Literacy Strategies with a UDL Focus Dr. Stefani Pautz All In Education Overview What is the relationship between UDL and literacy instruction? How can literacy strategies help remove barriers to learning? Day 1: Focus on Reading How can all teachers support general comprehension strategies? How can reading strategies support disciplinary literacy? Day 2: Focus on Writing How can a workshop model support writing in all disciplines? What role do success criteria play in self-regulation?
UDL and Before, During, and After Reading Strategies Day 1, Session 1: 9:15-10:30 Goal: To build a repertoire of strategies that support all learners in the reading process Activity: Participants will engage in reading strategies that remove barriers during the learning process, analyzing them for UDL principles.
What is Literacy? Go to: https://answergarden.ch/315979 Type a word or two as a response. Limit 40 characters. You may enter as many different responses as you would like. Watch our answer garden GRO W! Grades 9-12 Our Focus
Grades 3-5 Grades PK-2 What good readers do Alignment to UDL Checkpoints (not all-inclusive) Before: Set a purpose Activate Prior Knowledge Preview the text Make Predictions Ask Questions
2.1 Clarify vocabulary and symbols 3.1 Activate or supply background knowledge 3.3 Guide information processing, visualization, and manipulation 7.2 Optimize relevance, value, and authenticity The great pre-reading debate: How do you balance allowing the student to make their own meaning and experiencing the text as the author intended with scaffolding students understanding? Strategy 1: Word Clouds Strategy 2: Text Graffiti Text Graffiti Teacher identifies quotes from the text based upon
anticipated new vocabulary, challenging or thought provoking ideas. Graffiti Protocol: How does the idea in this quote connect with something you already know? What questions do you have based on this quote? Draw a representation of what idea you think this quote might be conveying. Write a prediction based upon this quote. Write your name on the back of your sticky note. http:// tinyurl.com/textgraffiti What good readers do
Alignment to UDL Checkpoints (not all-inclusive) During: Identify big ideas Organize information Make connections Monitor and repair comprehension 3.2 Highlight patterns, critical features, big ideas, and relationships 3.3 Guide information processing, visualization, and manipulation 3.4 Maximize transfer and generalization
7.3 Minimize threats and distractions 9.3 Develop self-assessment and reflection Accessibility to resources is critical in this stage of reading. Ensure that students have print and digital tools that can help them while they monitor and repair comprehension. Strategy 1: Metacognitive Markers (Thinking Notes) Strategy 2: Interrupted Passages Thinking Notes Teacher and students co-construct symbols for annotating the text. Serves as a springboard and structure for discussion. Interrupted Passage
Teacher identifies a chunk of text and spaces it so that students must contend with only one chunk at a time. Students respond to each line, annotating, adding detail, etc. What good readers do Alignment to UDL Checkpoints (not all-inclusive) After Summarize Reflect
Connect 3.4 5.1 5.2 9.3 Maximize transfer and generalization Use multiple media for communication Use multiple tools for construction and composition Develop self-assessment and reflection Unless it is required by the standard, you do not have to assess reading comprehension through writing. Strategy 1: Twitter Summary
Strategy 2: Reflect, Act, Wonder Twitter Summary Students summarize ideas in a Tweet. Other students give likes for strong content. (e.g. What evidence supports the claim that) Reflect, Act, Wonder Protocol that supports summarizing, reflection, and making connections. Prompts may be customized to the text.
Offer options for expression: e.g. VoiceThread, Voki Reflect What was the main idea of the text? Act Considering your duringreading practices, what actions
How does will you take authors the next message time you relate to our read to Essential ensure that Question? you understand the key ideas?
