Guidelines For Using Supplemental Aids On State Assessments L.lozano

Training presented at Special Education Assessments TETN #9005
(TAKS Program: 2010-2011 school year) (TAKS Program: 2010-2011 school

October 26, 2010
Agenda
1. Purpose of the Training and General
Information about Supplemental Aids
2. Mathematics Supplemental Aids
3. Reading Supplemental Aids
4. Social Studies Supplemental Aids
5. Science Supplemental Aids
DRAFT
Texas Education Agency
Student Assessment Division 2010
2
General Information about
Supplemental Aids
 A supplemental aid is a resource that assists a student in recalling
information.
 The student must be able to understand the information, but

simply needs assistance recalling it.
 If a student’s disability affects memory retrieval, a supplemental

aid may be allowed on certain state assessments.
 Using a supplemental aid as an accommodation during instruction

should not replace the teaching of subject-specific skills as outlined
in the state curriculum.
 The supplemental aid must serve only as a tool and not a source of
direct answers.
DRAFT
Student Assessment Division 2010 3
General Information about
Supplemental Aids (continued…)
 All supplemental aids must be documented in the student’s IEP
(and permanent record file if the student is an ELL receiving
special education services) and must be routinely used in
classroom instruction and testing.
 Although some supplemental aids may be appropriate for

instructional use, they may not be appropriate or allowed for use
on a state assessment.
 Please see Appendix D in the 2010-2011 Accommodations Manual

for more detailed information about Supplemental Aids.
DRAFT
Helpful Reminders about
Supplemental Aids
 Supplemental aids, like all accommodations, should be
individualized for each student. Students have different
strengths and needs, so it would not be appropriate to provide all
students the exact same supplemental aid.
 Supplemental aids used during state assessments must be

routinely used during classroom instruction and testing, because
students need ample experience with accommodations for them to
be effective. However, this does not mean that the supplemental
aid must be used every day.
DRAFT
TAKS
 Supplemental aids are NOT allowed on TAKS, even for students
who receive special education services, nor are they allowed on
LAT administrations of TAKS.
 Supplemental aids are not allowed for students who receive

Section 504 services since these students are required to take
TAKS.
TELPAS
• For the TELPAS grades 2–12 reading tests, the use of a
supplemental aid requires an ARF.
DRAFT
6
Contents of this Presentation
 The slides in this presentation contain examples of
supplemental aids described in Appendix D.
They are intended to be merely examples of the

many unique supplemental aids that educators use to
address the individual needs of students.
They are not intended to represent an exhaustive list

of supplemental aids that may be considered for use
on TAKS (Accommodated) or TAKS–M.
DRAFT
Contents of this Presentation
• Supplemental aids marked with the symbol exemplify those that
follow the guidelines listed in Appendix D and would not require an
ARF.
• Supplemental aids marked with the symbol exemplify those that

may not be used on a state assessment as per Appendix D:
 without the submission of an ARF for TAKS (Accommodated);
 a local review for TAKS–M; or
 may require edits to make them allowable for use.
• The following abbreviations, etc. are used frequently in this

presentation:
 ARF = Accommodation Request Form
 Appendix D = The Supplemental Aids Appendix to the
Accommodations Manual
DRAFT
Mathematics 9
Supplemental Aids Allowed on
TAKS (Accommodated)
and TAKS–M
pages 93-94 of the 2010–2011 Accommodations Manual
DRAFT
10
•The following examples of supplemental aids that are

marked with the symbol are allowed for use by eligible
students on TAKS (Accommodated) and TAKS–M. These
supplemental aids do not require TEA review because they
are considered a tool and not a source of direct answers.
•However, it is the responsibility of district/campus

personnel to ensure that the supplemental aids are:
grade-appropriate,
factual,
error-free,
concise, and
well-organized.
•Examples of supplemental aids marked with the symbol

are not allowed on state assessments without review, or must
be edited to follow the guidelines listed in Appendix D.
DRAFT
11
Dictionary (p. 93 #1)

