Ideas links all academic classes by 72z4fy

VIEWS: 78 PAGES: 21

									INSECTS

otot.wikispaces.com
www.tarheelreader.com
       Insects, Our B Book, The Swarm, Haley Likes bugs, Colourful Bugs, Spiders, Bugs
www.cast.org UDL Book Builder
       Look for these books:
       Bugs, A silly cicada, Fred the funny fly, Becoming a butterfly, Beautiful Butterflies,
       Butterfly do’s and don’ts, How butterflies are created, Monarch Butterflies,
       What put the fly in Butterfly

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Adapting Classroom Academic Tasks to Promote Inclusion:
Warm-ups:
Recordings: teacher, other student, CD, software program
Picture board reviews: mark/circle correct picture or category, match, bingo marker
Digital book: see above
Online activities
Class content:
Use 3D items to match, sort, use magnets/Velcro if needed
Use pictures/photos to learn new information: practice by sorting, matching, sequencing
Software programs
Structured educational games: add magnets/Velcro if needed
Use Dial scanner with switch:
        To choose or to pick item to match
        Put review questions on scanner, choose one for class to answer
        Add color paper behind picture or item for visual cueing
Listen or view information:
        Digital books
        Recorded information
        Video of other student’s production play
        Set DVD to advance with switch (place computer screen arrow on play/pause)
        Use screen reader, or software program (example: WYNN, Kurzweil)
Random choice (switch activated bingo machine, “high roller”, cube
        Choose a topic for the class to engage in
        Choose a student (to answer, to be line leader, to do a task)
        Choose a number for math computation review for other students
Count a component of the class instruction (bugs, music symbols, colors, rabbits)
        Use pictures, picture board
        Use a cube with only the correct numbers on it (example: insects use 2 & 6, for 2 wings,
         2 eyes, legs, 2 antennae). Roll the cube, show a picture that matches the number.
Writing Activities
Sequence letters of name, Identify name in a group of classmates names
Use a puzzle board with letters on it to correctly sequence for added structure
Use diecuts, border in one color, cut-out in another, with letters written on them
Put letters or words on magnets to form words/sentences
Make a magnetic or cut-out word bank (either words or pictures)
Use software (example: Intellitools Classroom Suite)
Use adapted keyboards
Use a joystick or trackball to access the computer
View digital books on writing topic
Use Microsoft Word forms (check box, drop down box, text boxes) to “write” answers
Scan worksheets, add typing areas
Participation Activities:
Use a device and switch to make random choices (spinner, bingo or dice roller)
        Make class choice for: who’s first, what topic is next, line leader
Set environmental control unit to timed, and be the class activity timer (use a light or sound
        connected to the ECU)
Student with disability takes the outline to classmates who write in answers
Class survey: What insect would you least like to find in your house
Newsletter: Gather 3-4 topics that were covered during day, short sentences from other students
Classmate Interview: Who are you, what is a beneficial bug, favorite/worst insect, etc.
Top Ten Questions (Teacher generated, review info for classmates): provides review for all
LANGUAGE ARTS/READING

Suggested topic: The Velveteen Rabbit, main characters & their feelings

www.cast.org UDL Book Builder
     Lots of books

www.tarheelreader.org
      A Mystery in the Garden, Rabbits by Brianna and Alaina, Real or Pretend

http://www.gutenberg.org/catalog/ Use the search on the left hand side
        The Velveteen Rabbit


Other ideas:
Matching real/stuffed rabbit, boy, sick boy
Sequencing
Use mechanical rabbit
Rabbit habitats
What do rabbits do for fun?

