Making assignments "3-D"

,,When I'm lesson planning, I often am asking myself, "How do I get this assignment, task, or skill "off the paper?" What I mean by that is how can I engage students into a process of exploring and asking questions rather than just an exercise of fill in the blank worksheet.  Most students with disabilities need this access yet I'm learning that all students can benefit from this kind of teaching strategy.   

This week, I created literacy stations that align with my students curriculum using a word sort.  This is pictured here using 3 colors (red, green, blue) and following through with that color connection with markers that underline the root word or word segment:  arch, graph, and rupt.  Students were given one of two sets of cards with words that feature these segments and they were asked to 1) decode the word with the strategy of identifying the segment, and 2) sorting the words according to that segment.  A differentiated version was offered to emerging readers with the colors used to assist students in matching and a non-colored/underline version for emerging readers that do not need that support.  Once students did this a couple of times with me, they were ready to "beat their best" which was to say the words correctly, and then sort the words.  The students did this twice, attempting to beat their best time, not to race with others.  This was a lot of fun for me and for the students and it was rewarding to hear the students saying the words to each other, correctly.  While a formative assessment was not offered at this stage, one will be offered as a review in a follow up literacy center.

Another example of getting an assignment came from a 6th grade teacher.  One of the best benefits of ESS teachers collaborating with other teachers is that everyone learns more - the teachers collectively and the students.  She created an anchor chart with possible answers (again, right from the students curriculum) and then the students "voted" by placing a sticky note with their name on the answer (A, B, C, or D) that they think is the best answer.  
I modified this strategy by introducing a "question of the day" which is ONE reading comprehension question from the students curriculum.  I created an anchor chart with the question, students voted (once they place their sticky note, they cannot change their answer).  When students arrive the following day, we review the previous day's question and we share the answer.  To do this without stigmitizing students, I decided that I would put EVERYONE'S name/sticky note on the correct answer when we do whole group review. Students inherently know which one they chose and so I don't want them to be called out in class, I do want them to learn the correct answer.  Assessments can be more critical, learning together is the objective. 

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Pictured left:  words from curriculum with color-coordinated word segment.  Pictured right., the same words without the color supported unline.