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In elementary school, recess is an important and critical part of the day. Students can move around, fill their sensory “buckets” and reset for the remainder of the day. But, for some students recess can be a very stressful time. Perhaps there is the issue of social anxiety, and not knowing how to read their peers’ cues. Or maybe, a student feels isolated and alone as he or she sits and watches other students play all around them. Then there is the whole issue of the equipment. How do you use it? What are the rules? And why can’t I hang upside down when it makes me feel so good?

These are all common issues many special education teachers face and are aware of. However, few are really sure how to approach helping their students make the most of their recess time. Not every situation is the same, but here are some things that really helped me when I was in an elementary setting when it came to dealing with issues surrounding recess.

Be sure to scroll down to get a free Venn Diagram that will help you teach rules and procedures when it comes to safety on the playground.

1. Be intentional

When it comes to helping your students make the most of their time on the playground, we need to be very intentional with our approach. What does that mean? First, it means we need to have a good understanding of where our students are and what they are going to need help with. That means doing lots of observing. It also is helpful to talk with previous teachers to get a better picture of what was happening last year. Here are some questions to ask:

• Did the student participate in recess with their peers in regular education classrooms, or did he/she have recess just with their special education class?
• Were they with other students who were the same age, or did they go at a time when there were younger/older students on the playground?
• Are there any physical limitations or challenges you need to be aware of? Talking with your occupational and physical therapists can be super helpful here.
• What does he/she enjoy most about the playground? Parents can be very helpful with this as well. Do they take their child to the playground after school hours? What do they find is most enjoyable?
• Does the student understand safety concerns when it comes to the space and equipment? Are they a runner?
• Does the student prefer to play alone or with others?
• Is there special equipment, toys, or activities you can take with you to make it more enjoyable?
• Does the student use a communication device, and if so does it go on the playground with them?

None of these questions should come with any judgement at all. It is simply information gathering. I would never want another teacher or parent to feel like maybe they were doing something wrong. I just want to get a clear picture of the starting point.

So once you have this baseline information (and there are so many more questions you could and should ask), you can start making a plan that is very intentional. It can address certain areas you feel need focus, while building on and utilizing those strengths your student already has. Let’s look at how we can do that.

2. Practice, practice, practice

I found that many of my new students had no idea HOW to use the equipment, so they often never tried. Instead, they would sift wood chips through their fingers or spin an empty swing around for the entire time we were out there. Too often, I would hear remarks like, “This is their time. Just let Joey do what he wants.” And, I am all for giving students plenty of freedom when it comes to recess, but sometimes Joey is spinning a swing because he has no idea what he is supposed to do.

Reading visual cues from other students is often a skill our students lack. Just because 20 other students are in line to go down the big slide, does not mean our students will necessarily notice that and join the line. And what is the best and least intrusive way to help them? You do not necessarily want to be going up to Joey with a picture schedule of what to do at recess. So what are we supposed to do???

Practice!! I would set up certain times throughout the day where just my class would go out to an empty playground and practice what we are “supposed to do” at recess. Because this was a teaching time, I made it clear that we would be following some rules and preparing our bodies to have the most fun possible at recess. I did NOT call this time recess. Depending on the age and language level of your students, you could call it: playground practice, strength training, even follow the leader.

The important thing with this practice is that we want to create some muscle memory. That means we need to do things in a very specific way that is repeated time and time again. After a while, students will be more comfortable with a typical recess routine because it will just feel natural to their bodies.

3. Add some visual and physical cues

I have a blog post all about how to set up a structured walk. You can read that HERE. But, the idea is to take something that is often abstract when it comes to duration and expectations and add some visual structure to make it clear: 1. how long this will last, 2. what I will be doing, and 3. what will happen next. We can do this with recess as well.

This is also where all that practice time comes into play. I would not do this while other students are on the playground. This is done with a small group (preferably just your class) and follows a precise pattern of activities.

Look at the layout of your playground. Almost every playground I have ever been to has pieces of equipment that is super popular with the kids, and some that is rarely used. Focus on those popular pieces. We are wanting our students to engage with their peers on a more natural level, and that will not happen if our kids are on the balance beam all by themselves, and the rest of the kids are spinning on the merry-go-round.

