Vous êtes sur la page 1sur 30

Wiggle Cushion (Field)

Wiggle Cushion
Perfect for the student who cannot sit still. The Wiggle Cushion provides a constructive outlet for
movement without disrupting others. It can be used at school, in the car, or at home. It has a smooth
surface on one side and a bumpy surface on the other, which provides sensory stimulation. The Wiggle
Cushion encourages weight shifting and balance, which sharpens focus, as well as supports the
challenges of ADHD, sensory processing disorders, and Autism. The Wiggle Cushion can be inflated to
different varieties of firmness and softness depending on the student.

5” diameter, inflates to 3.5”, made from PVC and is latex-free

Potential Usage
 Alternative seating for morning meeting
 Alternative seating for desk work
 Use to develop core muscles in students
 Give to help reduce wiggles during instruction

Lesson Integration
The students will demonstrate sequencing following listening to a grade level text.
1. Introduce story
2. Provide background knowledge.
3. Read/listen to the story (Student will sit on the wiggle cushion during this activity to help
maintain focus).
4. Students cut out and sort picture cards of major events in the story from beginning to end.
(Student will sit on the wiggle cushion during this activity to help maintain focus during the
activity).
5. Share answers with whole class and explain reasoning behind answers.
6. Summarize how sequencing helps readers.
Tobii Dynavox (Field)

Tobii Dynavox
This device is perfect for students needing augmented or alternative communication. The Tobii Dynavox
is a speech generating device that is designed for real life. It is waterproof, durable, and has a battery
life of 10+ hours. It comes with a variety of communication software that is pre-installed. It includes
symbol-based communication, as well as full-literate communication, which allows a wide range of
students to use it. The Tobii Dynavox also includes features such as a kickstand, switch-scanning, head-
mouse capabilities, and touch with key guards. The Tobii Dynavox unleashes communication for all users
and can travel everywhere the user goes.

Size: 10.1 x 7.3 x 1.4 in, Weight: 2.4 lbs.

Potential Usage
 To encourage social skills
 To communicate to teachers throughout lessons
 To communicate what they want to say for writing
 To teach reading
 To build confidence in speaking

Lesson Integration
The student will demonstrate process writing by writing about how something is made.
1. The teacher will explain what process writing is and why it is important.
2. Brainstorm list of things good writers could write about using process writing.
3. Model how students can do this by explaining how to make a peanut butter and jelly sandwich.
4. Students pick a topic to write about.
5. Students write how they do this in their journals. (Student will use the Tobii Dynavox to
communicate this process to teacher/aid and the teacher/aid will assist the student in writing
down their response.)
6. Students will share their writing with a partner. (Student will use the Tobii Dynavox to
communicate with their peers about what they wrote about.)
Twist ‘n Write Pencil (Research)

Twist ‘n Write Pencil


The Twist ‘n Write Pencil is designed to make writing fun again for students who have weak fine motor
skills or are learning how to use the pincher pencil grip. It is specifically designed to fit smaller hands. Its
wishbone shape is designed to encourage the pincher pencil grip. The thick and long lasting 2 mm pencil
lead never needs sharpening. Simply twist the tip of the Twist ‘n Write to expose more lead. It can even
be easily used for left-handed students.

7 x 0.2 x 4 inches, 2 mm tip

Potential Usage
 To develop beginning hand writing skills
 To strengthen hand muscles
 To practice using the pincher pencil grip
 To respond to a writing prompt

Lesson Integration
The student will demonstrate knowledge of the numbers 1-20 by filling in the blanks on the number
grid.
1. The class will count to 20 aloud as the teacher points to the numbers on the number line as
review.
2. The teacher will hand students a number grid from 1-20 with certain numbers missing.
3. Students will fill in the blanks with the correct numbers. (Student will use the Twist ‘n Write
pencil instead of a regular pencil to record their responses).
4. The students will share their answers with the class.
5. The teacher will review the correct answers and correct common mistakes.
Mobilux Digital Touch HD Portable Video Magnifier (Research)

Mobilux Digital Touch HD Portable Video Magnifier


The Mobilux Digital Touch HD Portable Video Magnifier is perfect for low-vision and students with visual
impairments. This lightweight, portable video magnifier allows for text and images to be enlarged. It also
has three brightness settings, adjustable ‘lines & blinds’ for precise page orientation, and various tone
settings to ensure a comfortable, accurate visual experience for users. The magnification powers range
from 4x to 15x and include the middle range powers of 5x, 6x, 8x, and 10x. Images and text can be saved
onto the device and downloaded onto a computer.