A standard English dictionary (or Spanish dictionary if a Spanish test is
administered) that is grade- or ability-appropriate may be used. An
Accommodation Request Form is not required.
If the dictionary does not follow the above guideline, please submit an
ARF for use on TAKS (Accommodated), or review it locally for use on
TAKS–M.
DRAFT
12

Glossaries, including those made by teachers or students, that contain
definitions of subject-specific vocabulary are not allowed.
Glossary
Coefficient – the numerical factor in a term

Constants – monomials that are real numbers
Dependent – a system of equations that has an infinite number
of solutions
Domain – the set of all first coordinates from the ordered pairs in
a relation
Origin – the point of intersection of the two axes in the
coordinate plane
Monomial – a number, a variable, or a product of a number and
a variable
Parabola – the general shape of the graph of a quadratic
function
An individual
Polynomial definition of a vocabulary
– a monomial or a sumword requires an ARF for use on
of monomials
TAKS Ratio(Accommodated),
– a comparison oroflocal
two review forby
numbers use on TAKS–M.
division
DRAFT
Reciprocal
– the multiplicative inverse of a number
13
Mnemonic Devices (p. 93 #2)

A mnemonic device is a technique that assists with memory. Mnemonic
devices that are acronyms and/or phrases may be used to help a student
recall information. An Accommodation Request Form is not required.
PEMDAS DMSB
and/or and/or
Please Excuse My
Dad Mother Sister
Dear Aunt Sally
Brother
If the mnemonic device does not follow the above guideline, please
submit an ARF for use on TAKS (Accommodated), or review it locally
for use on TAKS–M.
DRAFT
14

The subject-specific words that the mnemonic represents are not allowed.
Parenthesis
Exponent Divide
Multiply Multiply
Divide Subtract
Add Bring down
Subtract
If the mnemonic device contains the subject-specific words that the

mnemonic represents , please submit an ARF for use on TAKS
(Accommodated), review it locally for use on TAKS–M, or you may
consider editing the supplemental aid to meet Appendix D guidelines.
DRAFT
15
Addition Charts (p. 93 #3)

Addition charts may be used. An Accommodation Request Form is not
required. The addition chart must be a grid used to find answers, not a
list of addition facts. Each axis may be numbered up to 9, but no higher
than 9. Highlighting or any other indication of special numbers (e.g., even
numbers) in the body of the chart is not allowed.
+ 0 1 … 9 + 0 1 … 9 1+1=2
2+2=4
0 0 1 … 9 0 0 1 … 9 3+3=6
4+4=8
1 1 2 … 10 1 1 2 … 10
5 + 5 = 10
… … … … … … … … … … 6 + 6 = 12
7 + 7 = 14
9 9 10 … 18 9 10 11 … 18 8 + 8 = 16
9 + 9 = 18
10 + 10 =
20
If the chart contains any of the restrictions indicated above, please
submit an ARF for use on TAKS (Accommodated), review it locally for use
on TAKS–M, or you may consider editing the supplemental aid to meet
Appendix D guidelines.
DRAFT
16
Multiplication Charts (p. 93 #4)

Multiplication charts may be used. An Accommodation Request Form is not
required. The multiplication chart must be a grid used to find answers, not
a list of multiplication facts. Each axis may be numbered up to 12, but no
higher than 12. Highlighting or any other indication of special numbers
(e.g., perfect squares) in the body of the chart is not allowed.
X 0 1 2 … 12 1 x 0 = 0 X 0 1 2 … 20
0 0 0 0 0 0 2 x 0 = 0 0 0 0 0 0 0
1 x 1 = 1
1 0 1 2 … 12 2 x 1 = 2 1 0 1 2 … 20
2 0 2 4 … 24 2 0 2 4 … 40
1x2=2
… 0 … … … … 2x2=4 … 0 … … … …
12 0 12 24 … 144 1x3=3
20 0 20 40 … 400
2x3=6
1x4=4
2x4=8
If the chart contains any of the restrictions indicated above, please submit
1x5=5
an ARF for use on TAKS (Accommodated), review it locally for use on
2 x 5 = 10
TAKS–M, or you may consider editing the supplemental aid to meet
1x6=6
DRAFT
2 x 6 = 12
Student Assessment Division 2010 1x7=7
17
Number Lines (p. 93 #5)