Once you have identified those few (3-5 at most) popular pieces of equipment then gather some beanbags or other object that are easy to see and carry. Place a bean bag at each location. Students then go from one piece of equipment to the other retrieving a bean bag. To make this even more effective, I would use several at some locations. For example, I had a bean bag at the bottom of the stairs going up the slide. Then, I placed one on the top of the slide, peeking out so kids could see if from the ground. Finally, I would put one at the bottom of the slide. You can even number these if your students are able to utilize that skill. Students would gather all 3 bean bags as they went up the ladder and then down the slide. I am not going to lie, this took a lot of patience and a lot of practice, but once students understood the goal, it was worth it. I could begin removing some of the bean bags, and students would still use the piece of equipment as designed.

Here are the key things to remember:

1. Always use the same objects
2. Always go in the same order
3. Have a designated place, person or container to place the bean bags
4. Keep it short and focused
5. Do not do this with other peers on the playground

4. Address the safety rules and other procedures

Most playgrounds seem to have a list of rules that kids and adults are supposed to follow, and it is posted somewhere (not always obvious) on the playground. However, I am willing to bet only first time moms ever see it or bother to read it. That means we need to take some time in our instructional planning to address the rules and procedures on the playground. Of course, a social story is my favorite way to do this along with some practice activities.

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I find photos really help students visualize what we are talking about. Of course adding in your own photos using your playground and your students is even better if you have the time and capability.

I think repeating the information in as many formats as possible can be incredibly helpful with generalization. That is why I like to put the same information in the book with photos into a black and white booklet using picture symbols that the students can color and personalize.

Finally, adding some cut and paste or circling activities is a good way for you to assess if students understand the information when presented in a quiet, low distraction environment.

I created the Venn Diagram below just for this blog post. It compares and contrasts student behaviors on the playground vs the classroom. It you would like a FREE copy of this activity, just click the button below.

Get your free activity

5. Identify a safe place

I learned this one the hard way, and hope to help you learn from my mistakes. Sometimes our students know what they are supposed to do. They do their absolute best. But, there are times they simply get too overwhelmed. It is a great idea to identify with your students during that outside practice time as well as in your classroom rules and procedures teaching time where a safe place they could go when feeling overwhelmed and need a break. It could be a tree, a bench, or maybe you even take an object like a safety cone with you to recess. Place the cone in a location other students will not bother it, but is consistent and easy to access for your students. Explain to your kids, that if they need help or just need a break, then go to the safe place and a teacher will come help them. This fosters independence and learning the valuable skill of asking for help.

So, there you go!! Recess in 5 not-so-easy steps. But boy is it worth it.

1. Be intentional and get some background information
2. Practice, practice, practice
3. Use visual cues
4. Teach rules and procedures in a safe place with minimal distractions
5. Identify a safe place

If, after all of this work, Joey still is sifting wood chips through his fingers or Sally is spinning the swing in circles, at least you know that is their CHOICE and not because he/she has no idea what to do at recess.

Grab my complete social story unit on: What to do at Recess by clicking HERE.

Remember when you were a kid, and School House Rock would come on? I still remember the basics of how a bill becomes a law thanks to that catchy tune.

With technology today, it is even easier to add music either with or without video to many of your lessons. And, if you teach in a special education setting this is not only a powerful tool for increasing engagement and recall, but it can be a great tool for minimizing problematic behaviors.

Let’s look at some best practices when it comes to adding music to your daily lesson plans in a special education setting.

Then be sure to download the list at the end of this post that has over 175 links to songs on YouTube organized by topic to use in your own classroom!!

1.  Plan to play the song as soon as most students are sitting at the table.

I always found it challenging to get everyone settled for a group lesson after gathering from different places and activities in the room.  I would start the song as soon as most or all of the students were seated. 

This had three main advantages.  First, it encouraged the stragglers to hurry up and get to the table.  All of my students LOVED the songs, and no one wanted to miss it.  Second, it gave them a couple of minutes to get those wiggles out and settle their bodies.  Third, it gave me time to make sure I had everything I needed for the lesson ready to go.

So, playing the song as the actual first activity in my lesson was a constant.  As soon as the song was over, we would jump into the book and then the activities.  This consistency was so incredibly helpful and was such a reinforcing way to start the lesson.

2.  Use manipulatives if you can.

If I could easily come up with some sort of manipulative for the students to use WITH the song, then it was even better.  For example, when we sang our alphabet song, every student had a simple ABC chart.  They would point to each letter as we sang.  Either I or my assistant would be modeling this behavior for them.  

