## Posts Tagged ‘SPED’

### How to Create an Anchor Activity Using a Tic/Tac/Toe Board

Thursday, February 25th, 2016

AUTHOR: Virginia Keasler and Mary Headley, Math Specialists

How do we teach math to the wide range of diverse learners in today’s classroom? It is often difficult to match the readiness levels of every student and knowing where to start can be a challenge. Consider starting simple and celebrating successes along the way. Anchor activities can help you reach the diverse population in your classroom.

What are anchor activities? These activities are used for students to extend learning at their level. Student choice within these activities allows for students to apply and experience the learning in a variety of ways.These ongoing assignments are considered independent work and can be something students are working on for the next two weeks or something due in a few days. While some students are working on anchor activities, the teacher can utilize small group instruction to work with students who need more help.

Tic/Tac/Toe Boards: The content for this anchor activity can be modified to meet the needs of students at varied levels. Teachers may use Tic/Tac/Toe boards for extension, assessment, or as homework choices for the week. On a Tic/Tac/Toe board, the teacher can strategically place activities to enable students to get a Tic/Tac/Toe that demonstrates their learning.

Helpful Hints for creating a Tic/Tac/Toe board:

1. Determine the content/topic for the board.
2. Brainstorm activities, assignments, and products for the content/unit you have chosen.
3. Check TEKS alignment.
4. Write ideas on post-it notes.
5. Sort activities based on learning styles (verbal, auditory, kinesthetic, etc…)
6. Place post-it notes on the Tic/Tac/Toe grid.
7. Check the configuration for variety to achieve a Tic/Tac/Toe. Move as needed.
8. Type idea onto the Tic/Tac/Toe grid.

The following table gives an example of a Tic/Tac/Toe board for reviewing a math unit:

 Explain the math steps that you would use to solve a problem from this unit Solve two of the problems in the “extensions” station Using the “beat” of a popular song create your own math song. See the choice board station for rules Create two word problems that go with the concepts in this unit Student Choice Activity (with teacher approval) Define the unit’s vocabulary words with your own form of graffiti Complete one mini-project from the project board Develop a game using skills you have learned in this unit Research and write how these concepts might be used in the real world

Variations:

• Allow student to complete any three tasks–even if it does not make a Tic/Tac/Toe
• Create different choice boards based on readiness (Struggling students work with options on one choice board while more advanced students have different options.)
• Create choice board options based on learning styles or learning preferences. For example a choice board could include three kinesthetic tasks, three auditory tasks, three visual tasks.

Author Rick Wormeli offers the following Tic/Tac/Toe board based on Gardner’s (1991) multiple intelligences.

To access a blank choice board to use in your classroom click on the following link: Blank Choice Board

Reference:

Wormeli, Rick. Fair Isn’t Always Equal: Assessing & Grading in the Differentiated Classroom. Portland, ME: Stenhourse 2006, pages 65-66

### Technology Tools Aligned to Type 2 Accommodations for Spelling

Monday, February 13th, 2012

Are you looking for technology tools aligned to Type 2 Accommodations for spelling? This matrix lists multiple options and provides live links for further information about each tool. You may access further information at http://www.livebinders.com/play/play_or_edit?id=305814

Download the Technology Tools Aligned to Type 2 Accommodations in Spelling PDF document below.

Also, don’t miss the  Lunch and Learn FREE Technolgy Webinar

Topic:  Type 2 Technology Tools for Spelling

Date: Tuesday, March 6th, 2012

Time:  12 noon to 1pm

Reserve your Webinar seat now at:
https://www2.gotomeeting.com/register/905249626

### STAAR ACCOMMODATIONS FOR STUDENTS WITH DYSLEXIA: STUDENT – CENTERED

Monday, December 12th, 2011

The “Dyslexia Bundled Accommodations” will no longer be a term applicable to STAAR administration. Instead,  students with dyslexia, dyslexia characteristics, and reading difficulties may be eligible for a wide range of accommodations on all content areas of the STAAR and STAAR End of Course assessments.  Considering the variability in the severity of difficulty students have with basic reading skills and test performance in all grades, and who may or may not be identified with dyslexia, this change in TEA policy makes sense.  TEA continues to engage in the process of establishing the most appropriate testing accommodation policies for students with dyslexia, but we can be relatively confident of the process required for students to access 2012 STAAR Accommodations.   First and foremost, the student must use the accommodations routinely in classroom or testing situations.  The accommodation decisions and plans will be made and documented by:

• an RtI or Student Support Team if the student has been identified as dyslexic (but does not receive 504 or special education services),
• a Section 504 Committee, if the student has dyslexia or has evidence of a reading difficulty as determined by a Section 504 committee (documented within an Individualized Accommodation Plan), or
• an ARD Committee, if the student is reading disabled with dyslexic characteristics or has evidence of a reading difficulty (documented within an Individualized Educational Plan).

Additionally, LPAC committees/members are required to participate in any of these committees’ decision-making processes when accommodation decisions are being made for students who are ELL and who have disabilities.

1. reading parts of the question and answer choices at student request, or