Wonder What has this text left you wondering? What questions did the author leave unanswered ? More than a good post-reading strategy; good for reflection on professional learning too! Reflect
What intermediate literacy strategies are you already teaching your students? Act List one concrete action step for improving your application of the UDL principles by supporting What implications do intermediate
you see for your reading strategies. practice based upon this presentation? Wonder What did this session leave you wondering? Planning for Intermediate Literacy Instruction Day 1, Session
2: 10:45-12:00 Goal: To apply reading strategies to intermediate literacy instruction. Activity: Participants will identify a previously taught lesson and revise their instructional approach to reflect generic What good readers do Alignment to UDL Checkpoints (not all-inclusive) Before: Set a purpose Activate Prior Knowledge
Preview the text Make Predictions Ask Questions 2.1 Clarify vocabulary and symbols 3.1 Activate or supply background knowledge 3.3 Guide information processing, visualization, and manipulation 7.2 Optimize relevance, value, and authenticity During: Identify big ideas Organize information Make connections Monitor and repair
comprehension 3.2 Highlight patterns, critical features, big ideas, and relationships 3.3 Guide information processing, visualization, and manipulation 3.4 Maximize transfer and generalization 6.3 Facilitate managing information and resources 7.3 Minimize threats and distractions 9.3 Develop self-assessment and reflection After Summarize Reflect Connect
3.4 5.1 5.2 9.3 Maximize transfer and generalization Use multiple media for communication Use multiple tools for construction and composition Develop self-assessment and reflection What does effective intermediate literacy instruction look like? Go to: https://padlet.com/spautz/anchor1 Double click to list characteristics. Use your
own language as well as the language of the UDL principles. Read what others have posted and begin looking for themes. Once characteristics have been posted, we will organize them. Lesson Revision Protocol Support Table 1: Identifying Strategies Define your goals. Consider learner variability. Employ methods that remove
barriers. Use the success criteria to guide your revisions. Track your thinking about your What I did What I Why I revisions. previously changed in my changed it lesson
Get feedback from peers or the facilitator Support Table 2: Peer Feedback Sharing Our Work What I did previously What I changed in my lesson Why I changed
it UDL and Close Reading Day 1, Session 3: 12:45-1:45 Goal: To develop a model for close reading in the content areas. Activity: Participants will engage in a model close reading activity, analyzing it for UDL principles. Disciplinary Reading Instruction
Every discipline has its own language, vocabulary, purposes, and ways of using text differs in how information is both conveyed and used differs in demands for precision requires unique skills and strategies to understand text For example, Reading historical texts requires sourcing, contextualizing, corroborating; vocabulary requires an understanding of political points of view How do I read in history class? vs. How do I read like a historian? Model Lesson: Before We View Talk with your table about what makes
your disciplinary literacy unique, and what similarities your discipline shares with others. What barriers might the characteristics of disciplinary literacy pose to students? While We View What was the disciplinary literacy task(s) this lesson addressed? How does Mr. Hanifys teaching practice reflect UDL principles, as you understand them? Record your thoughts by annotating on the UDL Guidelines Handout, creating a 3
column chart, or by free writing. https://www.teachingchannel.org/videos/literacy-analysis-lesson After Weve Viewed Examine the artifacts. What more can you learn about Mr. Hanifys practice and how it reflects the UDL guidelines? Where do you see opportunity for growth in his practices? Revise your notes based on these observations. You may add to, change, elaborate, delete, etc. https://www.teachingchannel.org/videos/literacy-analysis-lesson Analyzing the Strategy: Close Reading
What it is What it isnt Strategic thinking about a disciplinary text A strict protocol A process A product On selected Texts
On every text Strategic, reflective, purposeful thinking Answering questions Mr. Hanifys Close Read Process Scaffolded Reading & Analysis Start with a question Small Group
Discussion/ Analysis Presentation and Feedback Socratic Seminar Argumentati ve Writing Explore central
idea Simple PowerPoin t Imprompt u persuasio n Apply text structures in writing
Customize d tasks Studentto-student feedback Explore central idea Explore central idea Give
students context Use thinking notes Sample Close Reading Process Independent Practice Introduce Complex Vocabular y
Establish Purpose Model HigherOrder Close Reading Partner Practice Discussion or Debate
Genrebased Writing Check for Understanding How does the close reading strategy mitigate barriers in disciplinary literacy? Processing What Weve Learned Collaborative Mind-Map What barriers might the characteristics of disciplinary literacy pose to students?