In math, when we did the money song, I had printed off pictures of the money for them to point to. So, here is the thing if you have not already figured it out.  Don’t make the manipulatives too distracting.  Using real or play money would have been way too over stimulating when combined with the music.  I know, I tried it.  For almost all the songs, I had a simple “song board” I could use. 

Sometimes, the manipulatives were our hands.  We would do certain hand movements if called for in the song.  And then, sometimes, I just didn’t have anything, and it still worked just fine.

3.  Use age appropriate music

You all know this is a soap box of mine.  Does that mean you cannot sing in middle or high school?  NO!!!  Look at this video about the Reconstruction: 

I think that is pretty cool for older kids.  Plus, if you choose to just play the music without the video (which is how I chose to do it) then it is even easier to find things appropriate for older students.

Music transcends all ages, so there is a lot of leeway here for sure.  Just do the best you can.

4.  Be mindful of the tempo you choose.

I found that some songs just ended up winding my kids up way too much.  It takes a little while to dial in exactly what you can and cannot use with your students, but it won’t take long for you to identify what not to use. 

5.  Technology to use.

Well, things have changed A LOT since I was in the classroom as far as technology.  I was limited to an actual CD player and CDs.  Luckily, being in an elementary school, I begged and borrowed tons of CDs from the regular ed teachers.  Today, I would choose a totally different route.

If you have a smart phone, I would consider investing in a small portable speaker that would connect via Bluetooth.  This is the one I use at home and it was inexpensive on Amazon.

That way you can connect right to YouTube from your phone and play the song.  Again, using the video component of the song is not always necessary, and in some cases can be too distracting.

So, what should you NOT do?

The biggest mistake I made, and saw others make when it came to music, was trying to use it as a cue it was time to transition.  In other words, the students would all be doing different things in different locations, and you go up to the CD player and hit “play.”  The idea is the music starts and all the students go to check their schedules and move onto the next activity.  Ugh, this NEVER worked for me.  Inevitably, there would be dancing all around the room and craziness.  I needed to have them sitting BEFORE starting the music.

The other problem was not making your expectations simple and clear.  You need to teach this strategy for it to really work.  That means lots of practice with consistent clear procedures.  For example, you need to decide what you will do it a student decides to get up and dance at that table.  Oh yeah, that happened in the beginning, A LOT!!  You could use a visual cue card to sit down.  If that does not work, simply try turning off the music until the student is sitting back down.  The only problem with that strategy is that I had several students over the years who became quite distressed if a song was stopped unexpectedly in the middle.  (My son was one of them.  I have spent probably hours sitting in the car in the garage waiting for his favorite Johnny Cash song to end.)  So, you have to play with this a little, and come up with something that can consistent and effective. 

Just remember, this is not like a magic wand.  As with any strategy it takes time and teaching.  But once they understand, it can be one of the most effective classroom management strategies in your toolbox.

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To get you started, I spent hours on YouTube looking for some appropriate songs that would go with many common subjects taught in Math, ELA, Science, and Social Studies. I have assembled over 175 links in this spreadsheet that will serve as an awesome quick reference. Download it for free by clicking the button below.

Click here to get your song list

In 2000, a new swimmer emerged in the sports world named Michael Phelps. He qualified for the Olympic games in Sydney and was the youngest American male swimmer to do so in almost 70 years. Although he did not win a medal, it would be obvious to think this young swimmer had potentially maximized his potential. But we all know better.

Michael Phelps went on to swim in 4 more olympic games, winning a total of 23 gold medals, 3 silver medals, and 2 bronze. After each Olympics it would be so easy to think, NOW he has gone as far as he can. Michael Phelps has maximized his potential. But the more he won, the more he competed, the more he swam, the better he got. His potential grew with him.

Thank goodness no one ever gave Michael Phelps a goal of winning 5 gold medals as his maximum potential. Think of all that would have been lost.

That is exactly how we need to think of our students. I was one of those parents (and teachers) who would say I just want to maximize my students’ (son’s) potential. What I was really saying was that I wanted them to do MORE than what they were currently doing. I wanted to challenge them to go further and support them on that journey.

But, I now realize that phrase, “maximize their potential” can be a dangerous one in special education. We all have good intentions when we say it, but are we really meaning that we KNOW what the student’s potential truly is? How is that possible? I don’t think it is.

As we expose our students to more rigorous materials, regardless of their challenges, we open up new doors and often tap into unknown skills. We are providing students with the stepping stones they need to go farther than we had imagined. If we do it right, their potential is limitless. And, you cannot maximize something that is limitless.