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Adapting Classroom Academic Tasks to Promote Inclusion:
Warm-ups:
Recordings: teacher, other student, CD, software program
Picture board reviews: mark/circle correct picture or category, match, bingo marker
Digital book: see above
Online activities
Class content:
Use 3D items to match, sort, use magnets/Velcro if needed
Use pictures/photos to learn new information: practice by sorting, matching, sequencing
Software programs
Structured educational games: add magnets/Velcro if needed
Use Dial scanner with switch:
        To choose or to pick item to match
        Put review questions on scanner, choose one for class to answer
        Add color paper behind picture or item for visual cueing
Listen or view information:
        Digital books
        Recorded information
        Video of other student’s production play
        Set DVD to advance with switch (place computer screen arrow on play/pause)
        Use screen reader, or software program (example: WYNN, Kurzweil)
Random choice (switch activated bingo machine, “high roller”, cube
        Choose a topic for the class to engage in
        Choose a student (to answer, to be line leader, to do a task)
        Choose a number for math computation review for other students
Count a component of the class instruction (bugs, music symbols, colors, rabbits)
        Use pictures, picture board
        Use a cube with only the correct numbers on it (example: insects use 2 & 6, for 2 wings,
         2 eyes, legs, 2 antennae). Roll the cube, show a picture that matches the number.
Writing Activities
Sequence letters of name, Identify name in a group of classmates names
Use a puzzle board with letters on it to correctly sequence for added structure
Use diecuts, border in one color, cut-out in another, with letters written on them
Put letters or words on magnets to form words/sentences
Make a magnetic or cut-out word bank (either words or pictures)
Use software (example: Intellitools Classroom Suite)
Use adapted keyboards
Use a joystick or trackball to access the computer
View digital books on writing topic
Use Microsoft Word forms (check box, drop down box, text boxes) to “write” answers
Scan worksheets, add typing areas
Participation Activities:
Use a device and switch to make random choices (spinner, bingo or dice roller)
        Make class choice for: who’s first, what topic is next, line leader
Set environmental control unit to timed, and be the class activity timer (use a light or sound
        connected to the ECU)
Student with disability takes the outline to classmates who write in answers
Class survey: Thumbs up/down on whether they liked this book
Newsletter: Gather 3-4 topics that were covered during day, short sentences from other students
Classmate Interview: Who are you, what did you like about the book, favorite character, etc
Top Ten Questions (Teacher generated, review info for classmates): provides review for all
MUSIC & WRITING

Suggested music topic: Beginning notes, Comparing rhythm
Suggested writing topic: My favorite music

Internet radio http://music.aol.com/radioguide/bb
        Classical
        Jazz
        International
                Reggae, German, French, Brazilian, Celtic
        For Rythmic:
                International, Salsa
                Dance/Electric, Abstract Beats

High School Musical http://tv.disney.go.com/disneychannel/originalmovies/highschoolmusical/
      Click on Music (see row of choices near left side), then click on Photos (slideshow)

Music Powerpoints
www.tarheelreader.org
      Search for these powerpoints:
      Count Guitars, Making a Band, Hannah Montana, Bands A-Z, Buying a DVD,
      Garth Brooks, Elvis 2, High School Musical, Sing, Xylophones for Logan, I like guitars
www.cast.org UDL Book Builder
      Look for this book:
             There’s a World of Music out there’s no more boring music

Writing Powerpoints

www.cast.org UDL Book Builder
      Look for these books:
      A topsy turvy day, Babysitter blues, Because that’s what friends do, Bootsy’s Bad
      Day, Danny is nervous, Lessons Learned, Marty’s Big Move, Maya helps a friend,
      100 favorite things, Problems in the park, The missing Christmas spirit, Will’s
      Chance
www.tarheelreader.org
      Emo, How I feel, Things that make me feel good, Boiling water, We all smile in
      the same language

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Street Jam software

Matching notes
      Making up quarters notes = whole notes

http://www.gutenberg.org/catalog/ Use the search on the lefthand side
        Go to Categories, then Music,recorded

Music, free short “samples” of all music, by CNET (CBS)
http://music.download.com/?tag=navtab