4.3 in HD TFT LCD touch screen with anti-glare coating, weighs 8 oz.

Potential Usage
 Reading grade-level texts
 Looking at maps
 Examining graphs
 Reading signs and schedules
 Reading homework assignments
Lesson Integration
The student will be able to demonstrate knowledge of identifying each of the 50 states.
1. The teacher will provide background on the importance of knowing the geography of our
country.
2. The students will be given an atlas with a picture of the United States labeled by state. (Student
can use the Mobilux Digital Touch HD Portable Video Magnifier to enlarge the map).
3. Students will fill in each of the states on a blank U.S. map with the help of a partner. (Student
can use the Mobilux Digital Touch HD Portable Video Magnifier to enlarge their own map to see
what they are writing).
4. The teacher will review student answers with the whole class.
MotionSavvy UNI (Research)

MotionSavvy UNI
The MotionSavvy UNI is the first real time translation technology that converts sign language into
spoken language. It is the perfect product for students with hearing impairments. The UNI tracks sign
language and turns it into speech, as well as can turn speech into text for the student to read if someone
does not speak sign language. It also has a dictionary feature, where can be used to build a sign
language dictionary catered to the user’s preferences.

8" screen, 2 GB of memory

Potential Usage
 Participation in class discussions
 Peer/teacher communication
 Learning sign language
 Classroom presentations
 Social skill integration

Lesson Integration
The student will be able to demonstrate the reasons an author gives to support points in a text.
1. The teacher will introduce the story.
2. Provide background and introduce new vocabulary.
3. Read the story aloud (may be signed using the MotionSavvy UNI).
4. The teacher will ask comprehension questions about the story and the author’s purpose and
students will share response with a partner (Student can use the MotionSavvy UNI to share their
responses with their partner).
5. Share responses with the whole class. (Student can use the MotionSavvy UNI to share their
answers with the class).
6. The teacher will summarize why having reasons to support your claim is important for good
writers.
Jouse3 (Research)

Jouse3
The Jouse3 allows users with physical impairments to be able to use computers. By simply moving the
joystick with their mouth, cheek, chin, or tongue, the Jouse3 allows them to navigate on a computer
without the use of a hand-held mouse. Using the sip and puff buttons on the Jouse3, users can right
click, left click, or double click hands free. The adjustable arm and mount allow the Jouse3 to be used on
different table services and fit the needs of the user.

Arm: 16 in x 16 in x 5 in, Main Unit: 8 1/8 in x 2 1/2 in x 6 1/2 in

Potential Usage
 Writing pieces
 Online research projects
 Reading online texts
 Teaching computer skills
 Online educational games

Lesson Integration
The student will be able to demonstrate the ability to create a digital project using appropriate
software/application for an authentic task.
1. Introduce what PowerPoint is and what it can be used for.
2. Model basic skills needed for using the program (Model with the Jouse3 for the student).
3. Explain how students will be creating a PowerPoint about themselves.
4. Students will create a PowerPoint presentation about themselves on the computer. (Student
will use the Jouse3 to construct their PowerPoint).
5. Students will share their PowerPoint presentations in small groups.
Amco Color Alert Timer (Research)

Amco Color Alert Timer


Perfect for students who are diagnosed with ADHD or Autism. The Amco Color Alert Timer works like a
regular kitchen timer, but changes color as time passes. If it is set for over 10 minutes it will pulse green.
When it gets to be less than 10 minutes it will change to yellow, and when there is a minute left it will
pulse red. This allows the user to know roughly how much time is left through a quiet visual reminder, as
well as will notify the user by ringing when the whole time has passed. This tool is great for individual
and small groups who need to know how much time is left. It can also be used for the whole class.