So, the next time you are in an IEP meeting, and you hear that phrase, “maximize their potential,” I challenge you to push back. We cannot possibly know a student’s potential, and it we try to define it, we are potentially crippling them from achieving something more, maybe even greatness.

Teaching students to spell in a classroom that often contains multiple grade levels and multiple learning levels can be a challenge. You have some students who are non-readers, some who are just emerging with their reading skills, and then you may have a few who read at a level that is just 1-2 years behind. It can really be a challenge to take one resource and make it fit for everyone. Let me share how I envision this happening.

At the end of this post, you can download a COMPLETE spelling unit for FREE.

For your non-readers

There are a lot of activities you can do with the activities that come in many spelling units that will work for your non-readers.

You can make any activity into an identical matching task by simply making 2 copies. So, if the purpose was to sort -ack vs -ap words, these students can take one copy, cut out the sorting pictures and match them on the second copy.

You can also use color coding to provide that additional level of visual structure your non-readers need to complete the activity independently. When doing a word-picture match activity, outline the word (or box) and matching picture the same color. That way, the task becomes a color matching task using the same materials the other students are using.

Finally, make the activity errorless. This is something I have come to realize many teachers have come to expect and appreciate and now comes in many of my units. For the circle map displaying -ack words, only give students correct answers to choose from to place in the circle map. If you use my units, I provide this as a choice, so there is no need to eliminate wrong answers. Simply choose the errorless version for those students who need it.

For your emerging readers

Well, this one is easy. This is the group of students who are the target for this type of unit. These are all the activities you will find in this unit, perfect for your emerging readers:

• Circle map
• Sorting activity
• Photo-picture matching
• Word-word matching
• Word-picture matching
• Circle the correct spelling
• Fill in the missing letters
• Choose the best work to finish the sentence
• Writing prompt
• Quiz

For your more advanced readers

This group of students are usually beyond the easy spelling lists and units that other students are using (or so you may think). But, you can use the same list and create some extension activities to build more skills using the same resource.

Here are some activities you can do with your more advanced students:

• Go through magazines to make a collage describing the word, synonyms, and maybe even antonyms
• Have then make a small dictionary for each list (either let them look up words on the computer and copy definitions, or you could type them up and let them cut and paste them
• Use the words in a novel sentence
• Remove the picture choices from the activities, so students have to come up with on their own:
  • words to complete the circle map
  • sorting words
  • words for picture matching

If you visit my Free Resource Library (click here), you will be able to download some extension activities for the unit below that is perfect those more advanced students.

(Don’t have the password? Click here to sign up)

Ready to start spelling with your students? Grab this complete spelling unit on -at words for free. Just click the button below.

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Click here to download spelling unit

If you teach in a special education setting, especially if you teach in a self-contained classroom, then you may find most of your teaching is done 1:1. That was me for the first two years. But, then I got tired of trying to block out the chaos (on the worst days), or the boredom (on the best days), that was happening around me as I focused doing discrete trials with one student after another.

The reality is that although a 1:1 teaching model using discrete trials may be one of the most effective research-based methods for instruction when working with students who have significant challenges, it just is not always practical in a classroom setting.

So, after 2 years, I made the conscious decision to switch to a whole group teaching style with lots and lots of differentiation layered in so all my kiddos could participate in the same task, at the same table, at the same time.

It wasn’t easy, and it took time to simply teach the structure and expectations of working in a group, but it was 100% worth every bit of the effort.

After a few months, I had tweaked and persevered and came up with a set of activities that flowed well and allowed for the level of engagement I was looking for. But, there was ONE golden nugget. There was ONE activity that I added which made all the difference. And, if I could only keep 1-2 activities in my group lesson, this would absolutely be the one that I would keep every time.

So what was it?

Spending time at the end of every lesson for students to share their finished work with the group.

Sounds simple and seems obvious? Perhaps, but it took me a while to realize the value of it, and looking back now, I realize it likely made the biggest impact on my students.

The process is fairly simple, but there are some key components:

1. Allow students to share their work using the communication mode of their choice.
2. Allow students to share as much or as little as they feel comfortable.
3. Allow students to ask for help from a peer (not an adult.)
4. Repeat/reflect back what they are saying.
5. Reward, reinforce and praise their efforts.

1. Using the communication mode of their choice

This is THE MOST important component of all. Many of our students have communication devices given to them. We encourage our students to use those devices as often as possible, across settings, and with many different people. However, with this one activity, I wanted to give students the freedom to share their finished work however they wanted to do.