Number lines labeled with the integers -10 to 10 or the whole numbers 0
to 10 may be used. An Accommodation Request Form is not required.
Grades 3–5
Grades 6 and up
If the number line does not follow the above guideline, please submit
an ARF for use on TAKS (Accommodated), or review it locally for use
on TAKS–M.
DRAFT
18
Number Lines (p. 93 #5)

Highlighting or any other indication of number patterns is not allowed.
If the number line contains highlighting or indicates number patterns,

please submit an ARF for use on TAKS (Accommodated), review it
locally for use on TAKS–M, or you may consider editing the
supplemental aid to meet Appendix D guidelines.
DRAFT
19
100 Chart (p. 93 #6)

A 100 chart may be used. An Accommodation Request Form is not required.
Highlighting or any other indication of special numbers (e.g., prime
numbers) in the body of the chart is not allowed.
1 2 3 4 … 10 1 2 3 4 … 10
11 12 13 14 … 20 11 12 13 14 … 20
21 22 23 24 … 30 21 22 23 24 … 30
31 32 33 34 … 40 31 32 33 34 … 40
… … … … … …
… … … … … …
91 92 93 94 … 100
91 92 93 94 … 100
If the chart is highlighted or indicates special numbers, please submit an

ARF for use on TAKS (Accommodated), review it locally for use on TAKS–
M, or you may consider editing the supplemental aid to meet Appendix D
guidelines.
DRAFT
20
Number Words (p. 93 #7)

A list of words for the number 0–9 (zero, one two, …nine) and the
multiples of 10 up to 100 (ten, twenty, thirty, …one hundred) may be
used. An Accommodation Request Form is not required.
0 – Zero 10 – Ten
1 – One 20 – Twenty
2 – Two 30 – Thirty
3 – Three 40 – Forty
4 – Four 50 – Fifty
5 – Five 60 – Sixty
6 – Six 70 – Seventy
7 – Seven 80 – Eighty
8 – Eight 90 – Ninety
9 – Nine 100 – One hundred
If the list of number words does not follow the above guideline, please
submit an ARF for use on TAKS (Accommodated), or review it locally for
use on TAKS–M.
DRAFT
21
Place Value Chart (p. 94 #8)

A place value chart may be used. An Accommodation Request Form is not
required. Place value labels and a decimal point are allowed if they are
grade appropriate.
7 1 2 3
71.23
If the chart contains any numbers as specific examples, please submit an

ARF for use on TAKS (Accommodated), review it locally for use on TAKS–
M, or you may consider editing the supplemental aid to meet Appendix D
guidelines.
DRAFT
22
Key Words (p. 94 #9)

A list of key words for the mathematical operations (add, subtract,
multiply, and divide) may be used (e.g., all together means add).
An Accommodation Request Form is not required.
ADD
sum
increased by
more than
combined
Total
If the list of key words does not follow the above guideline, please submit
an ARF for use on TAKS (Accommodated), or review it locally for use on
TAKS–M.
DRAFT
Student Assessment 2010
23
Pictorial Models (p. 94 #10)

Pictorial models of the following may be used: real or play money, clocks,
base-ten blocks, various types of counters, and algebra tiles. An
Accommodation Request form is not required.
If the pictorial model displays any items other than those listed above,
please submit an ARF for use on TAKS (Accommodated), or review it
locally for use on TAKS–M.
24

