My kids can : making math accessible to all learners, K–5

Uses Organization to Facilitate Thinking and Solve Problems

Tasha had organizational problems, both in keeping track of her classwork and
homework and in organizing her written work. This lack of organization was com-
pounded by her fine motor limitations (difficulty with cutting and handwriting).
Tasha’s organization improved with the help of specific interventions. I clearly la-
beled areas of the room—places to put finished work, where the supplies are, and
so on—and also gave Tasha checklists to help keep her organized (see Figure
20–7).

TAKINGRESPONSIBILITY FORLEARNING

Figure 20–7.

My Morning Checklist

I got my homework, notebooks, and everything I need out of my backpack.

I put my coat and backpack away.

I checked in all of my homework, and my reading log, and put them in the basket.

I checked in my weekly rubric and put it in the binder.

I’m ready to begin ten-minute math and word study.

I wrote my homework in my agenda.

I had all the materials that I needed to do my homework: reading log, reading

response, social studies notebook, math sheets, writer’s notebooks, etc.

My Afternoon Checklist

I understood how to do my homework.

I asked my teachers all the questions I had about confusing things.

I put away all the books, supplies, and materials that I used today.