1. Provide options for self-regulation Name of Link Discuss how the resource aligns with the guideline. Resource Put it Away is an app that helps teach kids how to tidy and clean up a room. The app can be customized to allow parents and caregivers to simulate their personal http://cte.jhu.edu/matchup/#page4? Put it Away living space. The app can be used with young children so they understand the cat1=8&cat2=2&atech=0 concept of cleaning up and develop a sense of responsibility. It aligns with Checkpoint 9.3 Faces of Learning is a website that contains stories from a variety of learners. It tries to answer four fundamental questions: how do people learn; what does an Faces of ideal learning environment look like; and how do we create more ideal learning http://www.facesoflearning.net/ Learning environments. This site is helpful for students who are trying to figure out how they learn best. The stories on the site are personal stories from other students about how they learn and what works best for them. It aligns with Checkpoint 9.1
2. Provide options for sustaining effort and persistence
Name of Link Discuss how the resource aligns with the guideline. Resource RubiStar is a tool to help the teacher who wants to use rubrics, but does not have the time to develop them from scratch. The website provides a meaningful way to RubiStar http://rubistar.4teachers.org/index.php display expectations to students. This websites heighten salience of goals and objects and aligns with Checkpoint 8.1 CoSketch is a multi-user online whiteboard designed to give the ability to quickly CoSketch http://cosketch.com/ visualize and share ideas as images. Co-sketch is a tool that allows students in various locations to collaborate and share their ideas. It aligns with Checkpoint 8.3 It is an interactive educational website about our universe and planetary systems, created by the University Corporation for Atmospheric Research and is supported by NASA and the National Science Foundation (NSF) among others. It provides a Windows to the http://www.windows2universe.org/windows.html challenge for students either a beginner, intermediate, or advanced. This allows Universe students to only work on the level that is appropriate for them. It aligns with Checkpoint 8.2 3. Provide options for recruiting interest Name of Link Discuss how the resource aligns with the guideline. Resource Pace Car is an online reading tool, designed to increase reading rate and decrease distractions. It masks the distracting elements on the page by creating a reading window that follows the readers mouse. It helps focus students on what they are Pace Car http://pacecar.missingmethod.com/ reading. Students might prefer to read on the computer because they can make the text bigger if needed. The program minimizes threats and distractions. It aligns with Checkpoint 7.3 The Crayon.net site offers electronic templates for students to create their own newspapers. The site allows you to bring multiple sources together, thus creating Crayon http://www.crayon.net/ an individualized and customized newspaper. It offers students choice in layout and customization, which is an effective way to recruit interest. It aligns with Checkpoint 7.1
I. PROVIDE MULTIPLE MEANS OF REPRESENTATION:
4. Provide options for comprehension Name of Link Discuss how the resource aligns with the guideline. Resource Vocab Ahead offers videos that give an active demonstration of vocabulary with audio repeating the pronunciation, definition, various uses, and synonyms. Vocab Ahead http://www.vocabahead.com/ Students can also go through flash cards, which give a written definition and visual representation of the word. The Vocab Ahead tool helps children express their knowledge in a more visual way which aligns with Checkpoint 3.4 This app offers a wide variety of supports for struggling readers. These include: Text-to-speech, Word Prediction, Phonetic Spell Checker, Homophone and http://cte.jhu.edu/matchup/#page4? Confusables Checker, Dictionary, Picture Dictionary, Customizable Background iReadWrite cat1=1&cat2=0&atech=7 and Text Colors, and Choice of Voices and Fonts. It helps students look up words they may not understand and can write complete sentences. It aligns with Checkpoint 3.3
5. Provide options for language, mathematical expressions, and symbols
Name of Link Discuss how the resource aligns with the guideline. Resource A communication tool for individuals who have difficulty using their natural voice. Designed for individuals with Autism, Down Syndrome, ALS or other conditions http://cte.jhu.edu/matchup/#page4? TouchChat that affect a person from using natural speech. It aligns with the options for cat1=1&cat2=0&atech=5 language because it gives students with speech delays the option to use their natural voice. It aligns with Checkpoint 2.3 The LoTTIE Kit for Math includes a plentiful supply of helpful tools, materials, and resources for teaching math concepts to students of all ages. The Kit materials LoTTIE Kit for http://cte.jhu.edu/matchup/#page5? include math templates, math grids, flash cards, graphing tiles, and a variety of Math cat1=1&cat2=1&atech=9 math manipulatives for helping students better understand math concepts. It aligns with Checkpoint 2.5