Pictorial models of fraction bars or fraction circles may be used. An
1/2 1/2 1/2 2/2
1/3 1/3 1/3 1/3 2/3 3/3
1/4 1/4 1/4 1/4 1/4 2/4 3/4 4/4
If the pictorial model indicates equivalencies, please submit an ARF for

use on TAKS (Accommodated), review it locally for use on TAKS–M, or
you may consider editing the supplemental aid to meet Appendix D
guidelines.
DRAFT
25

Pictorial models of two- and three-dimensional figures may be used. An
Accommodation Request Form is not required. A figure may be labeled
only with variables or words that appear on the grade-appropriate
mathematics chart provided by TEA.
height
height
VOLUME
th
AREA
ng
le
base width
If the pictorial model is labeled with terms that do not appear on the
grade-appropriate mathematics chart provided by TEA, please submit an
TAKS–M.
DRAFT
26

A figure may not be labeled with its name or attributes (e.g., cube,
vertex, face).
edge
vertex
vertex
TRIANGLE
edges=
12
vertices
face =8
faces=6
RECTANGULAR PRISM
side
If the pictorial model is labeled with its name or attributes, please submit
DRAFT
27

Pictorial models and graphics may be used if they do not contain titles,
words, labels, acronyms, numbers, or symbols. An Accommodation
Request Form is not required.
If the pictorial model contains any of the restrictions indicated above,

please submit an ARF for use on TAKS (Accommodated), review it
locally for use on TAKS–M, or you may consider editing the
supplemental aid to meet Appendix D guidelines.
DRAFT
28
Blank Graphic Organizers (p.94 #14)

Blank graphic organizers may be used. This means that the graphic
organizer may not contain titles, words, labels, pictures, acronyms,
numbers, or symbols. An Accommodation Request Form is not
required.
Group Group
1 1 2
&
2
If the graphic organizer is not blank, please submit an ARF for use on
TAKS (Accommodated), review it locally for use on TAKS–M, or you
may consider editing the supplemental aid to meet Appendix D
guidelines.
DRAFT
29
Thank you for reviewing the “Mathematics Supplemental Aids

Allowed on TAKS (Accommodated) and TAKS-Modified” slide
show presentation. Please share the contents of this
presentation with educators at the campus and classroom
level. It is the intent of TEA’s Student Assessment Division
that all resources created for the purpose of clarification or
facilitation of testing accommodations be accessible and
familiar to classroom teachers.
If you continue to have questions regarding supplemental aids,

please contact your Campus/District Testing Coordinator.
DRAFT
30
Reading/ELA
Supplemental Aids Allowed

on
TAKS (Accommodated)
and TAKS–M
page 95 of the 2010–2011 Accommodations Manual
DRAFT
31
•The following examples of supplemental aids that are

marked with the symbol are allowed for use by eligible
students on TAKS (Accommodated) and TAKS–M. These
supplemental aids do not require TEA review because they
are considered a tool and not a source of direct answers.
•However, it is the responsibility of district/campus

personnel to ensure that the supplemental aids are:
grade-appropriate,
factual,
error-free,
concise, and
well-organized.
•Examples of supplemental aids marked with the symbol

are not allowed on state assessments without review, or must
be edited to follow the guidelines listed in Appendix D.
DRAFT
32
Dictionaries (p. 95 #1)

administered) that is grade- or ability-appropriate may be used.
TAKS–M.
DRAFT
33
Dictionaries (p. 95 #1)

Glossaries, including those made by teachers or students, that contain subject-
specific vocabulary are not allowed.
Exposition- the introductory material which gives the setting, creates the tone, presents the characters,
and presents other facts necessary to understanding the story
Foreshadowing- the use of hints or clues to suggest what will happen later in the story
Inciting Force- the event or character that triggers the conflict
Conflict- the essence of fiction. It creates plot. The conflicts we encounter can usually be identified as one
of four kinds. (Man versus…Man, Nature, Society, or Self)
Rising Action- a series of events that builds from the conflict. It begins with the inciting force and ends
with the climax.
Crisis- the conflict reaches a turning point. At this point the opposing forces in the story meet and the
conflict becomes most intense. The crisis occurs before or at the same time as the climax.
Climax- the climax is the result of the crisis. It is the high point of the story for the reader. Frequently, it
is the moment of the highest interest and greatest emotion. The point at which the outcome of the conflict
can be predicted.
Falling Action- the events after the climax which close the story.
Resolution (Denouement)- rounds out and concludes the action.
An individual definition of a vocabulary word requires an ARF for use on