Adapting Classroom Academic Tasks to Promote Inclusion:
Warm-ups:
Recordings: teacher, other student, CD, software program
Picture board reviews: mark/circle correct picture or category, match, bingo marker
Digital book: see above
Online activities
Class content:
Use 3D items to match, sort, use magnets/Velcro if needed
Use pictures/photos to learn new information: practice by sorting, matching, sequencing
Software programs
Structured educational games: add magnets/Velcro if needed
Use Dial scanner with switch:
        To choose or to pick item to match
        Put review questions on scanner, choose one for class to answer
        Add color paper behind picture or item for visual cueing
Listen or view information:
        Digital books
        Recorded information
        Video of other student’s production play
        Set DVD to advance with switch (place computer screen arrow on play/pause)
        Use screen reader, or software program (example: WYNN, Kurzweil)
Random choice (switch activated bingo machine, “high roller”, cube
        Choose a topic for the class to engage in
        Choose a student (to answer, to be line leader, to do a task)
        Choose a number for math computation review for other students
Count a component of the class instruction (bugs, music symbols, colors, rabbits)
        Use pictures, picture board
        Use a cube with only the correct numbers on it (example: insects use 2 & 6, for 2 wings,
         2 eyes, legs, 2 antennae). Roll the cube, show a picture that matches the number.
Writing Activities
Sequence letters of name, Identify name in a group of classmates names
Use a puzzle board with letters on it to correctly sequence for added structure
Use diecuts, border in one color, cut-out in another, with letters written on them
Put letters or words on magnets to form words/sentences
Make a magnetic or cut-out word bank (either words or pictures)
Use software (example: Intellitools Classroom Suite)
Use adapted keyboards
Use a joystick or trackball to access the computer
View digital books on writing topic
Use Microsoft Word forms (check box, drop down box, text boxes) to “write” answers
Scan worksheets, add typing areas
Participation Activities:
Use a device and switch to make random choices (spinner, bingo or dice roller)
        Make class choice for: who’s first, what topic is next, line leader
Set environmental control unit to timed, and be the class activity timer (use a light or sound
        connected to the ECU)
Student with disability takes the outline to classmates who write in answers
Class survey: Thumbs up/down on whether they like this style music
Newsletter: What did class learn today? Favorite music, instruments used, etc.
Classmate Interview: Who are you, what did you like about this music, favorite song, etc
Top Ten Questions (Teacher generated, review info for classmates): provides review for all
PROJECT

Suggested topic: What do animals eat?

otot.wikispaces.com
       Go to Writing Setups
               Very Smart Animals
www.tarheelreader.org
       Animals Eat Plants, Animal Colors
www.cast.org UDL Book Builder
       Look for these books:
       How to feed an iguana, A rainforest adventure, Giant pandas, If you give your pet, The
       job of a farmer, Zoo clues: can you guess who I am?

http://www.gutenberg.org/catalog/ Use the search on the lefthand side
        Animal Children the friends of the forest and the plain

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Adapting Classroom Academic Tasks to Promote Inclusion:
Warm-ups:
Recordings: teacher, other student, CD, software program
Picture board reviews: mark/circle correct picture or category, match, bingo marker
Digital book: see above
Online activities
Class content:
Use 3D items to match, sort, use magnets/Velcro if needed
Use pictures/photos to learn new information: practice by sorting, matching, sequencing
Software programs
Structured educational games: add magnets/Velcro if needed
Use Dial scanner with switch:
        To choose or to pick item to match
        Put review questions on scanner, choose one for class to answer
        Add color paper behind picture or item for visual cueing
Listen or view information:
        Digital books
        Recorded information
        Video of other student’s production play
        Set DVD to advance with switch (place computer screen arrow on play/pause)
        Use screen reader, or software program (example: WYNN, Kurzweil)
Random choice (switch activated bingo machine, “high roller”, cube
        Choose a topic for the class to engage in
        Choose a student (to answer, to be line leader, to do a task)
        Choose a number for math computation review for other students
Count a component of the class instruction (bugs, music symbols, colors, rabbits)
        Use pictures, picture board
        Use a cube with only the correct numbers on it (example: insects use 2 & 6, for 2 wings,
         2 eyes, legs, 2 antennae). Roll the cube, show a picture that matches the number.
Writing Activities
Sequence letters of name, Identify name in a group of classmates names
Use a puzzle board with letters on it to correctly sequence for added structure
Use diecuts, border in one color, cut-out in another, with letters written on them
Put letters or words on magnets to form words/sentences
Make a magnetic or cut-out word bank (either words or pictures)
Use software (example: Intellitools Classroom Suite)
Use adapted keyboards
Use a joystick or trackball to access the computer
View digital books on writing topic
Use Microsoft Word forms (check box, drop down box, text boxes) to “write” answers
Scan worksheets, add typing areas
Participation Activities:
Use a device and switch to make random choices (spinner, bingo or dice roller)
        Make class choice for: who’s first, what topic is next, line leader
Set environmental control unit to timed, and be the class activity timer (use a light or sound
        connected to the ECU)
Student with disability takes the outline to classmates who write in answers
Class survey: Favorite students projects
Newsletter: Ask a few students to write 2-3 sentences about their project
Classmate Interview: Who are you, what is your project, what type materials are used, etc
Top Ten Questions (Teacher generated, review info for classmates): provides review for all
SCIENCE