For some, it meant they absolutely used their devices. But, for others it meant they only wanted to hold up their worksheet with a smile on their face. The key was, it was their choice, and they knew that.

2. Allowing student to share a lot or a little

This goes right along with point 1 above. Allow students to freedom to share a little or a lot. You can certainly chime in with some probing questions or share your own observations if you have a student who is only willing to hold up their paper. The key is respecting their choice of how and what they choose to share.

3. Asking for help

I had one student who was just not able to hold up a piece of paper, collage, or art project to show the group. When I first started this activity, her aid would hold it up for her. But, I quickly realized how much better it would be if a peer was the helper rather than her aid. This student would choose who to help her (often using eye gaze), and her partner for the day was always willing to lend a helping hand. A win-win on both sides.

4. Reflecting back what they are saying

Showing a student you “hear” them is very powerful. Many of my students were non-verbal. Many did not really want to use their communication device. Honestly, many of my students simply held up or pointed to their finished project.

But, I quickly realized the impact if I could just “ooh” and “ah” over their color choices, their comprehension of the content, or even simply their scissor skills. Regardless, by reflecting back what they were sharing with the group was one more opportunity for me to reinforce and repeat what we had been learning that day.

5. Rewarding any effort

This is the easiest component of all. As special education teachers, we are trained better than most to watch for when our students are doing the right thing. We are constantly rewarding and praising good behavior, and often ignoring less desirable actions. So, this is likely a natural extension to what you are doing everyday, all day. But, it is still worth mentioning because we know how powerful a positive word or tangible reward can be for increasing the likelihood a behavior will continue.

I hope this inspires you to consider adding this one activity, to your group lessons: students share their finished work with the group.

It is absolutely the best thing I ever added to my lesson plan.

We have all been there.  We slip in that Barney video so we can catch our breath and give our students a much needed sensory break.  But have you wondered if there are other things you could try?  Is that Barney video really the best we can do?

So why is it important that we try to choose age appropriate materials for our students?

1. Save it for home

We should try to save those Barney videos for home.  I have a son who is 22 with significant disabilities, and he spends much of his time at home on his iPad watching Sesame Street videos.  When he was in school, he could not wait to get home and watch them, because he was not allowed to watch them while at school.  I was so thankful.  It made my life a lot easier at home. 

Plus, thanks to his teachers, I learned that he also liked some more age appropriate things like music videos and Scooby Doo.  (I know, still a bit of a stretch, but much better than Elmo and Big Bird.)  So, if we can leave the toys and young viewing material at home, it will make it easier on the parents, and we may uncover some new interests as well.

2. Be patient

Be patient. This does not happen over night.  Our students are often VERY attached to their reinforcers.  If you are lucky enough, you can start right from the beginning not having those as part of the school environment.  But, if this is a change you are looking to make after letting it slide for a few years, then realize it will take some planning and gradual fading away of those beloved favorites.  You can always start with an alternating system.  They choose, then you choose.  Or, you can set a timer for when it is time to switch.  However you plan to eliminate those reinforcers and activities that you feel are no longer appropriate, give yourself at least 4-6 weeks to see substantial progress. 

Don’t know where to start? I have put together a list of reinforcers categorized by age. It is a great tool to refer to when you have no idea what to try next.

Download it by clicking the button below.

Download the list

3. Start early

Start early!!  If you teach in an elementary setting, think about starting to fade some of those preschool toys and activities by the time your students are entering third grade.  Many of us have classrooms with a large span of ages, so this is not always easy.  But, with careful planning and clear visual boundaries, you can start moving your older students away from those preschool favorites and start replacing them with more age appropriate choices.  Boy, will your middle and high school teachers thank you!!

So, what can you do right now?

Download the list below that has over 100 different ideas you can use for reinforcement in your classroom.   

Download the list

Remember, why should we use age appropriate activities and reinforcers?

1. It makes the less appropriate ones more powerful at home, which parents will thank you for.  Plus, you may find totally new things that excite your students.
2. It will take some time and planning, so start early.
3. If you teach in elementary school, start about grade 3.  That way when  your students get to middle and high school they will already have some more appropriate activities they enjoy during their down time.

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Working smarter, not harder is what we are talking about today. We all know we need to meet our students where they are, and allow them to work as independently as possible. But, that often seems like an insurmountable task, that will take us hours of prep time.

But, what if it didn’t have to be that way?