TAKS (Accommodated), or local review for use on TAKS–M.
DRAFT
34

devices that are acronyms, phrases, words, pictures, or a combination of
these may be used to help a student recall information.
R-Read
U-Underline &
highlight
B-Break down
question
I-Identify concepts
E-Eliminate
If the mnemonic device does not follow the above guideline, please
S-Select
submit an ARF for use on TAKS (Accommodated), or review it locally
for use on TAKS–M.
DRAFT
35
Checklists (p. 95 #3)
Checklists that contain general information may be used to remind a
student of how a careful reader interacts with text. An Accommodation
Request Form is not required. Checklists that are too detailed are not
appropriate for use on a state assessment.
Summary questions (Only do the following if the passage
Five Strategies for Effective contains a summary question)
Reading
Step one: Divide the total number of
paragraphs by 3
Predict—Make a guess about Example: 22 paragraphs divided by three is 7
– you have one left over so put it in the
what will happen next. middle
Clarify—Make sure you Step two: Since your number is 7, you’ll
understand the text. This bracket paragraphs 1-7 as B (for beginning),
paragraphs 8-15 as M (for middle – remember the
text was about… extra is going in the middle), and bracket 16-22 as
Connect—This text makes me E (for end).
think of… Step three: …etc.

Visualize—As I read I can see…
If Question—What does the
the checklist is detailed, please submit an ARF for use on TAKS
author mean by__________?
DRAFT
36
Graphic Organizers (p. 95 #4)

Blank graphic organizers and graphic organizers that include labels
related to literary elements may be used to help students analyze
selections.
If the blank graphic organizer does not follow the above guideline,
please submit an ARF for use on TAKS (Accommodated), or review it
locally for use on TAKS–M.
DRAFT
37
Thank you for reviewing the “Reading/ELA Supplemental Aids

level. It is the intent of the TEA’s Student Assessment Division
If you continue to have questions regarding supplemental aids,

please contact your Campus/District Testing Coordinator.
DRAFT
38
Social Studies
TAKS (Accommodated)
and TAKS–M
Page 97 of the 2010-2011 Accommodations Manual
DRAFT
39

A standard English dictionary that is grade- or ability-appropriate may
be used. An Accommodation Request Form is not required.
If the dictionary does not follow the above guideline, submit an ARF for
use on TAKS (Accommodated), or review it locally for use on TAKS–M.
DRAFT
40

subject-specific definitions are not allowed.
Glossary
Amend- to change the wording or meaning
of a motion, bill, or constitution by a
formal process.
Census- a periodic, official count of the
number of persons living in a country.
Checks and balances- limits imposed on a
all branches of government.
Delegate- a person who acts for or
represents another or others
Federalism- the sharing of power between
the states and the national government.
Manifest destiny- the belief that the
United States should own all land
between the Atlantic and Pacific oceans.
Tariff- a tax placed on goods from another
country to protect the home industry.
Veto- to cancel or postpone a decision or a
bill.
DRAFT
41
Mnemonics (p. 97 #2)

devices that are acronyms may be used to help a student recall
information. An Accommodation Request Form is not required.
My
Father
Drives
A
Car
If the mnemonic device does is not an acronym, submit an ARF for use
on TAKS (Accommodated), or review it locally for use on TAKS–M.
DRAFT
42
Mnemonics (p. 97 #2)

