How to Read a Recipe

How To Read a Recipe by Catherine Taylorson Azusa Pacific University March 27, 2011:

How To Read a Recipe by Catherine Taylorson Azusa Pacific University March 27, 2011

Why the CAPA?:

Why the CAPA? In California, most moderate/severe students test low enough that they do not have to take the standardized test that their non-handicapped peers take. The CAPA (California Alternate Performance Assessment) is the states standardized test for those who do not test high enough to take the other available tests. Most of our moderate/severe, and even some of our mild/moderate children qualify to take the CAPA. The scores are the same as the other tests and get counted towards the schools total scores. For more information you can go to the following sites: CAPA at http://www.cde.ca.gov/ta/tg/sr/capa.asp or CAPA Blueprints at http://www.cde.ca.gov/ta/tg/se/capablueprints.asp

California Content Standards Functional Performance Indicators (FPI):

California Content Standards Functional Performance Indicators (FPI) California Content Standards Functional Performance Indicators (FPI) are a series of printed steps that are designed to be used by the teacher and to allow for eventual mastery of a concept. It is designed with the CAPA exam and standards in mind. (California Department of Education, 2011)

My Instructional Strategy - The IEP Goals :

My Instructional Strategy - The IEP Goals I have been working with the middle school aged students for 18 years now and I have found that many of them come to us not knowing how to spread peanut butter or even butter on a piece of bread. The two goals and corresponding FPI’s are ones that I have used in the classroom on many occasions and they have worked great! My Instructional Strategy is; Learning to read a simple recipe. I will incorporate two IEP goals. One being a Reading Comprehension goal, and the other being a Math Measurement and Geometry goal. I have found that these two goals work very well together as prerequisites to learning how to read a simple recipe. Following the goals are ideas for implementing them for different levels you might have in your classroom.

IEP Goals Continued...:

IEP Goals Continued... The Reading Goal would include the following standard and FPI’s... CALIFORNIA CONTENT STANDARDS Reading: Grade 4 2.0 READING COMPREHENSION: Students read and understand grade-level-appropriate materials. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Reading in Literature, Kindergarten Through Grade Eight illustrates the quality and complexity of the materials to be read by students. In addition to their regular school reading, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). 2.7 Comprehension and Analysis of Grade-Level-Appropriate Text: Follow multi-step instructions in a basic technical manual (e.g., how to use computer commands or video games). A. Follow two-step oral/written instructions. 1. Will follow two-step oral/written instructions (e.g., recipe, vocational tasks, art activity, making something). 2. Will follow a two-step instruction presented in the preferred mode of communication (e.g., picture/icon, sign/gesture, verbal, written). (Riverside County Office of Education (2011)

Reading Goal:

Reading Goal The first step in implementing the reading goal is to make sure the student understands “what comes first, next, and last”. This is done easiest with sequencing cards. It can be sequencing a story, an action, a science experiment, or even a recipe. For your lower functioning students you can use picture cards with only a few words that you can read to them, and for the higher readers you can use non-picture cards and have them read them to figure out which card comes next. I always start off with the picture cards even if the student is a reader just because it is fun and colorful, and makes the task more enjoyable. Then I move on to the harder cards. The students seem to like doing the activity better this way.

Sequencing Card Samples:

Sequencing Card Samples DLTK’s Craft’s for Kids at http://www.dltk-cards.com

Sequencing a Recipe:

Sequencing a Recipe Once the students have mastered sequencing picture or word cards, then it is time to introduce the recipe. I have always used the recipe, making toast first since there is no measuring,stirring, or baking involved. Take the recipe... 1. Get 1 slice of bread 2. Put bread in toaster 3. Push handle down to toast...wait for bread to pop up 4. Remove toast, put on plate 5. Butter bread with plastic knife 6. Eat! and cut it into strips and see if the student can sequence it. If they can, then have them try following the recipe.

Math IEP Goal and FPI’s:

Math IEP Goal and FPI’s The Math goal would include the following standard and FPI’s... CALIFORNIA CONTENT STANDARDS Measurement and Geometry: Grade 3 1.0 Students choose and use the appropriate units and measurement tools to quantify the properties of objects. 1. Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume and weight/mass of given objects. A. Measure the liquid volume of a given quantity (e.g., 1/4 cup, 1/2 cup and 1 cup). 1. Will measure one cup liquid using one cup measuring cup. 2. Will measure 1/2 cup liquid using 1/2 cup measuring cup. 3. Will measure 1/4 cup liquid using 1/4 cup measuring cup. (Riverside County Office of Education (2011)

Math Goal:

Math Goal When implementing the Math goal it is one of the most important things to know how to do in a kitchen, and that is to know how to measure accurately. From pouring milk into a bowl without spilling, to stopping at the “one” one a measuring cup when a recipe calls for 1 cup of milk or liquid. Our students can learn how to be kitchen safe by learning how to measure and use simple kitchen appliances like the toaster, sink, microwave and dishwasher. These skills can all be taught at school and taken into the home. Along with the sequencing goal, measurement is essential to learning how to read a recipe. Starting out with the basics of learning the terms of “cup”, 1/2, and 1/4, and then putting them into practice is how the student will be successful. Having them verbally identify, point to, or give you the correct term for each item will be how you can determine whether or not your student has mastered the terms. You want to make sure they have mastered the terms on at least 3 days and with at least 3 people so that generalization has happened. Then the practice phase can start.

