Picture supports to write from/about: When a student demonstrates difficulty “getting started”, provide them with a picture. A picture can be provided prior to starting the writing, in order to help students generate their topic.
Examples of pictures to use include:
a. A picture that the student drew
b. Pictures from a magazine
c. Digital photographs
d. Textbook images
e. Pictures from an online images search (such as Google Images)
Pictures with words: For a student who has difficulty “finding the right word”, provide pictures with word labels. The picture may allow the student to more quickly find the word that they are looking for. The student is then able to spend more time/energy writing on the topic, rather than struggling with word retrieval. Examples of picture support with words include:
a. Teacher created index cards with pictures and words
b. Use of Boardmaker symbols (on paper)
c. Use of Boardmaker software – available in all Allegany County Public Schools
Provide the student with a visual list of the content specific vocabulary words that should be present in their writing. The visual list of words will allow students to more easily compose their written work and stay on topic.
Provide the student with a model of the completed assignment. This visual provides clear expectations about the assignment. The student can reference the model assignment to monitor mechanics, format, length, organization etc…
Provide the student with models of sentence starters and topic sentences. This allows the student to work from a model to create his or her own work. Students can work with the teacher to create this list of sentence starters and keep this list within a notebook at their desk.
Post graphic organizers with visuals that demonstrate text feature relationship like Venn Diagrams, Double Bubble Charts or Mind Maps.
Post visual diagrams with content specific vocabulary. Use scripts and sentence starters to support the use of complete sentences in spoken discourse for whole group and partner discussions.
Use sentence frames to support written ideas. Begin with simple sentences and build to compound sentences. Lastly, introduce complex and complex-compound sentences structures.
Provide lists of transition words, conjunctions and text feature vocabulary words. Add new words to the lists as you use and discover them.
Provide accurate models of written and spoken language.
Technology has great potential in providing access for all learners. Through the use of a variety of assistive, inclusive, or instructional technologies, students with wide ranging abilities and learning styles can access the general curriculum. When technology is appropriately integrated into the regular classroom, based on a thoughtful match of student skills and curricular tasks, students are provided with multiple means to complete their work. When considered after the curriculum media, materials, and tasks are developed it is assistive technology; when considered and integrated into the development of curriculum media, materials, and tasks it becomes universal design for learning (UDL). For additional information on matching technology, select the Consideration Process link above.
This site is designed to provide access to information and resources found in Allegany County Public Schools, not to be an exhaustive reference to the wide world of technology. By linking a reference of tools spanning the spectrum from low to high tech to common classroom needs we hope to create something that is useful and easy to navigate. By providing a way for you to contribute to the site we hope to create a tool that reflects use of practical and replicable strategies and tools that you’ve found to be of value. Select the contribute link above to submit strategies, web sites, files or other supports for addition to this site.