The subject-specific words that the mnemonic represents are not
allowed. For example, the acronym “HOMES” may be used to help a
student recall the names of the Great Lakes, but the names of the lakes
cannot be included.
Magna Carta
Federalist Papers
Declaration of Independence
A
Constitution

mnemonic represents , submit an ARF for use on TAKS
DRAFT
43
Maps (p. 97 #3)

Blank maps may be used if there is no labeling or numbering of any
features on the map. A student could use both physical and political
world or U.S. maps. An Accommodation Request Form is not required.
If the map contains labeling or numbering, submit an ARF for use on

TAKS (Accommodated), review it locally for use on TAKS–M, or you
guidelines.
DRAFT
44
Maps (p. 97 #3)

In addition, maps that represent historic events but contain no text
or numbering may be used (e.g., an unlabeled map that represents
the stages of U.S. territorial expansion). An Accommodation Request
Form is not required.
If the map contains text or numbering, please submit an ARF for use
on TAKS (Accommodated), review it locally for use on TAKS–M, or you
guidelines.
DRAFT
45
Timelines (p. 97 #4)

Blank timelines may be used if they contain only dates and have no
labeling (text or pictures) of events connected to those dates. An
If the timeline contains any of the restrictions indicated above, submit

DRAFT
46
Skills Checklists (p. 97 #5)

Skills checklists without specific examples may be used to help
students read maps and graphs or to answer cause-and-effect
questions. For example, students may be directed to read the title of a
map and analyze the map key. An Accommodation Request Form is not
required.
If the checklist does not follow the above guideline, submit an ARF for
use on TAKS (Accommodated), or review it locally for use on TAKS–M.
DRAFT
47
Graphic Organizers (p. 97 #6)

numbers, or symbols. An Accommodation Request Form is not required.
Thomas Jefferson Alexander Hamilton
If the graphic organizer is not blank, submit an ARF for use on TAKS
DRAFT
48
Thank you for reviewing the “Social Studies Supplemental Aids

level. It is the intent of the TEA’s Student Assessment Division
If you continue to have questions regarding supplemental

aids, please contact your Campus/District Testing
Coordinator.
DRAFT
49
Science
TAKS (Accommodated)
and TAKS–M
page 98 of the 2010–2011 Accommodations Manual
DRAFT
50

administered) that is grade- or ability-appropriate may be used. An
TAKS–M.
DRAFT
51

definitions of subject-specific vocabulary are not allowed.
Glossary
acid- a substance that has a pH of less than 7, which is neutral
osmosis- the movement of water molecules through a semi-permeable membrane
evaporation- the process of liquid water becoming water vapor
pathogen- a disease-producing agent; usually applied to a living organism
organelle – one of the small bodies that are found in the cytoplasm of a cell and are
specialized to perform a specific function
symbiosis – a relationship in which two different organisms live in close association

with each other
neuron- a nerve cell that is specialized to receive and conduct electrical impulses

DRAFT
52

devices that are acronyms or phrases may be used to help a student
recall information. An Accommodation Request Form is not required.
APE MAN
ROYGBIV
King Phillip Come

Out For Goodness
Sake!
If the mnemonic device is not an acronym or phrase, please submit an
TAKS–M.
DRAFT
53

The subject-specific words that the mnemonic represents are not allowed.
A-atomic number =
P-protons + Red
E-electrons Orange
M-mass number - Yellow
A-atomic number =
Green
N- neutrons
Blue
Kingdom, Phylum, Indigo
Class, Order, Violet
Family, Genus,
Species

mnemonic represents , please submit an ARF for use on TAKS
DRAFT
54
Graphics (p. 98 #3)

Graphics may be used if they do not contain titles, words, labels,
acronyms, numbers, or symbols. An Accommodation Request Form is
not required.
If the graphic contains any of the restrictions indicated above, please

submit an ARF for use on TAKS (Accommodated), review it locally for
use on TAKS–M, or you may consider editing the supplemental aid to
meet Appendix D guidelines.
DRAFT
55
Graphics (p. 98 #3)