2 AAA batteries, Size: 4 x 4 x 2.4 in, Weight: 8 oz.

Potential Usage
 Signal end of instruction
 Signal how much free time is left
 Reward system manager
 Signal begin/end of a break
 Classroom transitions
Lesson Integration
The student will be able to demonstrate knowledge of multiplication facts.
1. The teacher will introduce multiplication facts that are multiplied by two.
2. Model concretely how numbers multiplied by two are doubled.
3. Model representationally with dots how numbers multiplied by two are doubled.
4. The students will complete a number of multiplication problems in their notebooks. (Student
will use the timer to determine how much longer they have to do their work until they are
allowed to take a break).
5. Review responses to the multiplication problems.
Sonocent Audio Note Taker (Research)

Sonocent Audio Note Taker


Perfect for students who have Dyslexia, difficulty with reading/writing, physical impairments, and visual
impairments, the Sonocent Audio Note Taker takes notes using speech-to-text technology. It will record
audio and transform it into notes that can be studied and reviewed later. It allows students to highlight,
annotate, add pictures, and share information with others as well. This program works on both Mac and
PC computers.

Potential Usage
 Note taking in class
 Studying for tests/quizzes
 Close reading
 Annotating research/articles
 Collaborating with peers on a project
 Group projects
 Responding to writing prompts

Lesson Integration
The student will be able to demonstrate the ability to ask and answer questions about a grade level text.
1. The teacher will model how good readers ask questions when they read. The teacher will also
model how interacting with a text helps readers to better understand what the author is saying.
2. The teacher and the class will use close reading strategies to respond to a paragraph from the
day’s reading passage.
3. The students will read, annotate, and respond to a grade level passage. (The student will read
the passage electronically and use the Sonocent Audio Note Taker to annotate and highlight the
passage).
4. The students will discuss their responses with partners and then as a whole class.
Reading Pen 2 (Research)

Reading Pen 2
Designed for students with reading disabilities, such as those diagnosed with Dyslexia. The Reading Pen
2 gives students the opportunity and freedom to read independently. By simply scanning over a word,
the Reading Pen 2 will read it aloud to students. It can be used with or without headphones. The
Reading Pen 2 features the Concise Oxford English Dictionary and contains definitions for all of these
words.

Weight 250g

Potential Usage
 Vocabulary development
 Independent reading
 Spell-checker
 Comprehension tool
 Textbook reading
Lesson Integration
The student will be able to demonstrate understanding of grade-level vocabulary by using their
vocabulary words in a sentence.
1. The students will review the week’s vocabulary words with the teacher by playing a vocabulary
review game.
2. The students will work with a partner to come up with sentences that use each of the week’s
vocabulary words in it. (The student will use the Reading Pen 2 to review the definitions of
unknown vocabulary words).
3. The students will share some of the sentences they came up with, with their fellow classmates.
Kids Kore Wobble Chair (Field)

Kids Kore Wobble Chair


The Kids Kore Wobble Chair transforms sitting into active sitting. This stool features a rounded bottom,
which allows students to work their legs, back, and abdominal muscles, as well as safely get their
restlessness and extra energy out. This product is perfect for students with ADD or ADHD. The Kids Kore
Wobble Chair is easy to assemble and can hold up to 250 lbs.

Size: seat, 11" diameter; base, 13¾" diameter; 14"H

Potential Usage
 Seat for read aloud time
 Alternative seating at desk/table
 Use to develop core muscles
 Given when need to get out extra energy

Lesson Integration
The student will be able to demonstrate comprehension of a grade level text by answering questions
about the story and the author’s purpose for writing the story.
1. The teacher will introduce the story to the class.
2. The teacher will read the story aloud, asking questions throughout.
3. The teacher will explain what an author’s purpose is and how it gives purpose to what students
read and write.
4. The teacher will ask the students questions about the reading and what they think the author’s
purpose was in this story. (The student may sit on the Kids Kore Wobble Chair throughout the
entirety of this lesson).
Nosey Cup (Field)

Nosey Cup
Nosey cups are the perfect cup for students with dysphagia. Nosey cups have a cut out on the non-
drinking side so that they can be tilted without interference by the nose. This allows the student to
avoid tilting the head back, which minimizes the chance of the liquid entering the respiratory tubes and
causing choking. Nosey cups also allow students with neck strains or other neck problems to drink
without using a spouted or lidded cup. All cups are dishwasher safe.