Suggested topic: MARS

www.cast.org UDL Book Builder
      Look for these books:
      Meet the planet family, The solar system, Asteriod Impact, Rotation of the Earth
www.tarheelreader.com
      The solar system, Space, Up in the sky, Rockets by Alex S., What’s in Outer Space

Try these sites:
http://www.pbs.org/wgbh/nova/mars/
http://marsprogram.jpl.nasa.gov/classroom/
Dazzling Universe http://www.nasa.gov/externalflash/universe-200705/index_noaccess.html

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Adapting Classroom Academic Tasks to Promote Inclusion:
Warm-ups:
Recordings: teacher, other student, CD, software program
Picture board reviews: mark/circle correct picture or category, match, bingo marker
Digital book: see above
Online activities
Class content:
Use 3D items to match, sort, use magnets/Velcro if needed
Use pictures/photos to learn new information: practice by sorting, matching, sequencing
Software programs
Structured educational games: add magnets/Velcro if needed
Use Dial scanner with switch:
        To choose or to pick item to match
        Put review questions on scanner, choose one for class to answer
        Add color paper behind picture or item for visual cueing
Listen or view information:
        Digital books
        Recorded information
        Video of other student’s production play
        Set DVD to advance with switch (place computer screen arrow on play/pause)
        Use screen reader, or software program (example: WYNN, Kurzweil)
Random choice (switch activated bingo machine, “high roller”, cube
         Choose a topic for the class to engage in
         Choose a student (to answer, to be line leader, to do a task)
         Choose a number for math computation review for other students
Count a component of the class instruction (bugs, music symbols, colors, rabbits)
         Use pictures, picture board
         Use a cube with only the correct numbers on it (example: insects use 2 & 6, for 2 wings,
          2 eyes, legs, 2 antennae). Roll the cube, show a picture that matches the number.
Writing Activities
Sequence letters of name, Identify name in a group of classmates names
Use a puzzle board with letters on it to correctly sequence for added structure
Use diecuts, border in one color, cut-out in another, with letters written on them
Put letters or words on magnets to form words/sentences
Make a magnetic or cut-out word bank (either words or pictures)
Use software (example: Intellitools Classroom Suite)
Use adapted keyboards
Use a joystick or trackball to access the computer
View digital books on writing topic
Use Microsoft Word forms (check box, drop down box, text boxes) to “write” answers
Scan worksheets, add typing areas
Participation Activities:
Use a device and switch to make random choices (spinner, bingo or dice roller)
         Make class choice for: who’s first, what topic is next, line leader
Set environmental control unit to timed, and be the class activity timer (use a light or sound
         connected to the ECU)
Student with disability takes the outline to classmates who write in answers
Class survey: Which do you like learning about most? Planets, Stars, Rocketships
Newsletter: Have students answer in a short sentence, one of 3-4 questions about Mars – such
as, If you went to Mars what is one thing you want to take with you? What would you do on
Mars if you visited there? Which job would you do while traveling in the rocket ship (drive,
experiments, take photos, fix things)?
Classmate Interview: Who are you, what topic do you like learning about in space, future
profession, favorite school subject, etc
Top Ten Questions (Teacher generated, review info for classmates): provides review for all
SCIENCE

Suggested topic: STARS & ROCKETS


www.cast.org UDL Book Builder
      Look for these books:
      Meet the planet family, The solar system, Asteriod Impact, Rotation of the Earth
www.tarheelreader.com
      The solar system, Space, Up in the Sky, Stars by Haley & Rebecca, Stars,
      Cold Nights, Rockets by Alex S., What’s in Outer Space

