words in a
field of (__), (student) will select a picture representing a
homograph of a dictated word with (___)% accuracy over (___)
trial days/weeks as measured by data collection.
ELA Level IV - 2
SEACO Special Education Curriculum Guide
2008 Update
Other Sample Behaviors/Activities
 Identify same emotions
 Identify synonyms of the 5 senses
 Identify synonyms for character traits (coward/afraid)
 Select opposite emotions on peers
 Play opposite lotto game
 Match weather opposites
 Match objects that have the same spelling but different
meanings (bow/gift & bow and arrow)
 Verbally describe the differences in the meaning of the
words
 Match synonym objects
 Sort synonym pictures
 Verbally substitute a synonym for another word
 Game of opposites
 Use switch to identify opposites on computer
 Act out opposites with peers
 Act out homographs - deer [animal] and dear
[affection]
 Draw a picture representation of tear and tear
English-Language Arts Content Standards – CAPA Level IV
Grade 6
2.0 READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS): Students read and
understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and
perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections
in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and
complexity of the materials to be read by students. In addition, by grade eight, students read one million
words annually on their own, including a good representation of grade-level-appropriate narrative and
expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In
grade six, students continue to make progress toward this goal
2.3 Comprehension and Analysis of Grade-Level-Appropriate Text: Connect and clarify main ideas by identifying
their relationships to other sources and related topics
 A. Select a book title that would provide more information for a main idea
Alternate Achievement Standard
√
2.3 A. Select a book title that would provide more information for a main idea
Functional Performance
Indicator
Sample Goal
E4R6.2.3A1 - Will choose book title
that would provides more
information on a main idea than is
stated
By (month/day/year) when presented with book titles in a field of
(__), (student) will choose book title that would provide more
information on a main idea than is stated with (___)% accuracy
over (___) trial days/weeks as measured by data collection.
ELA Level IV - 3
SEACO Special Education Curriculum Guide
2008 Update
Other Sample Behaviors/Activities
 Match ideas cards with title cards
 Match title strips of pictures of main ideas
 Student supplies title verbally to story
English-Language Arts Content Standards – CAPA Level IV
Grade 7
2.0 READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS): Students read and
understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and
perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections
in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and
complexity of the materials to be read by students. In addition, by grade eight, students read one million
words annually on their own, including a good representation of grade-level-appropriate narrative and
expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In
grade seven, students make substantial progress toward this goal.
2.3 Structural Features of Informational Materials: Analyze text that uses the cause-and-effect organizational
pattern.
 A. Distinguish between cause and effect in expository text
Alternate Achievement Standard
Functional Performance
Indicator
E4R7.2.3A1 - Will make a choice to
get a desired effect based on
information gained from expository
text
E4R7.2.3A2 - Will identify the
possible cause of a given effect based
on information gained from
expository text
E4R7.2.3A3 - Will make possible
predictions of cause or effect based
on expository text
√
2.3 A. Distinguish between cause and effect in expository text
Sample Goal
Other Sample Behaviors/Activities
By (month/day/year) following the reading of a expository text,
(student) will make a choice to get a desired effect based on
information gained from expository text with (___)% accuracy
over (___) trial days/weeks as measured by data collection.
By (month/day/year) following the reading of expository text,
(student) will identify the possible cause of a given effect based
on information gained from expository text with (___)% accuracy
over (___) trial days/weeks as measured by data collection.
By (month/day/year) following the reading of a expository text,
(student) will make possible predictions of cause or effect based
on expository text with (___)% accuracy over (___) trial
days/weeks as measured by data collection.
 Choose lunch items using lunch menu read aloud
 Determine shopping list based on the grocery store ads
 Choose what to wear after the newspaper weather
report
 Review student handbook
 Follow classroom rules to gain reward
 Follow hygiene checklist by brushing teeth to avoid bad
breath
 Read newspaper to determine what to wear based on
weather report
 Read classified section of newspaper to find a job
ELA Level IV - 4
SEACO Special Education Curriculum Guide
2008 Update
English-Language Arts Content Standards – CAPA Level IV
Grade 8
2.0 READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS): Students read and
understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and
perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections
in Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and
complexity of the materials to be read by students. In addition, students read one million words annually on
their own, including a good representation of narrative and expository text (e.g., classic and contemporary
literature, magazines, newspapers, online information).