Come in 4 oz. cups or 8 oz. cups

Potential Usage
 To teach drinking skills without a lid or straw
 To use during meals
 If suspect student may have dysphagia
 To teach head positioning while drinking

Lesson Integration
The student will be able to demonstrate how to drink from a cup without a lid or a straw.
1. The teacher will introduce a cup to students and explain that as they get older they cannot
always use cups with lids or have straws.
2. The teacher will model how to drink from a regular cup.
3. The students will have a turn to try drinking from a regular cup. (The student will use a nosey
cup instead of a regular cup to drink from).
4. The teacher will provide support and additional practice as needed for each student.
Writing Slant Board (Field)

Writing Slant Board


The Writing Slant Board is an excellent tool for students who have difficulty with writing, as well as
those with visual impairments. The Writing Slant Board is elevated at 20 degrees, which allows for
optimal wrist positioning. It also includes non-slip feet, smooth, polished edges, and even includes a
pencil clip. Not only does it help with writing positioning, but it can be used to help low vision students
see visuals better due to the optimal angle of the Writing Slant Board.

Size: 9"x13-1/2"

Potential Usage
 Writing prompts
 Handwriting development
 Hold visuals (Picture Cards)
 Reading grade level texts
 Hold scratch paper still
 Math note taking/problem solving
Lesson Integration
The student will be able to solve one digit division problems and represent the answers
representationally through grouping.
1. The teacher will model how to solve one digit division problems and how placing objects in
groups will help students to solve these problems. The teacher will model this concretely, then
representationally for students.
2. Students will help walk the teacher through solving a few division problems representationally
together as a class.
3. The students will solve three one-digit division problems and will use the grouping method to
show their work. (The student will use the Writing Slant Board to hold their paper still, as well as
to better see the paper).
4. The teacher will review the problems’ solutions with the class.
Weighted Vest (Research)

Weighted Vest
The Weighted Vest is perfect for students with sensory needs. The Weighted Vest is like a big wearable
hug that provides steady pressure and balanced weight to help keep students gentle, calm, and
reassured. It is easy to put on, take off, and adjust by adding or removing weight. The weight are easy to
adjust and are included with the vest. The weighted vest is also machine washable!

Potential Usage
 Physical Therapy
 Wear during read aloud
 Use during sensory room time
 To calm an agitated student
 To provide sensory stimulation

Lesson Integration
The student will be able to demonstrate the different types of tectonic plate movement.
1. The teacher will give each student a graham cracker, cool whip, and a paper plate.
2. The teacher will demonstrate how students should move their graham cracker on the plate and
then introduce each type of tectonic plate movement. (The student will wear the weighted vest
throughout the lesson to help them stay focused).
3. The teacher will review all of the types of tectonic plate movements again with students.
4. Students will then reinforce these skills by completing a worksheet individually.
Blue Trakker Reading Guide

Blue Trakker Reading Guide


The Blue Trakker Reading Guide is perfect for students who struggle with reading. The narrow cut-out
window near the top allows students to focus on a single questions, specific paragraph, or a portion of
the page. It also helps readers to focus and keep their place by simply showing one line at a time. The
thin flexible plastic of the Blue Trakker Reading Guide is easy to carry around and can even act as a
bookmark.

Size: 7" x 3-3/4"

Potential Usage
 Tracking for reading
 Test taking
 Multiple choice questions
 Close reading
 Primary source readings

Lesson Integration
The student will be able to demonstrate reading an on-level text orally with accuracy, appropriate rate,
and expression.
1. The teacher will introduce the text to the student.
2. The student will do a picture walk through the story.
3. The student will read the story aloud to the teacher and the teacher will note errors the student
makes throughout. (The student will use the Blue Trakker Reading Guide while reading the text
aloud).
4. The teacher will ask the student comprehension questions and record the student’s responses,
as well as note any difficulties the student had while reading the text.
Chewy Pencil Topper (Research)

Chewy Pencil Topper


The Chewy Pencil Toppers are perfect for students with oral sensory needs. The Chewy Pencil Toppers
are BPA-, latex-, PVC-, phthalate-, and lead-free. These hollow super durable tube-style pencil toppers
are a great oral motor self-regulation sensory tool for students who chew on their pencils, erasers,
fingernails, sleeves, or hair. The Chewy Pencil Toppers also come in a variety of colors. All chewy tools
require adult supervision, need to be inspected frequently for wear, and replaced at the first sign of
breaking down.

