A.I.

Technology Resource Guide Organizer

I. PROVIDE MULTIPLE MEANS OF REPRESENTATION:
1. Provide options for perception
Name of
Link Discuss how the resource aligns with the guideline.
Resource
This resource relates to Checkpoint 1.1: Offer ways of
customizing the display of information. With spotlight text you
can download books and then change the font and size of the
Spotlight Text http://spotlighttext.com/ text. You can also change the view of the words so that it is in
teleprompter style or marquee style. You can also have the
text put to a certain speed so that it continuously scrolls for
you.
This resource relates to checkpoint 1.2: Offer alternatives for
auditory information. With this app you can listen to different
Signed Stories http://www.signedstories.com/apps childrens stories that are being read aloud, signed and have
captions. This is great for students that are deaf or hard of
hearing.
This resource relates to checkpoint 1.3: Offer alternatives for
visual information. This number line comes in large print and
Number Line
http://www.fredshead.info/ braille for those who are blind or vision impaired. With this tool
Device
you can represent whole number sums, fractions, and
irrational numbers.
This resource relates to checkpoint 1.3: Offer alternatives for
visual information. The Talking Calculator is a calculator that
reads out the symbols and numbers that the student presses.
Talking Calculator https://itunes.apple.com/us/app/talking-calculator/id424464284?mt=8 This could be used for any student who may benefit from the
audio connected to the symbols. This calculator takes the
visual information and makes it auditory.

2. Provide options for language, mathematical expressions, and symbols
Name of
Link Discuss how the resource aligns with the guideline.
Resource
This resource relates to checkpoint 2.1: Clarify vocabulary and
UDL Editions by symbols. This website allows you to read books online, while
http://udleditions.cast.org/CONTENT,how_coyote_stole_fire,1.html
CAST you are reading you can click on an underlined word, and read
the definition in text, listen to the definition through text-to-
 speech, and see visual depictions of the word.

This resource relates to checkpoint 2.2:Clarify syntax and
structure. Elements of a Story is a perfect example of
Interactives:
clarifying structure because it is designed to help students to
Elements of a http://www.learner.org/interactives/story/index.html
identify the structural components of storytelling, from setting
Story
to characters, to sequence, to conflict, to climax to resolution.

This resource relates to checkpoint 2.4: Promote
understanding across languages. This app easily translate text,
websites, or can start voice-to-voice conversations in over 90
https://itunes.apple.com/us/app/itranslate-language-translator- languages. This is useful for ELL students to use if they need to
iTranslate
dictionary/id288113403?mt=8 translate a few words, or for teachers who want to translate a
worksheet into another language.

This resource relates to checkpoint 2.4: Illustrate through
multiple media. With this website you can generate a word
cloud from text that you provide. The clouds give greater
prominence to words that appear more frequently in the
Wordle http://www.wordle.net/ source text. With one look at the word could you are able to
tell what the cloud is representing because of the multiple
words used.

3. Provide options for comprehension
Name of
Link Discuss how the resource aligns with the guideline.
Resource
This resource relates to checkpoint 3.1: Activate or supply
background knowledge. This website is a quiz game that
allows students to test their research skills. If students answer
Digging for
http://smithsonianeducation.org/idealabs/digging_for_answers/index.html incorrectly, they are prompted with a link to background
Answers
knowledge that will help them to find the correct answer.

 This resource relates to checkpoint 3.3: Guide information
processing, visualization, and manipulation. Popplet lets you
Popplet http://popplet.com/ map out ideas, or organize with outlines. It lets you make an
array of visual thinking models that can be used as an effective
way to guide students information processing.
This resource relates to checkpoint 3.4: Maximize transfer and
generalization. This website lets you create flash cards as a
method to support memory and transfer through the process
Quizlet https://quizlet.com/
of creating a visual or textual reminder of information.

This resource relates to checkpoint 3.3: Guide information
processing, visualization, and manipulation. This application
allows teachers to create documents that have illustrations or
Picture It https://www.attainmentcompany.com/picture-it-software
images to go along with. This is great for students who have
difficulty reading because it takes the written text and adds
supports to benefit the students learning.
II. PROVIDE MULTIPLE MEANS FOR ACTION AND EXPRESSION:
4. Provide options for physical action
Name of
Link Discuss how the resource aligns with the guideline.
Resource
This resource relates to checkpoint 4.1: Vary the methods for
response and navigation. Wiki sticks can be bent and formed
into anything. The students can trace images, letters, and
Wiki Sticks https://www.wikkistix.com/ numbers with these sticks. This allows for a varied way of
action and expression as the students use a different method
for response and navigation while learning.