What if you could take the exact same resource, and with some quick tweaks with crayons, markers, and scissors, you had 10 different ways to use the same activity with your diverse group of students? Let me show you how!!

1. Circle map with no pictures

So, this is for your highest level learners. They often do not even need pictures or prompts to complete their work. They are good readers, and are able to write and spell out common words found in the lesson. So, for this student, you simply hand him the circle map but no pictures. Ask him to fill in as many details as he can from the story to support the main idea. Will he likely look around at the pictures his classmates have? Sure. But that is okay. He is completing the activity at a level that is appropriate for his learning level and, most importantly, is doing it totally independently.

2. Circle map with wrong answers mixed in

This is the next level. This one is for students who can discern what does and does not relate to the main point, but definitely does require the support of pictures.

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3. Circle map with wrong answers mixed in plus outlining with color

Again, this is for students who can handle wrong answers mixed in, but needs a little more support. I outline the correct answers in green and the wrong answers in red. You can also put an X through the incorrect answers.

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4. Circle map with wrong answers mixed in plus coloring it in

This just adds a little more support for those students who can handle the wrong answers being mixed in. This time, instead of just outlining the correct and wrong answers, I actually outline them AND color them in. As an added bonus tip, this is so easy to fade to just using outlines.

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5. Errorless circle map

So in this case, you are providing ONLY correct answers to the student. Every picture gets cuts out and goes in the circle map. It still serves as a great review tool, and the student did it all on her own!

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6. Errorless (or not!!) circle map with pictures cut out

We often have students who truly struggle with fine motor skills. The process of cutting out pictures is very difficult and uses a lot of concentration. That concentration could often better be used (in this case) to actually create the circle map. And, here is the beauty. If you remove the stress of cutting out pictures, some students can totally handle the wrong answers being mixed in. Bottom line, we are not assessing the ability to cut in this activity. We are creating a visual map of the main points of the lesson.

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7. Circle map with enlarged pictures

Okay, I know this may take an extra step. BUT, if you email me that you need enlarged picture choices (as some of you have), I will do that no problem and email them right back to you!! (specialneedsforspecialkids@gmail.com) This activity is perfect for our students who have the most significant fine motor struggles or loss of that ability all together. Again, the goal of this activity is to determine 1) if students understand what the main points of the lesson were, and 2) create a visual map of those main points for review. So, if your student is truly incapable of cutting, pasting, or writing, then simply hold up 2 choices and ask which goes in the map. Using their communication method of choice, they should be able to tell you which picture relates to thecircle map. Of course, you can ALWAYS simply eliminate the wrong answers and make it an errorless task. Either way, the STUDENT is telling you which pictures to use in the circle map.

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8. Circle map using photos

This one can be a little tricky AND may require a little more work. Some students are just not ready for images, and need photos, you replace the images with photos and you have not only the perfect activity for THIS learning level, but an additional activity all of your students can benefit from.

9. Circle map using color only

If you teach in a multi-grade level classroom, then you often have very young students participating in the same lesson as your older students. Let’s say you are doing a lesson on the Civil War, but you have kindergarten students sitting in the group as well. You read the story to the whole group. Everyone can benefit from hearing the story. When it comes to the circle map activity, for your very young learners, go back to the color coding option. Heavily color in the correct answers as well as the center image of the circle map. Students are then doing a circle map of all the yellow answers. The content, which may be above their grade level, is irrelevant. BUT, the color matching task is not.

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10. Circle map with objects

So I add this as a last option, because I know it can be really difficult to find the objects you need. I know, I tried this many, many times with my students. But, if you have students that are truly significantly impaired, and need a more tactile way to complete the activity, then using objects is always a good choice. Unfortunately, it is not always practical, and I realize that. I found using a hula hoop, or even just a box to put the items in made it more likely the student could complete what I was asking independently.

So there you have it. One circle map used in 10 ways. And most of them took very little if any extra prep time. The goal of course is to increase independence of our students, but it is more than that. By using one activity for ALL of your students:

• Saves you time
• Saves you frustration
• Helps eliminate overwhelm
• Increases engagement for your students
• Increases your excitement
• Saves you money

Want to try it? Click on the link below to download my book on the Civil War and accompanying circle maps. Then, use it with your students. ALL of your students. Email me a picture and comments on how if worked out, and I will send you the rest of my Civil War unit for FREE. How can you lose? Email me at: specialneedsforspecialkids@gmail.com

Download the resources below by clicking the button.

Civil War book and circle map