Math Flash Cards and Recipe Worksheets :

Math Flash Cards and Recipe Worksheets Cooking with Kids at http://www.childrensrecipes.com/index.htm

Math Goal Practice:

Math Goal Practice Once terms have been mastered, practice can happen. Introduce different types of measuring utensils. For the one cup, you can use a liquid measuring cup and a dry measuring cup, a two cup measuring cup for once they have mastered stopping at the one cup line. Before the student can start pouring liquids into a measuring cup they need to practice with dry ingredients. Rice and beans are the easiest to scoop and clean up. Save your old playdoh and use it to pick up your spilt rice and then just throw it away. When the dry ingredients have been mastered, then comes the liquid, and stopping at the desired amount, starting at the one cup, then 1/2 cup, and 1/4 cup. Once you have mastered those three in the FPI, then you can broaden the amounts to accommodate the recipe you want the student to fulfill. Soon your students will be able to read and follow a simple recipe with minimal to no help. This will follow them into the home and make them more independent when in their own kitchen. The better you can prepare your students to become independent in life the better. Reading and following a recipe is just a first step. Being safe in the kitchen is another.

Materials:

Materials Materials for Reading goal: 1. Sequencing cards - you can find them on the internet or at learning stores like Lakeshore. 2. Recipes - find simple recipes in books for children Materials for Math goal: 1. 3x5 cards with terms 2. Recipes with familiar terms 3. Measuring cups 4. Rice and/or Beans 5. Water for measuring

Implementations:

Implementations This instructional strategy can be used as a small group, one-on-one, or even whole group lesson. Having the students watch the other students take turns pouring liquid into the measuring cup and stopping at the designated amount is a wonderful learning experience. This lesson can be taken into the home with the student having the knowledge and practice in measuring, and reading a simple recipe. They will also have the practice in using simple utensils for cooking, spreading and stirring. Parents will also have the comfort of knowing their child will be safer in the kitchen, and maybe they will be more willing in letting their child help prepare meals.

Theories Behind Lesson:

Theories Behind Lesson This lesson covers many FPI’s and IEP goals This lesson is easy to teach both student and parent This lesson is great for the visual learner, but also is geared towards the auditory learner. This is a lesson that is highly motivating for the child with autism. It gives the children a chance to go back to their preschool days and still be age appropriate. Measuring rice is so much fun and they are learning at the same time. Gross motor skills are being worked on along with learning how to measure. Reading skills are being worked on along with learning sequencing and learning first, next, last and kitchen safety.

Do These Lessons Work?:

Do These Lessons Work? In the 18 years that I have worked with middle school aged students I have seen both of these lessons work well. They work with both the verbal and non-verbal student. All students can learn to be safe in the kitchen, and learn to measure out one cup and 1/2 cup. When it goes past the 1/2 cup some students may have trouble because they can not see the lines in order to stop, or they may not have the control to stop. Every parent that has had these two lessons into their child’s IEP, has said nothing but good things when they see their child measuring out their milk for their cereal, or helping with making cookies. We also taught our students the fine art of cleaning up when baking. No more Barney clean-up song! We would put on the latest Justin Bieber, Taylor Swift or Black-Eyed Peas song and made it a clean-up party. Parents loved that idea much better too!

References:

References California Department of Education (2011). STAR CAPA Blueprints. Retrieved from http://www.cde.ca.gov/ta/tg/sr/capablueprints.asp Collins, B.C. (2007). Moderate and Severe Disabilities: A Foundational Approach. New Jersey: Pearson Education, Inc. Riverside County Office of Education (2011). Student Programs and Services | CAPA Blueprints: SANDI, FPI, SAS, FAST. Retrieved from http://www.rcoe.K12.ca.us/studentPrograms/specialEd_materials.html Sequencing Cards Retrieved from DLTK’s Craft’s for Kids at http://www.dltk-cards.com Simple Recipes for Kids retrieved from Cooking with Kids at http://www.childrensrecipes.com/index.htm Snell, M.E. & Brown, F. (2006). Instruction of Students With severe Disabilities. (6th ed.) New Jersey: Pearson Education, Inc.