Try these sites:
The Life of Stars http://www.nasa.gov/multimedia/imagegallery/image_feature_1154.html
Constellation: NASA’s new spacecraft
http://www.nasa.gov/mission_pages/constellation/main/index.html
NASA Missions http://www.nasa.gov/missions/index.html
Stationed in the Stars http://www.pbs.org/wgbh/nova/station/

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Adapting Classroom Academic Tasks to Promote Inclusion:
Warm-ups:
Recordings: teacher, other student, CD, software program
Picture board reviews: mark/circle correct picture or category, match, bingo marker
Digital book: see above
Online activities
Class content:
Use 3D items to match, sort, use magnets/Velcro if needed
Use pictures/photos to learn new information: practice by sorting, matching, sequencing
Software programs
Structured educational games: add magnets/Velcro if needed
Use Dial scanner with switch:
        To choose or to pick item to match
        Put review questions on scanner, choose one for class to answer
        Add color paper behind picture or item for visual cueing
Listen or view information:
         Digital books
         Recorded information
         Video of other student’s production play
         Set DVD to advance with switch (place computer screen arrow on play/pause)
         Use screen reader, or software program (example: WYNN, Kurzweil)
Random choice (switch activated bingo machine, “high roller”, cube
         Choose a topic for the class to engage in
         Choose a student (to answer, to be line leader, to do a task)
         Choose a number for math computation review for other students
Count a component of the class instruction (bugs, music symbols, colors, rabbits)
         Use pictures, picture board
         Use a cube with only the correct numbers on it (example: insects use 2 & 6, for 2 wings,
          2 eyes, legs, 2 antennae). Roll the cube, show a picture that matches the number.
Writing Activities
Sequence letters of name, Identify name in a group of classmates names
Use a puzzle board with letters on it to correctly sequence for added structure
Use diecuts, border in one color, cut-out in another, with letters written on them
Put letters or words on magnets to form words/sentences
Make a magnetic or cut-out word bank (either words or pictures)
Use software (example: Intellitools Classroom Suite)
Use adapted keyboards
Use a joystick or trackball to access the computer
View digital books on writing topic
Use Microsoft Word forms (check box, drop down box, text boxes) to “write” answers
Scan worksheets, add typing areas
Participation Activities:
Use a device and switch to make random choices (spinner, bingo or dice roller)
         Make class choice for: who’s first, what topic is next, line leader
Set environmental control unit to timed, and be the class activity timer (use a light or sound
         connected to the ECU)
Student with disability takes the outline to classmates who write in answers
Class survey: Which do you like learning about most? Planets, Stars, Rocketships
Newsletter: Have students answer in a short sentence, one of 3-4 questions about Mars – such
as, If you went to Mars what is one thing you want to take with you? What would you do on
Mars if you visited there? Which job would you do while traveling in the rocket ship (drive,
experiments, take photos, fix things)?
Classmate Interview: Who are you, what topic do you like learning about in space, future
profession, favorite school subject, etc
Top Ten Questions (Teacher generated, review info for classmates): provides review for all
MATH

www.cast.org UDL Book Builder
      Look for these books:
      Counting cockroaches, Too big or too small, Fractions, Bunny lost her carrots,
      Graphing Quadric Equations, Insane Integers, Integer Multiplication, Learning shapes
      in Geometry, Math mysteries, Fracturing Fraction Frustration, Make new friends,
      Counting coins
www.tarheelreader.com
      How many counting cars, What is half, I love apples, Three

Which manipulatives teach what concepts:
http://www.utdanacenter.org/mathtoolkit/support/manip_concept.php
Virtual Online manipulatives (free download trials)
http://nlvm.usu.edu/en/nav/topic_t_1.html