This resource relates to checkpoint 4.1: Vary the methods for
response and navigation. With this form of formative
Kahoot! https://create.kahoot.it/# assessment students are engaged and excited. Students can
use their own devices to complete the assessment and the
teacher is able to keep the results.
This resource relates to checkpoint 4.1: Vary the methods for
Pencil Grips http://www.thepencilgrip.com/ response and navigation. This is a physical tool that can be
accessible to all students and can benefit students who have a
 hard time with fine motor skills. Pencil grips provide options
for physical action.

This resource relates to checkpoint 4.1: Vary the methods for
response and navigation. This resource allows you to control
http://www.cameramouse.org/
Camera Mouse the muse of a computer with just the movement of your head.

Great for students with limited motor function.

5. Provide options for expression and communication
Name of
Link Discuss how the resource aligns with the guideline.
Resource
This resource relates to checkpoint 5.1: Use multiple media for
communication. Scratch provides students with multiple ways
to demonstrate learning - through creating interactive stories,
Scratch https://scratch.mit.edu/
animations, games, and art.

This resource relates to checkpoint 5.1: Use multiple media for
communication. Lino is a multiple media website where
teachers can set up questions that the students leave answers
Lino http://en.linoit.com/
on sticky notes answers for. Students can reply anonymously
or they can write their name on it. The students can connect
with the teacher or with other students.
6. Provide options for executive functions
Name of
Link Discuss how the resource aligns with the guideline.
Resource
This resource relates to checkpoint 6.1: Guide-goal setting.
These wiggle seats are useful for students with ADHD or who
https://www.therapyshoppe.com/category/3-seating-specialties-ball- just cant sit still. These are effective seating options for
Wiggle seats
chairs-sensory-wiggle-seats-therapy-air-cushions students to work on self-regulation, as they need to know
when to go grab a wiggle seat. These seats also allow students
to focus more because they are no longer jittery.
III. PROVIDE MULTIPLE MEANS FOR ENGAGEMENT:
7. Provide options for recruiting interest
 Name of
Link Discuss how the resource aligns with the guideline.
Resource
This resource relates to checkpoint 7.2: Enhance relevance,
value and authenticity. This website allows you to add
information and pictures to create an animated video that will
interest all of your students. Students can use PowToon to
PowToon https://www.powtoon.com/ display information for projects in the classroom. PowToon
allows students to individualize their work in the classroom,
and to display their authenticity.

This resource relates to checkpoint 7.3: Minimize threats and
distractions. Pacecar is an online reading tool, designed to help
you read faster and with more focus. It masks the distracting
PaceCar http://pacecar.missingmethod.com/ elements on the page, giving you a reading window that
follows your mouse.

This resource relates to checkpoint 7.3: Minimize threats and
distractions. This is an audience response system that
students can use on their devices. Students can answer
Poll Everywhere https://www.polleverywhere.com/ multiple choice, short answer, true/false, and brainstorm
questions. Students can put their name on their answer or
answer anonymously so that they dont feel embarrassed if
they get it wrong.
This resource relates to checkpoint 7.3: Minimize threats and
distractions. This online timer is helpful for transitions.
Tick Counter https://www.tickcounter.com/timer Students are able to keep track of how much time they have
left to finish their work before they have to move onto the next
activity.
8. Provide options for sustaining effort and persistence
Name of
Link Discuss how the resource aligns with the guideline.
Resource
This resource relates to checkpoint 8.3: Foster collaboration
Class Dojo https://www.classdojo.com/ and community. Class dojo is all about creating a positive
classroom community. Students can showcase and share their
 learning by adding photos and videos to their own portfolios.
Teachers can comment or give points to students as positive
feedback. You can also share different posts with parents so
they can see what their child has learned.
9. Provide options for self-regulation
Name of
Link Discuss how the resource aligns with the guideline.
Resource
This resource relates to checkpoint 9.3: Develop self-
assessment and reflection. This is a noise level meter to help
Too Noisy http://toonoisyapp.com/ control the noise in the classroom. When the class gets too
loud the level meter reflects that and puts up images in the
background to remind students to quite down.