2.1 Structural Features of Informational Materials: Compare and contrast the features and elements of consumer
materials to gain meaning from documents (e.g., warranties, contracts, product information, instruction manuals).
 A. Identify the key features of consumer materials (e.g., telephone book, newspaper, magazines).
2.3 Comprehension and Analysis of Grade-Level-Appropriate Text: Find similarities and differences between texts
in the treatment, scope, or organization of ideas.
 A. Identify an appropriate genre for a given task
Alternate Achievement Standard
Functional Performance
Indicator
E4R8.2.1A1 - Will identify white
and yellow sections of the telephone
book
E4R8.2.1A2 - Will identify two or
more sections of the newspaper
E4R8.2.1A3 -Will identify one or
more parts of a magazine
√
2.1 A. Identify the key features of consumer materials (e.g., telephone book, newspaper,
magazines)
Sample Goal
By (month/day/year) when presented telephone book, (student)
will identify white and yellow sections of the telephone book
using (specify mode of communication here) with (___)%
accuracy over (___) trial days/weeks as measured by data
collection.
By (month/day/year) when presented with multiple sections of
the newspaper, (student) will identify two or more sections of the
newspaper using (specify mode of communication here) with
(___)% accuracy over (___) trial days/weeks as measured by data
collection.
By (month/day/year) when presented with a magazine or
periodical, (student) will identify one or more parts of a
magazine using (specify mode of communication here) with
(___)% accuracy over (___) trial days/weeks as measured by data
collection.
ELA Level IV - 5
SEACO Special Education Curriculum Guide
2008 Update
Other Sample Behaviors/Activities
 Find a business in the yellow section
 Find family or friends in the white section
 Find sports scores
 Find the day’s weather
 Find a classified ad
 Create a grocery list based on the grocery ads
 Find an advertisement
 Find an article of interest
 Use table of contents to find article of interest
English-Language Arts Content Standards – CAPA Level IV
Alternate Achievement Standard
√
Functional Performance
Indicator
Sample Goal
E4R8.2.3A1 Will choose the
appropriate genre (literary form) for
a specific task
Grade 6
2.3 A. Identify an appropriate genre for a given task
By (month/day/year) during free time, (student) will choose the
appropriate genre for a specific task by selecting a leisure time
reading activity for (___) of (___) trials over (___) trial
days/weeks as measured by data collection.
Other Sample Behaviors/Activities
 Choose cookbook to find a recipe
 Find a weather chart for choosing appropriate attire
 Find newspaper TV programming list for favorite TV
show
3.0 LITERARY RESPONSE AND ANALYSIS: Students read and respond to historically or culturally
significant works of literature that reflect and enhance their studies of history and social science. They clarify
the ideas and connect them to other literary works. The selections in Recommended Readings in Literature,
Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by
students
3.2 Narrative Analysis of Grade-Level-Appropriate Text: Analyze the effect of the qualities of the character (e.g.,
courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict.
 A. Use knowledge of a character’s traits to determine the causes for that character’s actions.
3.6 Narrative Analysis of Grade-Level-Appropriate Text: Identify and analyze features of themes conveyed through
characters, actions, and images.).
 A. Identify themes conveyed through characters, actions, and images.
Alternate Achievement Standard
Functional Performance
Indicator
E4R6.3.2A1 - Will answer “Why”
questions with single word descriptor
of the character trait that made the
person perform that action
√
3.2 A. Use knowledge of a character’s traits to determine the causes for that character’s actions
Sample Goal
By (month/day/year) when read a passage from a book, (student)
will answer “Why” questions with single word descriptor of the
character trait that made the person perform that action using
(specify mode of communication here) with (___)% accuracy
over (___) trial days/weeks as measured by data collection.
