Linda+Jessee's+Page

﻿ UDL Principles Applied to a Voicethread  Voicethread on how to identify and count coins   Target grade: Elementary =Money, Money, Money Song (This is on YouTube.:)) = by Rhonda Crigger media type="custom" key="7496057" =media type="custom" key="7493203" = Need more help skip counting?? Click on this link below for practice! media type="custom" key="7758001"
 * Elementary education teacher, Mrs. Jessee, teaches you the value of coins and strategies for counting coins via Power Point. **

=Below is a Vizzle game I created where you practice matching the coins to their value. You can create your own Vizzle too!!= = [|Click Here to play] = =How does skip counting help you count money? Click on the Xtranormal  digital story below to find out: = =__[|Click Here to play] __=

﻿ Check out these additional You Tube videos related to counting money!! :) ﻿ Elmo and friends sing about counting coins:

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<span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Watch how these 2nd graders go shopping at a country store and count to see how much each object costs. They compare amounts to see which is less than <, greater than > or equal to =.

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">media type="custom" key="7788045"

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">This classic School House Rock video explains "why" we need money and "how" we use money:

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<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Watch this video about counting 2 student's money and then seeing how much they have combined: media type="custom" key="7788489"

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">The following video explains how Assistive Technology is necessary in our educational institutions: media type="custom" key="7798715"



