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I.
Perception
Language
Flexible features to display content
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Text size, images, graphs, tables, or other
visual content
Contrast between text/ image and
background
Use of color used for emphasis
Control of volume or speech rate
Controls for speed or timing of video,
animation, sound, simulations
Layout of visual or control elements
Font used and style features
Clarify vocabulary and symbols
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Alternatives for auditory information
(spoken language)
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Text equivalents , e.g. captions or
automated speech-to-text (voice
recognition to convert verbal presentations
to text)
Visual diagrams, charts, notations of
music or sound
Written transcripts for videos or auditory
clips
American Sign Language (ASL) for
Representation
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Pre-teach vocabulary and symbols,
to connect learner experience and
prior knowledge
Use alternative text descriptions for
graphic symbols with alternative text
Highlight simpler words or symbols
used to compose complex terms,
expressions, or equations
Support key vocabulary and symbols
with footnotes or hyperlinks to
definitions, explanations,
illustrations, previous coverage, and
translations
Support for unfamiliar text
references with domain specific
notation, e,g, lesser known properties
and theorems, idioms, academic
language, figurative language,
mathematical language, jargon,
archaic language, colloquialism, and
dialect)
Prince George's County Public Schools
Comprehension
Activate background knowledge
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Visual imagery, concept anchoring
or concept mastery routines to
anchor instruction and link to
relevant prior knowledge
Methods to advance organization
with concept maps, organizers, and
charts, e.g., KWL
Pre-teach critical and prerequisite
concepts through demonstration or
models
Bridge concepts with relevant
analogies and metaphors
Make cross-curricular connections
explicit, e.g., teaching literacy
strategies in the social studies
classroom
Highlight patterns, critical features, big
ideas, and relationships
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Emphasize key elements in text,
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spoken English
Visual representations to show emphasis
and prosody in speech
Visual or tactile equivalents for sound
effects or alerts, e.g. vibrations
Visual and/or emotional description for
musical interpretation
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Clarify syntax and structure
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Alternatives for visual information
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Text or spoken descriptions for all images,
graphics, video, or animations
Touch equivalents (tactile graphics or
objects of reference) for key visuals that
represent concepts
Physical objects and spatial models to
convey perspective or interaction
Auditory cues for key concepts and
transitions in visual information
Apply accessibility standards when
creating digital text (need reference?)
Human reader to read printed text aloud
Text-to-speech software for reading
digital text
Alternative to clarify unfamiliar
syntax (in language or in math
formulas) or underlying structure (in
diagrams, graphs, illustrations,
extended expositions or narratives)
to:
o Highlight or make
structural relations explicit
o Make connections to
previously learned structures
o Make relationships
between elements explicit,
e.g., highlight transition
words or links between
concepts
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Guide information processing,
visualization, and manipulation
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Supports to decode text, mathematical
notation, and symbols
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Text-to-speech for digital text
Automatic voicing with digital
mathematical notation (Math ML)
Digital text with human voice
recording, e.g., Talking Books
Multiple representations of notation,
e.g., formulas, word problems,
graphs
Prince George's County Public Schools
graphics, diagrams, formulas
Highlight key ideas and relationships
using outlines, graphic organizers,
unit organizer routines, concept
organizer routines, and concept
mastery routines
Emphasize critical features using
multiple examples and non-examples
Draw attention to critical features
using cues and prompts
Solve unfamiliar problems using
previously learned skills
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Explicit prompts for each step in a
sequential process
Options to organize methods and
approaches with tables and
algorithms for processing
mathematical operations
Interactive models to guide
exploration and new understandings
Graduated scaffolds to support
information processing
Multiple entry points or options to
explore big ideas through dramatic
works, arts and literature, film and
media related to content
“Chunk” information into smaller
elements
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Clarify notation through lists of key
terms
Use manipulatives, simulations, and
related demonstration of key
concepts for understanding across
languages
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Progressively release information
using sequential highlighting
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Remove unnecessary distractions
unless essential to the goal
Maximize transfer and generalization
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Understand content across
languages
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Key information in dominant
language is also available in first
languages for learners with limitedEnglish proficiency and in ASL for
learners who are deaf
Link key vocabulary words to
definitions and pronunciations in
both dominant and heritage
languages
Define domain-specific vocabulary
using both domain-specific and
common terms
Electronic translation tools or links
to multilingual glossaries on the web
Visual and non-linguistic supports
for vocabulary clarification
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Illustrate through multiple media
Prince George's County Public Schools
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Checklists, organizers, sticky notes,
electronic reminders
Visual imagery, paraphrasing
strategies, method of loci as
mnemonic strategies and devices
Explicit opportunities for review and
practice
Templates, graphic organizers,
concept maps for note-taking
Scaffolds to connect new
information to prior knowledge, e.g.,
word webs and half-full concept
maps
Embed new ideas in familiar ideas
and contexts using analogy,
metaphor, drama, music, film
Support explicit opportunities to
generalize learning to new situations
Revisit key ideas and linkages
between ideas over time
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Link key concepts in one form of
symbolic representation to an
alternate form
o Represent expository text or
a math equation with
illustration, dance or
movement, diagram, table,
model, video, comic strip,
storyboard, photograph,
animation, physical or
virtual manipulative
Identify links between text
information and any corresponding
representations in illustrations,
equations, charts, or diagrams
Prince George's County Public Schools