ELA Level IV - 6
SEACO Special Education Curriculum Guide
2008 Update
Other Sample Behaviors/Activities
 Q: “Why did the boy do his homework?” A: “smart”
 Q: “Why did the girl help the lady cross the street?”
A: “Kind or nice”
 Answer questions based on article read in a newspaper
English-Language Arts Content Standards – CAPA Level IV
Alternate Achievement Standard
√
Functional Performance
Indicator
Sample Goal
E4R6.3.6A1 - Will identify (using
pictures, role play or verbalization)
the theme of a story evidenced
through a character's action(s),
character traits and illustrations
Grade 7
3.6 A. Identify themes conveyed through characters, actions, and images
By (month/day/year) when read a passage from a book, (student)
will use pictures to identify the theme of a story evidenced
through a character’s action, character traits and illustrations
with (___)% accuracy over (___) trial days/weeks as measured
by data collection.
Other Sample Behaviors/Activities
 Role play practical themes including being kind and
respectful
 Verbally express why the character
 Illustrate an example of being safe
 Choose picture of an example of working hard
3.0 LITERARY RESPONSE AND ANALYSIS: Students read and respond to historically or culturally
significant works of literature that reflect and enhance their studies of history and social science. They clarify
the ideas and connect them to other literary works. The selections in Recommended Readings in Literature,
Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by
students
3.2 Narrative Analysis of Grade-Level-Appropriate Text: Identify events that advance the plot, and determine how
each event explains past or present action(s) or foreshadows future action(s).
 A. Identify the main events of the plot and the influence of those main events on future actions.
Alternate Achievement Standard
Functional Performance
Indicator
E4R7.3.2A1 - Will choose the
picture cards that describe the main
events of a plot
E4R7.3.2A2 - Will identify the main
events of a plot presented orally or in
print
E4R7.3.2A3 - Will make a prediction
of what will happen next when
presented with one main event
√
3.2 A. Identify the main events of the plot and the influence of those main events on future
actions
Sample Goal
By (month/day/year) when presented with pictures depicting a
story, (student) will choose the picture cards that describe the
main events of a plot with (___)% accuracy over (___) trial
days/weeks as measured by data collection.
By (month/day/year) when a story is read aloud, (student) will
identify the main events of a plot presented using (specify mode
of communication here) with (___)% accuracy over (___) trial
days/weeks as measured by data collection.
By (month/day/year) when read a passage from a book, (student)
will make a prediction of what will happen next when presented
with one main event using (specify mode of communication
here) with (___)% accuracy over (___) trial days/weeks as
measured by data collection.
ELA Level IV - 7
SEACO Special Education Curriculum Guide
2008 Update
Other Sample Behaviors/Activities
 Use sequence cards
 Use picture icons to sequence daily schedule
 Retells the plot of a story read aloud
 Uses word bank to retell story from newspaper
 Verbally describe or show a picture of a student
missing the bus and ask “What will happen next?”
answers such as “no school today,” “miss friends”
English-Language Arts Content Standards – CAPA Level IV
3.0
Grade 8
LITERARY RESPONSE AND ANALYSIS: Students read and respond to historically or culturally
significant works of literature that reflect and enhance their studies of history and social science. They
clarify the ideas and connect them to other literary works. The selections in Recommended Readings in
Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be
read by students.
Narrative Analysis of Grade-Level-Appropriate Text: Evaluate the structural elements of the plot (e.g.,
subplots, parallel episodes, climax), the plot’s development, and the way in which conflicts are (or are not)
addressed and resolved.
 A. Identify a solution to a given problem/conflict
 B. Identify whether the solution resolved the problem
3.2
Alternate Achievement Standard
√
Functional Performance
Indicator
E4R8.3.2A1 - Will identify a
solution to a given problem/conflict
Sample Goal
By (month/day/year) when given a problem derived from an
actual event, (student) will identify a solution to a given
problem/conflict using (specify mode of communication here)
with (___)% accuracy over (___) trial days/weeks as measured
by data collection.