Size 3-1/4"

Potential Usage
 To eliminate oral sensory habits
 Test taking
 Writing prompts
 Improved concentration while completing tasks
Lesson Integration
The student will be able to demonstrate knowledge of the engineer design model.
1. The teacher will introduce the problem of creating the slowest path for a marble to go down.
2. The teacher will walk students through the engineer design model and explain materials that
may assist the students in this endeavor.
3. Students will work together in small groups to draw a design for their marble course (the
student will use a Chewy Pencil Topper on their pencils and may chew on it throughout the
lesson).
4. The students will begin creating their marble courses.
5. The class will test each marble course and see whose marble course did the best at slowing
down the marble.
Color Behavior Chart (Field)

Color Behavior Chart


The Color Behavior Chart is a useful tool for managing behavior in any classroom. Students start the day
on the color green. If they act out behaviorally they may get a warning or an automatic color change.
The colors go from green to yellow to orange to red. Teachers may provide rewards for staying on green
and/or may take rewards away due to a change in color. This is a great visual for students to see how
they are doing each day. This data can be recorded for progress monitoring by the teacher as well as the
student depending on the student.

Potential Usage
 Reward system
 Negative reinforcement for poor choices
 To teach proper behavior in the classroom
 To teach about consequences of our actions
 School-wide positive behavior

Lesson Integration
The student will be able to make conjectures about data in a bar graph.
1. The teacher will ask a student what the weather looks like outside today.
2. The student will respond and place a picture card on the bar graph. (Students at morning
meeting will be sitting quietly and paying attention to what is going on during morning meeting.
If students are talking over the teacher or calling out, their color may get changed on the Color
Behavior chart).
3. The teacher will ask the student to explain to her what the graph is telling the class about the
weather this month.
4. The student will make a conjecture about the weather graph.
Picture Schedule (Field)

Picture Schedule
A picture schedule allows students who have difficulty with transitions to be able to see what activity is
coming up next and throughout the day. These schedules come with easy to move and manipulate
picture cards that can be displayed in a variety of ways depending on the learner’s needs. Picture
schedules can serve as a reminder to students about what their day will look like and what is expected
of them at the current time.

Potential Usage
 Visual schedule
 Transitions
 To keep students on task
 To help students learn routines

Lesson Integration
The student will be able to demonstrate knowledge of how to read a map.
1. The teacher will provide students with maps of the world.
2. The teacher will point out important tools maps provide to help people read them (i.e. a
compass rose, the scale of the map, labels, lines of longitude and latitude, etc.).
3. The teacher will have students work with a partner to find each continent and the different
oceans on their own maps using atlases.
4. Students will label/complete the map. (The student may look at their picture schedule during
this time to see what they are doing next/ to keep them on task during this time).
5. The teacher will go over the answers with the class. (The student may look at their picture
schedule again, if needed to help transition them to the next activity.)
Brain Breaks (Field)

Brain Breaks
Often times students get restless, lose focus, or are too wound up to concentrate after certain activities.
Brain breaks allow students to get up and moving to either wake up or calm down. GoNoodle is a great
website with free video brain breaks for teachers to use to break up instruction time, as well as
reengage students in learning by doing a short video. Brain breaks can be deep breathing exercises,
songs, a walk around the playground, or simply standing up and getting the blood flowing again. These
simple but effective breaks helps students to refocus on instruction.

Potential Usage
 To get the wiggles out
 To calm down energetic classes
 To break up a long lesson
 As a transition from one activity to the next
 Gross motor movement in a lesson

Lesson Integration
The student will be able to demonstrate knowledge of the three states of matter.
1. The teacher will explain what matter is and how there are different types of matter (solid, liquid,
gas).
2. The teacher will explain the experiment to students.
3. Student will explore the different types of matter using water (ice cubes, water, watching water
boil (with supervision)).
4. The teacher and the class will discuss their findings as a whole. (The teacher may play a
GoNoodle video before transitioning to the next activity).
Teach it to a Friend (Research)

Teach it to a Friend
Teach it to a Friend is a great strategy to use to make sure a student understands a concept.
Students take turns walking their peer through a problem. One student pretends to be the teacher,
while the other student acts as the student. This strategy helps students be able to articulate how to
solve a problem, as well as explain their reasoning behind what they did. Their partner acts as an
accountability partner making sure the student acting as the teacher is explaining everything clearly
and accurately. Together the two students help each other refine their thinking and reasoning.

