T-Charts are a common graphic organizer to assist students in thinking about the differences between two things that are related in some way. At times they are used to show examples and non-examples of one thing. Visually, they typically look like an capital or lowercase t. 

   For students who struggle with language, whether because they are learning English or a student with a disability, T-charts can be enhanced by using pictures in addition to the traditional words. Here is a photo of a student-generated T-chart to show the differences between narrative writing and expository essay writing. Students worked with a partner. Each pair was given a paper with either a word or a picture. Pairs came up and placed the paper in the correct column and justified their decision.


  Research is clear that non-linguistic representations are very powerful. The next time you are using a graphic organizer, whether on chart paper or the computer,  consider adding simple drawings, printed pictures, or photos. 

  

  

    Next, I provided them with graphic organizer puzzle pieces. I modeled how one might plan for a cause/effect paper, including key transition words on the bridge shapes. Because we used puzzle pieces, instead of a static piece of paper, students were able to brainstorm first and then move pieces around to cluster their ideas. As a final step, they will put them into a sequence before they write their paper.


    If you would like the graphic organizer puzzle shapes, email me at anne@ideasforeducators.com and I will happily send them to you! 

A Tic-Tac-Toe menu – a project oriented assignment that allows students to choose three of nine tasks – can incorporate all three of the major approaches to differentiation. Student interest is heightened by allowing choice; learning style is addressed by designing a variety of tasks; readiness is met by leveling the tasks.  I suggest leveling each row of tasks (higher complexity, on-level, lower complexity) and linking points to each row (30, 20, 10.) Tell your students that they must earn a total of 40 points. This insures that all students will complete at least one on-level task. If you make the higher complexity tasks interesting enough, you will find that students who are ready for challenge often choose to do two of these!

Here is a photo and an attached document of a leveled tic-tac-toe menu designed by some creative third grade teachers in Cheltenham Township. If you don’t teach this particular math concept, I think you will still be able to see how to change some of the words and tweak it to fit your content.