Alternate Achievement Standard
Functional Performance
Indicator
E4R8.3.2B1 - Will respond “yes” or
“no” when asked if a given solution
has resolved a given problem
3.2 A. Identify a solution to a given problem/conflict
√
Other Sample Behaviors/Activities
 Read a problem from a newspaper article and suggest
possible solutions
 Create classroom situation such as someone else has
your book – ask for it, or your shoe is untied – tie your
shoe or ask for help
 Derive problems from actual events or in a printed
story presented to students
3.2 B. Identify whether the solution resolved the problem
Sample Goal
Other Sample Behaviors/Activities
By (month/day/year) when asked if a given solution has resolved
a given problem, (student) will respond “yes” or “no” using
(specify mode of communication here) with (___)% accuracy
over (___) trial days/weeks as measured by data collection.
 Ask student questions such as “When you felt sick, you
went to the doctor.” “Did you feel better?”
 Ask student question such as “When you felt sad, you
called your friend.” “Did you cheer up?”
ELA Level IV - 8
SEACO Special Education Curriculum Guide
2008 Update
English-Language Arts Content Standards – CAPA Level IV
WRITING
CAPA - Writing
Grade 6
Number of Tasks: 2
Percentage of Test: 25%
1.0 WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a
command of standard English conventions appropriate to this grade level.
1.1
Sentence Structure: Use simple, compound, and compound-complex sentences; use effective coordination and
subordination of ideas to express complete thoughts.
 A. Use a simple sentence
1.4 Capitalization: Use correct capitalization
 A. Use correct capitalization at the beginning of a sentence
Alternate Achievement Standard
Functional Performance
Indicator
E4W6.1.1A1 - Will use a simple
written sentence to express wants or
needs
Sample Goal
By (month/day/year) when offered a desired item or object,
(student) will use a simple written sentence to express wants or
needs with (___)% accuracy over (___) trial days/weeks as
measured by data collection.
Alternate Achievement Standard
Functional Performance
Indicator
E4W6.1.4A1 - Will identify a
capitalization error in the beginning
of a sentence
E4W6.1.4A2 - Will fill in the blank
for the first letter of a sentence with a
capital letter
 1.1 A. Use a simple sentence
Other Sample Behaviors/Activities




Use sentence strip placed in a pocket chart
Use icon sentence strip
Use rebus
Use typed or written statement
 1.4 A. Use correct capitalization at the beginning of a sentence
Sample Goal
By (month/day/year) when presented with a sentence with a
beginning capitalization error, (student) will identify the
capitalization error by using (specify mode of communication
here) with (___)% accuracy over (___) trial days/weeks as
measured by data collection.
By (month/day/year) when given a choice of upper and lower
case identical letters, (student) will fill in the blank for the first
letter of a sentence with a capital letter with (___)% accuracy
over (___) trial days/weeks as measured by data collection.
ELA Level IV - 9
SEACO Special Education Curriculum Guide
2008 Update
Other Sample Behaviors/Activities
 Point to error
 Circle error with pencil
 Mark error with felt pen




Use a pencil to circle the correct answer
Write the correct capital letter
Verbally state the correct capital letter
Point to the correct capital error
English-Language Arts Content Standards – CAPA Level IV
Grade 8
2.0 WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a
command of standard English conventions appropriate to this grade level.
2.1
Spelling: Use correct spelling conventions.
 A. Spell simple high-frequency words
Alternate Achievement Standard
Functional Performance
Indicator
E4W8.2.1A1 - Will match letters to
spell high frequency words
E4W8.2.1A2 - Will write dictated
simple high-frequency words
E4W8.2.1A3 - Will orally spell
simple high-frequency words
 2.1 A. Spell simple high-frequency words
Sample Goal
By (month/day/year) when presented with the letters of high
frequency words, (student) will match letters to spell words with
(___)% accuracy over (___) trial days/weeks as measured by data
collection.
By (month/day/year) when words are read to student, (student)
will write dictated simple high-frequency words with (___)%
accuracy over (___) trial days/weeks as measured by data
collection.