How can you build structures into a close reading model that mitigate barriers? What do you need to know (or what needs do you have) to implement this strategy effectively? Planning for Disciplinary Literacy Day 1, Session 4: 9:15-10:30 Goal: To apply a close reading model in disciplinary literacy. Activity: Participants will identify a previously taught lesson
and revise their instructional approach to reflect a close reading strategy that supports all learners. Close Reading and the UDL Checkpoints Checkpoint 1.3 Offer alternatives for visual information Checkpoint 2.1 Clarify vocabulary and symbols Checkpoint 2.2 Clarify syntax and structure Checkpoint 3.4 Maximize transfer and generalization Checkpoint 5.1 Use multiple
media for communication Checkpoint 5.2 Use multiple tools for construction and composition Checkpoint 3.1 Activate or supply background knowledge Checkpoint 7.2 Optimize relevance, value, and authenticity Checkpoint 3.2 Highlight patterns, critical features, big ideas, and relationships
Checkpoint 7.3 Minimize threats and distractions Checkpoint 3.3 Guide information processing, visualization, and manipulation Checkpoint 8.2 Vary demands and resources to optimize challenge Checkpoint 8.3 Foster What does effective disciplinary literacy instruction look like?
Go to: https://padlet.com/spautz/anchor2 Double click to list characteristics. Use your own language as well as the language of the UDL principles. Read what others have posted and begin looking for themes. Once characteristics have been posted, we will organize them. Lesson Revision Protocol Identify a text appropriate for a close read. Consider revising a previously taught lesson. Support Table 1: Developing a Protocol
Analyze the text; identify the core understandings, key ideas, and target vocabulary. Connect this with your disciplinary standards. Identify challenging sections of the text and how you will provide supports (intermediate literacy) Support Table 2: Peer Develop your protocol for close read (disciplinary literacy): Feedback remember, its a recipe for success, not a prescription! Provide structured talk opportunities Identify/ create checks for understanding
Refer back to the success criteria, and seek peer feedback. Take note of your revision process. Sharing Our Work What I What I Why I did changed changed previous it ly Literacy Strand, Day 2
A Focus on Writing Day 1 Reflections Plus Content relevant and useful Strategies and tools (high tech & low tech) Model lesson video Structure of the presentation Discussing problems of practice Dedicated time to apply to practice Sharing and learning from each other
Food Deltas More hands on/movement More sample lessons Content area application Next steps for leadership team in overcoming barriers to implementation Discipline Specific Resources Math https://vimeo.com/ddmeyer/videos https://www.teachingchannel.org/videos/math-for-newcomers-ousd
Science https://www.teachingchannel.org/videos/ccss-literacy-science-classroom Social Studies https:// www.teachingchannel.org/videos/reading-like-a-historian-contextualization Reflection on Yesterday Whats coming up for you right now? Breakthroughs or ah-has? Brainstorms or great ideas? Bumps or challenges? UDL and
Writers Workshop Day 2, Session 1: 9:15-10:30 Goal: To develop a model of writing instruction that supports all learners. Activity: Participants will examine a model of writers workshop, analyzing it for UDL principles. Regrouping 1 Administrator 1 New-to-the-Building or New-to-the Role
1 Teacher 2 different content areas The Six Trai ts Of Writing Model Lesson: Before We View Talk with your table: What is your current understanding of teachers practice in writing instruction? What strategies are currently in use for the teaching of writing in all content
areas? While We View How does Mr. McCombs teaching practice reflect UDL principals, as you understand them? Record your thoughts by annotating on the UDL Guidelines Handout, creating a 3 column chart, or by free writing. https://www.teachingchannel.org/videos/workshop-model-customized-learning# After Weve Viewed Examine the artifacts. What more can you learn about Shawns practice and