© [|CAST] 2009
 * <span style="font-family: Arial,Helvetica,sans-serif;">~Below explains how this Voicethread addresses the UDL Guidelines: **
 * <span style="font-family: Arial,Helvetica,sans-serif;">"Adaptations for some, benefits for all." **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Links will take you to the UDL Guidelines website. **
 * UDL Guidelines – Educator Checklist ||
 * I. ** [|Provide Multiple Means of Representation]: ** || ** Your notes ** ||
 * **1.** [|Provide options for perception]   ||   ||
 * This voicethread allows students to learn about money through real visual representations; I personally guide them through each page so the students can listen and see the presentation. The song addresses the auditory aspects of learning about money in a fun, colorful presentation. ||  ||
 * **2.** [|Provide options for language and symbols]   ||   ||
 * Students learn the name and value of each coin. Students also learn the math language necessary to identify coins and count money. The coins are also displayed individually as well as compared so students can process information that there are similarities as well as differences in each coin. ||  ||
 * **3.** [|Provide options for comprehension]   ||   ||
 * The Money, Money, Money song not only provides students with an opportunity to learn the value of coins through music verse using rhyme, it displays a real representation of coins. The powerpoint is a powerful educational tool that initially guides students through the value of coins beginning with the least and progressing to the greatest. The powerpoint progresses through a tutorial which teaches students steps to counting coins successfully. ||  ||
 * II. ** [|Provide Multiple Means for Action and Expression]: ** || ** Your notes ** ||
 * **4.** [|Provide options for physical actions]   ||   ||
 * I personally guide students through a series of steps where they can attempt to solve the math problem on their own. The Money Song enables children to get up and dance to the song which is a great approach for the kinesthetic learners. Participants are allowed to write comments, record comments and physically participate in solving the problem if they choose to. ||  ||
 * **5.** [|Provide options for expressive skills and fluency]   ||   ||
 * The Money Song gets them motivated about money; the powerpoint guides participants into first teaching about the value of each coin and then giving them best practices when counting coins. It builds to the point where students are encouraged to self-check their work at the end and continue to practice on their own. Students are also led to a "Skip counting" link where they can practice this skill which is helpful in counting coins. ||  ||
 * **6.** [|Provide options for executive functions]   ||   ||
 * Students are encouraged to count coins by seeing the impact it will have on their future. In the introduction and closing, students are reminded that counting coins will be an integral part of their future. It explains the real world connection of coins. Students are encouraged to continue counting coins by using techniques described in both The Money Song as well as those described in the powerpoint. If participants have questions or comments, I can respond back to their inquiries. ||  ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   ||   ||
 * Participants are allowed to nagivate both The Money Song and the powerpoint at their own rate. If students choose to turn the sound off, they can read the content and still grasp an understanding of the lesson. Students who are not visual learners have a fun song to listen to as well as a lesson guided by a real person's voice. Both The Money Song and the powerpoint are presented in a simple format with easy to read print and plain backgrounds that lends itself towards minimal distractions for the learners. ||  ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * Students understand that the objective in this lesson is to learn the value of coins and then progress to counting the coins. The powerpoint initially begins with a simple problem and progess to more challenging problems. Participants who need help or have questions can submit comments for my review. Participants are also encouraged to seek help from family members to practice their skill. Hopefully students can share this with their family members or at least view The Money Song on YouTube. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * Students are shown how to sort or group coins. They are also shown how to change their counting strategy when moving to a different coin. Students are encouraged to learn to count money because it is important for their future. Finally, students are encouraged to count money and save it for college. ||  ||
 * **6.** [|Provide options for executive functions]   ||   ||
 * Students are encouraged to count coins by seeing the impact it will have on their future. In the introduction and closing, students are reminded that counting coins will be an integral part of their future. It explains the real world connection of coins. Students are encouraged to continue counting coins by using techniques described in both The Money Song as well as those described in the powerpoint. If participants have questions or comments, I can respond back to their inquiries. ||  ||
 * III. ** [|Provide Multiple Means for Engagement]: ** || ** Your notes ** ||
 * **7.** [|Provide options for recruiting interest]   ||   ||
 * Participants are allowed to nagivate both The Money Song and the powerpoint at their own rate. If students choose to turn the sound off, they can read the content and still grasp an understanding of the lesson. Students who are not visual learners have a fun song to listen to as well as a lesson guided by a real person's voice. Both The Money Song and the powerpoint are presented in a simple format with easy to read print and plain backgrounds that lends itself towards minimal distractions for the learners. ||  ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * Students understand that the objective in this lesson is to learn the value of coins and then progress to counting the coins. The powerpoint initially begins with a simple problem and progess to more challenging problems. Participants who need help or have questions can submit comments for my review. Participants are also encouraged to seek help from family members to practice their skill. Hopefully students can share this with their family members or at least view The Money Song on YouTube. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * Students are shown how to sort or group coins. They are also shown how to change their counting strategy when moving to a different coin. Students are encouraged to learn to count money because it is important for their future. Finally, students are encouraged to count money and save it for college. ||  ||
 * Participants are allowed to nagivate both The Money Song and the powerpoint at their own rate. If students choose to turn the sound off, they can read the content and still grasp an understanding of the lesson. Students who are not visual learners have a fun song to listen to as well as a lesson guided by a real person's voice. Both The Money Song and the powerpoint are presented in a simple format with easy to read print and plain backgrounds that lends itself towards minimal distractions for the learners. ||  ||
 * **8.** [|Provide options for sustaining effort and persistence]   ||   ||
 * Students understand that the objective in this lesson is to learn the value of coins and then progress to counting the coins. The powerpoint initially begins with a simple problem and progess to more challenging problems. Participants who need help or have questions can submit comments for my review. Participants are also encouraged to seek help from family members to practice their skill. Hopefully students can share this with their family members or at least view The Money Song on YouTube. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * Students are shown how to sort or group coins. They are also shown how to change their counting strategy when moving to a different coin. Students are encouraged to learn to count money because it is important for their future. Finally, students are encouraged to count money and save it for college. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * Students are shown how to sort or group coins. They are also shown how to change their counting strategy when moving to a different coin. Students are encouraged to learn to count money because it is important for their future. Finally, students are encouraged to count money and save it for college. ||  ||
 * **9.** [|Provide options for self-regulation]   ||   ||
 * Students are shown how to sort or group coins. They are also shown how to change their counting strategy when moving to a different coin. Students are encouraged to learn to count money because it is important for their future. Finally, students are encouraged to count money and save it for college. ||  ||
 * Students are shown how to sort or group coins. They are also shown how to change their counting strategy when moving to a different coin. Students are encouraged to learn to count money because it is important for their future. Finally, students are encouraged to count money and save it for college. ||  ||