Potential Usage
 To help reinforce math skills
 Problem-solving
 To improve reading fluency
 Explaining scientific processes
 Review for an assessment
Lesson Integration
The student will be able to demonstrate knowledge of how to solve a two digit addition problem.
1. The teacher will explain what addition is and how it is used in every day circumstances.
2. The teacher will model how to solve two digit addition problems concretely, representationally,
and abstractly.
3. The teacher will walk students through some practice problems.
4. The students will work in pairs and solve some practice two digit addition problems. (The
students may use teach it to a friend to solve these problems/to review their reasoning for their
answers)
5. The teacher will go over the answers to these problems with the class. (The teacher may have a
few students come up and explain how they got their answer to the class using the Teach it to a
Friend technique).
Exit Tickets (Research)

Exit Ticket
Creating Exit Tickets for the class to complete at the end of a lesson is a great formative assessment
technique for teachers. It allows teachers to see what students understood and gained from the
lesson. It also allows teachers to see what areas they need to go back and teach. Exit Tickets are
easy to adapt and adjust to meet the needs of all learners, as well as to fit the lesson being taught
that day.

Potential Usage
 Formative Assessment tool
 Comprehension of math concept
 Comprehension of grade-level text
 Take-away from the lesson
 Review of concept

Lesson Integration
The student will be able to demonstrate understanding of metaphors and similes.
1. The teacher will introduce what a metaphor is and what a simile is.
2. The teacher will read a grade-level text that has examples of metaphors and similes throughout.
3. The teacher will have students stop them when they hear metaphors and similes. They will
record them on a class list and identify what the figurative language is an example of.
4. The teacher will have students play a partner game where they identify similes and metaphors.
5. The teacher will review some of the answers with the students.
6. The teacher will have students complete an Exit Ticket that has them provide an example of a
metaphor and an example of a simile.
Fist to Five Check (Field)

Fist to Five Check


Fist to Five Check is a great formative assessment tool that can be used throughout a lesson. When the
teacher presents a new topic/skill to the class, the teacher can ask students to show on their hands how
well they feel with the concept. A full high-five means they know the concept well enough to teach it,
while a fist means they do not understand the topic at all. It is easy as an educator to teach something
and move on without checking to make sure students understand the concept. The Fist to Five Check
allows teachers to gauge student understanding in a fast and easy way.

Potential Usage
 To check understanding
 A silent signal between teacher and student
 Assessment review check
 To gauge how students feel about their learning

Lesson Integration
The student will be able to demonstrate how to solve a two digit division problem.
1. The teacher will review the concept of division.
2. The teacher will explain how to solve a two digit division problem. (The teacher will use the Fist
to Five Check to see how students are understanding the concept.)
3. The teacher will go through some practice problems with the students. (Use Fist to Five to check
understanding).
4. The students will complete some practice problems on their own or with a partner.
5. The teacher will review the answers to the practice problems. (The teacher will use Fist to Five
to check understanding).
Bell Ringers (Research)

Bell Ringers
Bell Ringers are a great way to integrate curriculum into morning work periods as students are coming
into school. Bell Ringers are flexible in that the teacher decides what they are each morning, if they want
to have a weekly theme, if they want to have a daily theme such as every Monday is a word of the day,
etc. Bell Ringers keep students busy during the transition from arriving at school until the teacher begins
the first lesson of the day. Bell Ringers are effective in that they fill up this awkward transition period
with fun, engaging work that is centered on the curriculum.

Potential Usage
 Morning work
 Anticipatory set
 Mini-lessons for a variety of subject areas
 Review a skill previously learned
 Formative Assessment of previous skills taught

Lesson Integration
The student will be able to demonstrate understanding of proper punctuation based on the sentence.
1. The teacher will present 3-4 sentences without punctuation on the board. The teacher will read
the sentences aloud to students. (This can be the day’s Bell Ringer)
2. Students will add the proper punctuation to the sentences on the board by recording their
responses in a morning work journals.
3. The teacher will have students share their responses with the class and review the answers.
4. The teacher will then transition into their lesson on punctuation.
Sign Language Non-verbal Cues (Field)

Sign Language Non-verbal Cues


Sign Language Non-verbal Cues can be used with students with hearing impairments, as well as those
without hearing impairments. It can also be used with non-verbal students. Sign Language Non-verbal
Cues allows non-verbal students to respond to questions and interact in the lesson without feeling the
pressure to have to speak verbally. They also can be used to subtly communicate a need to teacher,
such as having to go to the bathroom in the middle of a lesson.