how it reflects the UDL guidelines? Where do you see opportunity for growth in his practices? Revise your notes based on these observations. You may add to, change, elaborate, delete, etc. Analyzing the Strategy: Writers Workshop Model Authentic Prompt (choice in content/topic/content) Skill-based Mini-lesson Stations Preparing for Interviews (group collaboration), Interviews, Reading & Research, Targeted Small Group, Creative Writing, Peer Revision Protocols
Choice to opt-in to small group/conferences Using Success Criteria Models w/ Think Alouds Criteria for preparing for writing process stages Formative Assessment Identifying gaps and using small group instruction to close them Workshop Logs Processing What Weve Learned: 3 Corners Group 1: Im New to this Model
I can write a good prompt, but Im not sure how to support students through the process Group 2: Im Testing the Waters Ive tried workshop models, but have questions OR I have a different strategy; Im just not satisfied with the results Im seeing Group 3: Im a
Workshoper! I regularly use this process and want to improve current practice. Starting points for discussion: barriers to writing, challenges in writing instruction, whats working, what isn't working, implications for this model. UDL and Success Criteria Day 2, Session 2:
10:45-12:00 Goal: To identify the role of success criteria in self-regulation. Activity: Participants will discuss the role of success criteria in writing instruction and develop success criteria for a sample lesson. What is Formative Assessment? Go to: http://tinyurl.com/jzbzzeh Create a post that gives your definition of formative assessment. Vote on the top 3 definitions. Formative Assessment is a process used by teachers and students during instruction that
provides feedback to adjust ongoing teaching and learning to improve students achievement of intended instructional outcomes. FAST SCASS/CCSSO (2007) How is this consistent with or different from your definition? Formative Assessment is NOT. An event, but it is a process A daily exit ticket, but it is ongoing A grade, but it does inform instruction Something we give to students, but it is something we do with students
Consistent use of these formative strategies can double the speed of student learning. Wiliam, Dylan. "Content then Process: Teacher Learning Communities in the Service of Formative Assessment." Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning. Ed. Douglas B. Reeves. Bloomington, IN: Solution Tree, 2007. 183-204. Seven Strategies of Assessment FOR Learning L D U Where am I Going?
1. Provide clear and understandable vision of the learning targets and success criteria. 2. Use examples of strong and weak work. Where am I Now? 3. Offer regular descriptive feedback during the learning. 4. Teach students to self assess and set goals. How Do I Close the Gap? 5. Use evidence of student learning to determine next steps. 6. Design focused instruction, followed by practice
with feedback. 7. Provide students opportunities to track, reflect on, Seven Strategies of Assessment for Learning - Jan Chappuis and share their learning progress. Formative Assessment Strategies Scavenger Hunt https://padlet.com/carey/assessment Find 1 new strategy/idea/concept and describe how it applies in your content area. Success Criteria: GOAL: The formative assessment process helps students achieve intended
learning outcomes based on explicit learning progressions THEREFORE: Teachers must identify and communicate instructional goals to students. BUT: Communication is insufficient. Communication does not equal understanding SO: Teachers must provide/co-construct specific criteria so that students know if they are successfully progressing toward the goal. Language must be accessible by students and accompanied by examples. Learning Goals & Success Criteria Learning goals are aligned to standards Teachers and students make meaning of the standards Students can clearly articulate the end goal of their learning
Teachers and students analyze examples of strong and weak work Students self and peer assess based on criteria Students and teacher co-construct success criteria Students give feedback
based upon criteria not met Students share feedback with peers Engage students in developing success criteria Analyze strong and weak work to create success criteria. Create of examples and non-examples of success criteria for student to sort in small groups. Use turn and talks and have students explain to their partner what they think the success criteria should be then discuss.