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Adapting Classroom Academic Tasks to Promote Inclusion:
Warm-ups:
Recordings: teacher, other student, CD, software program
Picture board reviews: mark/circle correct picture or category, match, bingo marker
Digital book: see above
Online activities
Class content:
Use 3D items to match, sort, use magnets/Velcro if needed
Use pictures/photos to learn new information: practice by sorting, matching, sequencing
Software programs
Structured educational games: add magnets/Velcro if needed
Use Dial scanner with switch:
        To choose or to pick item to match
        Put review questions on scanner, choose one for class to answer
        Add color paper behind picture or item for visual cueing
Listen or view information:
        Digital books
        Recorded information
        Video of other student’s production play
        Set DVD to advance with switch (place computer screen arrow on play/pause)
        Use screen reader, or software program (example: WYNN, Kurzweil)
Random choice (switch activated bingo machine, “high roller”, cube
        Choose a topic for the class to engage in
        Choose a student (to answer, to be line leader, to do a task)
        Choose a number for math computation review for other students
Count a component of the class instruction (bugs, music symbols, colors, rabbits)
        Use pictures, picture board
        Use a cube with only the correct numbers on it (example: insects use 2 & 6, for 2 wings,
         2 eyes, legs, 2 antennae). Roll the cube, show a picture that matches the number.
Writing Activities
Sequence letters of name, Identify name in a group of classmates names
Use a puzzle board with letters on it to correctly sequence for added structure
Use diecuts, border in one color, cut-out in another, with letters written on them
Put letters or words on magnets to form words/sentences
Make a magnetic or cut-out word bank (either words or pictures)
Use software (example: Intellitools Classroom Suite)
Use adapted keyboards
Use a joystick or trackball to access the computer
View digital books on writing topic
Use Microsoft Word forms (check box, drop down box, text boxes) to “write” answers
Scan worksheets, add typing areas
Participation Activities:
Use a device and switch to make random choices (spinner, bingo or dice roller)
        Make class choice for: who’s first, what topic is next, line leader
Set environmental control unit to timed, and be the class activity timer (use a light or sound
        connected to the ECU)
Student with disability takes the outline to classmates who write in answers
Class survey: Thumbs up/down will you ever again use the info you learned today
Newsletter: Ask 3 students to write 1-2 short sentences about how they use math outside of
school (sports scoring, musical notation, cashier, guesstimating total weight as grocery bagboy,
fastfood worker, hostess, stockboy)
Classmate Interview: Who are you, like math?, favorite subject, sport, music, etc
Top Ten Questions (Teacher generated, review info for classmates): provides review for all
ART & WRITING

Suggested topic: Butterflies

Paper mosaic of butterflies, Coffee filter butterfly, Collage, Spin art on paper (then cut into
wings, or to use as sky/background),

www.cast.org UDL Book Builder
      Look for these books:
      Beautiful Butterflies, How Butterflies are created, Monarch butterflies, What put the fly
      in butterfly
www.tarheelreader.com
      Art museum, The art room, Painting by Beth, Colors, Colours, The Colour Yellow,
      Leonardo da Vinci, Shades of Green, What color shirt?, Animal Colors, Balloons,
      Statues, Gargoyles, Making a mobile, Butterflies I See

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Adapting Classroom Academic Tasks to Promote Inclusion:
Warm-ups:
Recordings: teacher, other student, CD, software program
Picture board reviews: mark/circle correct picture or category, match, bingo marker
Digital book: see above
Online activities
Class content:
Use 3D items to match, sort, use magnets/Velcro if needed
Use pictures/photos to learn new information: practice by sorting, matching, sequencing
Software programs
Structured educational games: add magnets/Velcro if needed
Use Dial scanner with switch:
        To choose or to pick item to match
        Put review questions on scanner, choose one for class to answer
        Add color paper behind picture or item for visual cueing
Listen or view information:
        Digital books
        Recorded information
        Video of other student’s production play
        Set DVD to advance with switch (place computer screen arrow on play/pause)
        Use screen reader, or software program (example: WYNN, Kurzweil)
Random choice (switch activated bingo machine, “high roller”, cube
        Choose a topic for the class to engage in
        Choose a student (to answer, to be line leader, to do a task)
        Choose a number for math computation review for other students
Count a component of the class instruction (bugs, music symbols, colors, rabbits)
        Use pictures, picture board
        Use a cube with only the correct numbers on it (example: insects use 2 & 6, for 2 wings,
         2 eyes, legs, 2 antennae). Roll the cube, show a picture that matches the number.
Writing Activities
Sequence letters of name, Identify name in a group of classmates names
Use a puzzle board with letters on it to correctly sequence for added structure
Use diecuts, border in one color, cut-out in another, with letters written on them
Put letters or words on magnets to form words/sentences
Make a magnetic or cut-out word bank (either words or pictures)
Use software (example: Intellitools Classroom Suite)
Use adapted keyboards
Use a joystick or trackball to access the computer
View digital books on writing topic
Use Microsoft Word forms (check box, drop down box, text boxes) to “write” answers
Scan worksheets, add typing areas
Participation Activities:
Use a device and switch to make random choices (spinner, bingo or dice roller)
        Make class choice for: who’s first, what topic is next, line leader
Set environmental control unit to timed, and be the class activity timer (use a light or sound
        connected to the ECU)
Student with disability takes the outline to classmates who write in answers
Class survey: Thumbs up/down on whether they like today’s project
Newsletter: Ask several students to write 1-2 sentences about what their piece of art
Classmate Interview: Who are you, favorite artist/type of art/color/media
Top Ten Questions (Teacher generated, review info for classmates): provides review for all
SOCIAL STUDIES