Potential Usage
 To communicate a need
 To elicit a response to a question
 To encourage communication skills
 To provide non-verbal choices
 Silent communication between the student and the teacher

Lesson Integration
The student will be able to demonstrate knowledge of some of the characteristics of fall.
1. The teacher will introduce the new season of fall to the students.
2. The teacher will explain that something special happens to the trees during the fall.
3. The teacher will introduce the story about fall.
4. The teacher will ask questions throughout, such as what color the leaves are on a specific page,
etc. (The teacher may use Sign Language Non-verbal cues to elicit an answer from a non-verbal
student. The student may use the Sign Language Non-verbal cues to respond, as well)
5. The teacher will explain to students the process that trees go through in order to change the
colors of their leaves and that this is a characteristic of the season of fall.
Take a Break Corner (Research)

Take a Break Corner


The Take a Break Corner is a safe space for students who need to take a moment to calm themselves
down and remove themselves from a potentially unsafe situation. The Take a Break Corner is a relaxing
space that has tools to help calm students down so they can join the class again. The Take a Break
Corner is flexible. It can include pillows, stuffed animals, stress balls, reflection writing prompts,
journals, pictures to help students articulate how they are feeling, and more.

Potential Usage
 A place to calm down
 A place to reflect after a situation occurs
 To teach how to appropriately cope with emotions
 To teach students how to communicate their feelings

Lesson Integration
The student will be able to identify different types of landforms on a 3D model.
1. The teacher will explain to students that they will be working on a landform project in small
groups. The small groups will create and label different landforms on a 3D model.
2. The teacher will divide the students into small groups and present each group with materials to
construct their 3D models.
3. The students will work together to construct a 3D model of different landforms they had
discussed in previous lessons. (If the student is having a hard time working with their group
members and needs to calm down, the student may sit in the Take a Break Corner to calm
down. The teacher will talk with the student and help them to cope with their emotions).
4. The students will share their projects with the class and identify the different landforms they
created in their 3D models.
Flexible Seating (Research)

Flexible Seating
Flexible Seating is alternative seating for students throughout the classroom. Flexible Seating can be any
type of chair that is not a regular chair. Some great examples are bean bag chairs, pillows, wiggle
cushions, medicine balls, lawn chairs, and Kore Chairs. Flexible Seating allows students to move while
they sit in the classroom, which helps students stay focused and engaged in the lesson. Flexible Seating
can be a classroom-wide strategy or simply a strategy for a couple individuals within the classroom.

Potential Usage
 Alternative seating for students who have trouble focusing
 Reward for good listening
 Classroom transformation aids
 Help students remain focused during small group instruction

Lesson Integration
The student will be able to demonstrate knowledge of characters within a grade-level text and how they
influenced the plot of the story.
1. The teacher will read through a grade-level short story with a small group of students. (The
students will sit on Flexible Seating around a kidney bean table).
2. The teacher will ask students to list some of the characters within the story.
3. The teacher will ask students about each character and what their part was in the story.
4. The teacher and the students will discuss how each character effected the plotline of the story.
The teacher will challenge students to imagine what the story would be like without a certain
character.
5. The students will work in pairs to complete a character sketch of one of their favorite characters
from the short story.
Fidgets (Research)

Fidgets
Fidgets are a quiet way for students with ADHD to get their excess energy out while still remaining
engaged in the lesson. Fidgets come in a variety of shapes, textures, and sizes. Based on the sensory
need of the student, the teacher can have the student play with a Fidget throughout the lesson to help
them stay more focused and attentive throughout the lesson. Fidgets also help these students to be less
of a distraction to their surrounding peers.

Potential Usage
 To get excess energy out
 A tool for keeping students attentive
 Reward system
 To fulfill a sensory needs

Lesson Integration
The student will demonstrate how to write a small moment story.
1. The teacher will explain the difference between a small moment story and a major story
through a watermelon visual.
2. The teacher will model how to write a small moment story and share their example with the
class. (The student may play with a Fidget during this time.)
3. The teacher will have students brainstorm a list of ideas they could write about, before they
begin drafting their small moment story.
4. The teacher will have students share their ideas and what they accomplished during the writing
period with a partner.
Choice Board Tic-Tac-Toe (Research)

Choice Board Tic-Tac-Toe


Choice Board Tic-Tac-Toe rubrics allow teachers to give students a choice about how they learn the
material. The Choice Board provides students with multiple options to learn the material such as writing
a song, performing a play, drawing a picture/model, or even making a poster. The Choice Board Tic-Tac-
Toe can be customized for any subject or topic, as well as can be used with Bloom’s Taxonomy to create
different levels of difficulty for each task. Choice Board Tic-Tac-Toe rubrics also allow instruction to be
differentiated for different types and styles of learning.