Use a fishbowl and have two students role play using success criteria Co-create a chart of what the lesson objective will look like and sound like Post one or two success criteria and ask students what is missing or what needs to be changed or added. Foundational Knowledge & Skills Complex Knowledge and Skill
Student will: Student will: Recognize or recall specific vocabulary Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in more
uniform energy distribution among the components of the system (for example, energy change, energy distribution, thermal energy, thermal equilibrium) Describe the key parts of the second law of thermodynamics I Can statements are designed to
align to cognitive complexity levels Foundation al Knowledge & Skills Complex Knowledg e and Skill Developing I Can Statements Target Type Content Standards Key Words
Knowledge Targets What I need to know Explain, understand, describe, identify, tell, name, list, define, label, match, choose, recall, recognize Reasoning Targets What I can do with what I know Analyze: components, parts, ingredients, dissect, examine, order Compare/Contrast: discriminate between, similarities and differences, juxtapose
Synthesize: combine into, blend, formulate, adapt, modify Classify: categorize, sort, group, give examples Infer/Deduce: Interpret, draw conclusions, predict, generalize Evaluate: justify, support opinion, think critically, appraise, debate, defend, prove Skill Targets What I can demonstrate Observe, listen, perform, do, question, conduct, read, speak, assemble, demonstrate, measure, investigate, collect, explore Product Targets What I can make to
show my learning Design, produce, create, develop, make, write, draw, represent, display, model, construct Adapted from Stiggins, Arter, Chappuis, and Chappuis Classroom Assessment for Student Example I Can Statements Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Target Type Knowledge Targets What I need to know
I can identify and explain the authors use of claim, evidence and counter-claim Reasoning Targets What I can do with what I know I can defend a claim with substantial evidence in writing. Skill Targets What I can demonstrate I can synthesize information from multiple sources.
Product Targets What I can make to show my learning I can compose an argumentative essay that makes a claim about a current societal issue, defends the claim with substantial evidence, and makes a counterclaim with substantial evidence. Applying Learning Progressions in Disciplinary Literacy *Regroup into Content Areas, Chart it, Walk it Target Type Knowledge Targets What I need to
know Reasoning Targets What I can do with what I know Skill Targets What I can demonstrate Product Targets What I can make to show my learning Reflecting Use the colored sticky notes to indicate: I like
I wish I wonder Planning for Writers Workshop Day 2, Session 3: 12:45-1:45 Goal: To apply a writers workshop model in disciplinary writing. Activity: Participants will identify a previously taught writing lesson assignment and revise their instructional approach to
UDL Principles and Writers Workshop Checkpoint 3.3 Guide information processing, visualization, and manipulation Checkpoint 3.4 Maximize transfer and generalization Checkpoint 5.1 Use multiple media for communication Checkpoint 5.2 Use multiple tools for construction and composition Checkpoint 6.1 Guide appropriate goalsetting Checkpoint 6.2 Support planning and strategy development Checkpoint 6.3 Facilitate managing
Checkpoint 7.1 Optimize individual choice and autonomy Checkpoint 7.2 Optimize relevance, value, and authenticity Checkpoint 8.1 Heighten salience of goals and objectives Checkpoint 8.3 Foster collaboration and communication Checkpoint 8.4 Increase masteryoriented feedback Checkpoint 9.3 Develop self-assessment and reflection What does effective writing instruction look like?
Go to: http://tinyurl.com/jjhmmsk Post your ideas. If someone has already posted your idea, vote for it to show you agree. You can vote up to 8 times. Lesson Revision Protocol Regroup into your content specific groups. Support Table 1: Writing Learning Progressions Identify a writing assignment you have given previously (you could also design a new assignment).
Construct a learning progression for the writing skills you will teach as a part of the lesson(s). Identify stations appropriate for that assignment. Plan for co-constructing success criteria. Develop protocols for work at each station. Take note of your revision process. Support Table 2: Peer Feedback Sharing Our Work What I What I Why I
did changed changed previous it ly Planning for Implementatio n Day 2, Session 4: 2:00-2:45 Goal: To plan for professional learning in literacy and UDL.
Activity: Participants will discuss potential barriers to implementation and develop plans to mitigate those barriers. Planning Considerations How will you identify teachers needs? What of these strategies will you share first? What barriers will teachers face in embracing these literacy practices? How can you design training and supports to eliminate those barriers? What are YOUR needs? Regroup with your non-content-specific groups to discuss.
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