Suggested topic: Texas

otot.wikispaces.com
www.tarheelreader.com
       Texas, Cowboys, A Western, Owning a horse, Horses by Jason, Horses,
       I love horses, Traveling West, Mexico
www.cast.org UDL Book Builder
       Search for books on Texas things

Try these sites:
http://www.tshaonline.org/
http://www.texaseducator.com/social_studies/texas/index.html
http://www.texaseducator.com/social_studies/texas/biography.html

Six flags of Texas
http://www.tsl.state.tx.us/ref/abouttx/sixflags.html
Texas Culture
http://www.tsl.state.tx.us/ref/abouttx/sixflags.html
Native Americans, sites to check out
http://www.42explore2.com/native.htm

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http://nlvm.usu.edu/en/nav/frames_asid_186_g_1_t_1.html?open=activities&from=topic_t_1.ht
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Adapting Classroom Academic Tasks to Promote Inclusion:
Warm-ups:
Recordings: teacher, other student, CD, software program
Picture board reviews: mark/circle correct picture or category, match, bingo marker
Digital book: see above
Online activities
Class content:
Use 3D items to match, sort, use magnets/Velcro if needed
Use pictures/photos to learn new information: practice by sorting, matching, sequencing
Software programs
Structured educational games: add magnets/Velcro if needed
Use Dial scanner with switch:
        To choose or to pick item to match
        Put review questions on scanner, choose one for class to answer
        Add color paper behind picture or item for visual cueing
Listen or view information:
        Digital books
        Recorded information
        Video of other student’s production play
        Set DVD to advance with switch (place computer screen arrow on play/pause)
        Use screen reader, or software program (example: WYNN, Kurzweil)
Random choice (switch activated bingo machine, “high roller”, cube
        Choose a topic for the class to engage in
        Choose a student (to answer, to be line leader, to do a task)
        Choose a number for math computation review for other students
Count a component of the class instruction (bugs, music symbols, colors, rabbits)
        Use pictures, picture board
        Use a cube with only the correct numbers on it (example: insects use 2 & 6, for 2 wings,
         2 eyes, legs, 2 antennae). Roll the cube, show a picture that matches the number.
Writing Activities
Sequence letters of name, Identify name in a group of classmates names
Use a puzzle board with letters on it to correctly sequence for added structure
Use diecuts, border in one color, cut-out in another, with letters written on them
Put letters or words on magnets to form words/sentences
Make a magnetic or cut-out word bank (either words or pictures)
Use software (example: Intellitools Classroom Suite)
Use adapted keyboards
Use a joystick or trackball to access the computer
View digital books on writing topic
Use Microsoft Word forms (check box, drop down box, text boxes) to “write” answers
Scan worksheets, add typing areas
Participation Activities:
Use a device and switch to make random choices (spinner, bingo or dice roller)
        Make class choice for: who’s first, what topic is next, line leader
Set environmental control unit to timed, and be the class activity timer (use a light or sound
        connected to the ECU)
Student with disability takes the outline to classmates who write in answers
Class survey: Thumbs up/down on whether they liked this book, favorite Native American
group or TX hero
Newsletter: Gather 3-4 topics that were covered during day, short sentences from other students
Classmate Interview: Who are you, where were you born, lived in TX years?, favorite city,
favorite Texan in history & current, favorite TX food, etc.
Top Ten Questions (Teacher generated, review info for classmates): provides review for all

								
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