6. Provide options for perception
Name of Link Discuss how the resource aligns with the guideline. Resource The text-to-speech software reads printed text aloud. Words are highlighted as http://cte.jhu.edu/matchup/#page5? they are spoken, which readers use to track the text as it is read. Additional Read Outloud6 cat1=1&cat2=0&atech=23 features include reading internet text aloud and study tools that help users with reading comprehension. It aligns with Checkpoint 1.2 Color overlays are placed on top of text that will help improve the contract of print against white backgrounds. Overlays work with both printed and electronic text http://cte.jhu.edu/matchup/#page5? Color Overlays and can make reading easier for individuals who find it difficult to read black-on- cat1=1&cat2=0&atech=8 white print. Gives students different options for perceiving texts both in the classroom and at home. It aligns with Checkpoint 1.1 The Intel Reader is a portable text reader with a built-in camera for capturing text. Once captured, printed text is converted to digital text that is read aloud and highlighted on the screen. It increases reading independence for individuals who http://cte.jhu.edu/matchup/#page5? Intel Reader struggle with standard printed text. This provides a student with different options cat1=1&cat2=0&atech=12 of reading a text within the classroom and could also benefit a student who struggles with fluency. It aligns with Checkpoint 1.3
II. PROVIDE MULTIPLE MEANS FOR ACTION AND EXPRESSION:
7. Provide options for executive functions Name of Link Discuss how the resource aligns with the guideline. Resource Webspiration is used to map out ideas, organize with outlines and collaborate online with teams or colleagues. Both teachers and students to collaborate their ideas use Webspiration. It can be helpful for students who are at a lower Webspiration http://www.mywebspiration.com/ comprehension level then others in the classroom. Collaboration amongst students covers support planning and strategy development aligns with Checkpoint 6.2 This site is intended to help students, teachers, and parents become more familiar with developing students strengths in areas such as organization, study skills, note The Learning http://coe.jmu.edu/learningtoolbox/index.html taking, and more. The specific section on organization offers excellent strategies Toolbox supporting students in planning and strategy development. It aligns with Checkpoint 6.2
8. Provide options for expression and communication
Name of Link Discuss how the resource aligns with the guideline. Resource Animoto provides tools for making videos by using animation to pull together a series of images and combining with audio. Animoto videos or presentations are Animoto https://animoto.com/ easy to publish and share. Provides students with multiple ways to express their knowledge and be creative and aligns with Checkpoint 5.1. ToonDoo is a website that allows users to generate their own comic strips. Students can create their own characters by selecting basic traits from an extensive list. Can also upload their own images. ToonDoo also offers excellent ToonDoo http://www.toondoo.com/ community features such as voting, commenting, and sharing. Its a creative way for students to express their ideas. Students can share their comics with each other for collaboration on projects or feedback. It aligns with Checkpoint 5.1 GrammarCheck is a free online grammar and spell checker with explanations, suggested changes and examples. It helps students understand how to revise GrammarCheck https://www.grammarcheck.net compositions. If demonstrating knowledge of grammar of spelling rules is not the primary goal of the lesson, consider providing this scaffold to students. It aligns with Checkpoint 5.2
9. Provide options for physical action
Name of Link Discuss how the resource aligns with the guideline. Resource The M3 by DynaVox is a durable augmentative and alternative communication (AAC) device for emergent communicators. The symbol sets are limited to specific http://cte.jhu.edu/matchup/#page5? environments and situations to help the user establish the context or topic of an M3 cat1=5&cat2=1&atech=13 interaction. This tool is helpful for some individuals who are developing communication and interaction skills. A great tool for emergent communicators, which would align with Checkpoint 4.1 Tapspeak Button is an app designed to help people with disabilities to http://cte.jhu.edu/matchup/#page4? Tapspeak Button communicate through a simple interface that records and plays messages. It aligns cat1=5&cat2=1&atech=4 with Checkpoint 4.2 No-Keys is a computer software program that displays an on screen keyboard, also known as a virtual keyboard. Users can type on the onscreen keyboard using a No Keys Virtual http://www.leithauserresearch.com/nokeys.html mouse, trackball, or similar pointing device. This allows students to operate the Keyboard computer entirely with the mouse or other pointing device. It is intended primarily for computer users who have limited mobility. It aligns with Checkpoint 4.1