Graphics of the following are not allowed as they are a source of direct
answers: moon phases, eclipses, changes in seasons, tilt of the earth,
reflection, refraction, equinox information, states of matter, and the
atom.
DRAFT
56
Blank Graphic Organizers (p.98 #6)

numbers, or symbols. An Accommodation Request Form is not required.
Group Group
1 1 2
&
2
If the graphic organizer is not blank, please submit an ARF for use on
TAKS (Accommodated), review it locally for use on TAKS–M, or you may
DRAFT
Additional Resources
• ESC Region XIII created the Supplemental Aids Project to help
educators understand the appropriate use of supplemental aids as
an instructional tool and as an accommodation for statewide
testing.
• The supplemental aids examples reviewed and posted in the

project serve as valuable resources for educators to refer to when
developing their own supplemental aids for individual students.
• The ESC XIII project uses the same format and symbols as those
used in the upcoming slides of this presentation.
• The ESC XIII Supplemental Aids Project can be accessed at:

 http://www5.esc13.net/agc/accommodations.html
DRAFT

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Training presented at Special Education Assessments TETN #9005

(TAKS Program: 2010-2011 school year) (TAKS Program: 2010-2011 school

 The student must be able to understand the information, but

 If a student’s disability affects memory retrieval, a supplemental

 Using a supplemental aid as an accommodation during instruction

 Although some supplemental aids may be appropriate for

 Please see Appendix D in the 2010-2011 Accommodations Manual

 Supplemental aids used during state assessments must be

 Supplemental aids are not allowed for students who receive

They are intended to be merely examples of the

They are not intended to represent an exhaustive list

• Supplemental aids marked with the symbol exemplify those that

• The following abbreviations, etc. are used frequently in this

Supplemental Aids Allowed on

pages 93-94 of the 2010–2011 Accommodations Manual

•The following examples of supplemental aids that are

•However, it is the responsibility of district/campus

•Examples of supplemental aids marked with the symbol

Dictionary (p. 93 #1)

Dictionary (p. 93 #1)

Coefficient – the numerical factor in a term

Mnemonic Devices (p. 93 #2)

Mnemonic Devices (p. 93 #2)

If the mnemonic device contains the subject-specific words that the

Addition Charts (p. 93 #3)

Multiplication Charts (p. 93 #4)

Number Lines (p. 93 #5)

Number Lines (p. 93 #5)

If the number line contains highlighting or indicates number patterns,

100 Chart (p. 93 #6)

If the chart is highlighted or indicates special numbers, please submit an

Number Words (p. 93 #7)

Place Value Chart (p. 94 #8)

If the chart contains any numbers as specific examples, please submit an

Key Words (p. 94 #9)

Pictorial Models (p. 94 #10)

Pictorial Models (p. 94 #11)

1/2 1/2 1/2 2/2

1/3 1/3 1/3 1/3 2/3 3/3

1/4 1/4 1/4 1/4 1/4 2/4 3/4 4/4

If the pictorial model indicates equivalencies, please submit an ARF for

Pictorial Models (p. 94 #12)

Pictorial Models (p. 94 #12)

Pictorial Models (p. 94 #13)

If the pictorial model contains any of the restrictions indicated above,

Blank Graphic Organizers (p.94 #14)

Thank you for reviewing the “Mathematics Supplemental Aids

If you continue to have questions regarding supplemental aids,

Supplemental Aids Allowed

•The following examples of supplemental aids that are

•However, it is the responsibility of district/campus

•Examples of supplemental aids marked with the symbol

Dictionaries (p. 95 #1)

Dictionaries (p. 95 #1)

Inciting Force- the event or character that triggers the conflict

Resolution (Denouement)- rounds out and concludes the action.

An individual definition of a vocabulary word requires an ARF for use on

Mnemonic Devices (p. 95 #2)

think of… Step three: …etc.

Graphic Organizers (p. 95 #4)

Thank you for reviewing the “Reading/ELA Supplemental Aids

If you continue to have questions regarding supplemental aids,