By (month/day/year) when words are dictated, (student) will
orally spell simple high-frequency words with (___)% accuracy
over (___) trial days/weeks as measured by data collection.
ELA Level IV - 10
SEACO Special Education Curriculum Guide
2008 Update
Other Sample Behaviors/Activities







Match letters of name
Match CVC words
Match safety words
Match days of the week words
Write words on a computer
Use communication device to write words
Use write board to write words
 Spells names of classmate
 Spells name of school
 Spells personal street address
English-Language Arts Content Standards – CAPA Level IV
Grade 6
1.0 WRITING STRATEGIES: Students write clear, coherent, and focused essays. The writing exhibits students’
awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and
conclusions. Students progress through the stages of the writing process as needed
1.1 Organization and Focus: Choose the form of writing (e.g., personal letter, letter to the editor, review, poem,
report, narrative) that best suits the intended purpose.
 A. Select a focus and an organizational structure based upon purpose (e.g., letter, report, list, story).
Alternate Achievement Standard
Functional Performance
Indicator
E4WS6.1.1A1 - Will select a focus
for a specific activity or function
E4WS6.1.1A2 - Will select the
organizational structure for a
functional document
 1.1 A. Select a focus and an organizational structure based upon purpose (e.g., letter,
report, list, story)
Sample Goal
By (month/day/year) when planning an activity, (student) will
select a focus by creating appropriate documents with (___)%
accuracy over (___) trial days/weeks as measured by data
collection.
By (month/day/year) when writing a letter to a friend, (student)
will select the organizational structure for a functional document
by using (specify mode of communication here) with (___)%
accuracy over (___) trial days/weeks as measured by data
collection.
ELA Level IV - 11
SEACO Special Education Curriculum Guide
2008 Update
Other Sample Behaviors/Activities
 Create invitations for a birthday party
 Write a letter to a friend stating a concern
 Type a story regarding a daily activity
 Create a list to buy groceries
 Create guest list for party invitations
 Develop the components of a journal entry
English-Language Arts Content Standards – CAPA Level IV
LISTENING AND SPEAKING
CAPA – Listening and
Speaking
Grade 6
Number of Tasks: 2
1.0 LISTENING AND SPEAKING STRATEGIES: Students deliver focused, coherent presentations that convey
ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral
communication
1.3 Comprehension: Restate and execute multiple-step oral instructions and directions.
 A. Execute two- or three-step oral instructions and directions
Alternate Achievement Standard
Functional Performance
Indicator
E4L6.1.3A1 - Will respond
appropriately when given two or
three-step directions
Percentage of Test: 25%
 1.3 A. Execute two- or three-step oral instructions and directions
Sample Goal
Other Sample Behaviors/Activities
By (month/day/year), when given two-step directions (student)
will respond appropriately with (___)% accuracy over (___) trial
days/weeks as measured by data collection.
 “Sit down and get your pencil.”
 “Open the refrigerator and take out the milk.”
 “Dry your hands and put the paper towel in the trash.”
By (month/day/year), when given three-step directions (student)
will respond appropriately with (___)% accuracy over (___) trial
days/weeks as measured by data collection.
 “Put clothes in the washing machine, add soap and start
the washer.”
 “Turn on the water, put soap on your hands and rub
your hands together.”
ELA Level IV - 12
SEACO Special Education Curriculum Guide
2008 Update
English-Language Arts Content Standards – CAPA Level IV
Grade 7
1.0 LISTENING AND SPEAKING STRATEGIES: Students deliver focused, coherent presentations that convey
ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral
communication
1.1 Comprehension: Ask probing questions to elicit information, including evidence to support the speaker’s claims
and conclusions.
 A. Ask a question to elicit information
1.2 Comprehension: Determine the speaker’s attitude toward the subject.
 A. Determine the speaker’s attitude toward the subject
1.5 Organization and Delivery of Oral Communication: Arrange supporting details, reasons, descriptions, and
examples effectively and persuasively in relation to the audience.