Potential Usage
 Reading book projects
 Writing prompts
 Math problem solving
 Final project for a science experiment
 Spelling review games

Lesson Integration
The student will be able to demonstrate understanding of grade-level spelling words.
1. The teacher will review the week’s spelling words with the students and use them in a sentence.
2. The teacher will divide students into partner pairs and have them complete a Tic-Tac-Toe Choice
Board with activities designed to help them review their spelling words.
3. Students will work together to complete the choice tasks on the Choice Board in order to get 3
in a row, such as in an actual game of Tic-Tac-Toe.
4. The teacher will collect the students’ work and have a few students share which activities they
decided to complete.
Tootling (Research)

Tootling
Tootling is simply reverse tattling. Instead of telling the teacher when someone does something wrong
or upsets them, the student writes a post-it note to the teacher telling them about something nice or
awesome another student in the class did that day. At the end of the day or week, the teacher reads the
tootles aloud to the class and the class congratulates that individual for being a good friend. Tootling
encourages positive peer interactions, as well as focuses on the positive things students are doing rather
than the negatives. It also makes students feel good about themselves. Teachers may assign students to
write tootles for each other for the week to make sure all students are included as well.

Potential Usage
 To teach positive peer interactions
 To help decrease bullying
 To reward positive behavior
 To create a positive classroom environment for all learners

Lesson Integration
The student will be able to demonstrate positive social interactions.
1. The teacher will discuss what it means to be a good friend with a student who is having difficulty
with social interactions.
2. The teacher and the student will read a story about friendship and will brainstorm a list of things
the characters did to show what it means to be a good friend.
3. The teacher will have the student practice these types of behaviors with another student in the
room or with the teacher.
4. The student will practice these skills in the regular classroom. (A student may write a Tootle
about the student working on social skills, or the student will write a Tootle about another
student).
Buddy Reading (Research)

Buddy Reading
Buddy Reading is a great strategy to build confidence in early and struggling readers. The readers take
turn reading to one another and helping them in areas that they are struggling with. Buddy reading can
be an older student reading to a younger student or a younger student reading to an older student, or it
can be two students from the same grade reading to one another. The point of this strategy is to get
students reading more and to build their fluency while reading, as well as their confidence in themselves
as readers.
Potential Usage
 Reader-mentorship program
 Confidence building in struggling readers
 Fluency practice
 Refining reading skills through peer constructive criticism

Lesson Integration
The student will be able to demonstrate fluency and expression while reading a grade level text.
1. The teacher will explain to the class that they will be working on reading smoothly and with
expression today.
2. The teacher will model this by reading a short grade-level text to the class.
3. The teacher will pair students up based on their reading ability and have them read to their
partner (The students will use Buddy Reading).
4. The students will read to one another and help each other to use more expression throughout
their reading.
5. The teacher will have student share with the class what are some things their partners did to
help them read more smoothly and with more expression.
Music Transitions (Research)

Music Transitions
Using music for classroom transitions allows students to know what is coming next, as well as can allow
students to know how much time they have left to complete an activity. Musical transitions can be used
multiple times throughout the day, such as before entering the hallway, to know when to start cleaning
up, to tell students how much time is left in an activity. Teachers can use the same songs everyday or
they can have a playlist that plays different songs. It all depends on how the teacher chooses to use and
integrate this strategy into their classroom.

Potential Usage
 To transition into the hallway
 To give students a warning before the end of an activity
 To get the class’s attention
 To get ready for the next activity
 To switch seats during an activity

Lesson Integration
The student will be able to demonstrate the ability to write a poem about winter.
1. The teacher will refresh some of the poem structures discussed in previous lessons.
2. The teacher will model how to write a poem using one of the structures.
3. Students will work on writing a poem about winter. (The teacher will play music while they are
writing).
4. The teacher will have students share their work with the class. (The teacher will give students a
warning before this that when the last song is over they need to stop what they are doing.)