 A. Maintain the topic for three exchanges
Alternate Achievement Standard
Functional Performance
Indicator
E4L7.1.1A1 - Will ask a question
E4L7.1.1A2 - Will select or ask an
appropriate question given the
situation
E4L7.1.1A3 - Will ask appropriate
who, what, where or when questions
based on situation
 1.1 A. Ask a question to elicit information
Sample Goal
By (month/day/year) when participating in free time period,
(student) will ask a question using (specify mode of
communication here) to ask a friend for a toy with (___)%
accuracy over (___) trial days/weeks as measured by data
collection.
By (month/day/year) when completing a task box, (student) will
ask an appropriate question by inquiring about the correctness of
the task using (specify mode of communication here) with
(___)% accuracy over (___) trial days/weeks as measured by data
collection.
By (month/day/year) after listening to another student share
during a language circle, (student) will ask appropriate who,
what, where or when questions about the sharing by using
(specify mode of communication here) with (___)% accuracy
over (___) trial days/weeks as measured by data collection.
ELA Level IV - 13
SEACO Special Education Curriculum Guide
2008 Update
Other Sample Behaviors/Activities
 Ask social questions of a peer
 Ask peer to dance during physical education
 Ask for desired snack food items
 Situation: “A new student is in your class and you
don't know their name. What will you ask?” A:
“What is your name?”
 Ask question to clarify a school assignment
 Ask question to maintain social interaction with peer
English-Language Arts Content Standards – CAPA Level IV
Alternate Achievement Standard
Functional Performance
Indicator
E4L7.1.2A1 - Will choose a single
word/picture to describe a speaker's
attitude toward the subject (Attitude
may be determined from speaker's
words, body language, tone of voice,
facial expressions and gestures.)
Sample Goal
By (month/day/year) during a structured situation, (student) will
choose a single word/picture to describe the speaker’s attitude
toward the situation by using (specify mode of communication
here) with (___)% accuracy over (___) trial days/weeks as
measured by data collection.
Alternate Achievement Standard
Functional Performance
Indicator
E4L7.1.5A1 - Will maintain a
conversation on a topic for three
exchanges
 1.2 A. Determine the speaker’s attitude toward the subject
Other Sample Behaviors/Activities
 Use a hand held communicator/voice output device to
describe the speaker as “happy”
 Type on the computer to describe the speaker as
“friendly”
 1.5 A. Maintain the topic for three exchanges
Sample Goal
By (month/day/year) when communicating with a peer in a
structured setting, (student) will maintain a conversation on a
topic for three exchanges using (specify mode of
communication here) with (___)% accuracy over (___) trial
days/weeks as measured by data collection.
ELA Level IV - 14
SEACO Special Education Curriculum Guide
2008 Update
Other Sample Behaviors/Activities
 Use a prompt such as a “talking stick” passed back and
forth for each exchange
 Create a mock interview using a phone
 Order food from a menu
 Invite a peer to join an activity
English-Language Arts Content Standards – CAPA Level IV
Grade 8
1.0 LISTENING AND SPEAKING STRATEGIES: Students deliver focused, coherent presentations that convey
ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral
communication
1.5 Organization and Delivery of Oral Communication: Use precise language, action verbs, sensory details,
appropriate and colorful modifiers, and the active rather than the passive voice in ways that enliven oral
presentations
 A. Use precise language such as sensory details (e.g., size, shape, color)
Alternate Achievement Standard
Functional Performance
Indicator
E4L8.1.5A1 - Will state one or more
attributes when describing an object
Total ELA Level IV Tasks
 1.5 A. Use precise language such as sensory details (e.g., size, shape, color)
Sample Goal
By (month/day/year), when given a picture of a common object
(student) will state one or more attributes to describe the object
using (specify mode of communication here) with (___)%
accuracy over (___) trial days/weeks as measured by data
collection.
Total Number of Tasks: 8
ELA Level IV - 15
SEACO Special Education Curriculum Guide
2008 Update
Other Sample Behaviors/Activities
 Describe red ball, yellow pencil, soft blanket, cold
milk, warm water
 Type object attributes – size, color, shape, sensory
word, etc.
Percentage of Test: 100%