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Module 5B for Secondary Teachers 1 FL CCRS ELA & Literacy: Focus on Universal Design for Learning.

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Presentation on theme: "Module 5B for Secondary Teachers 1 FL CCRS ELA & Literacy: Focus on Universal Design for Learning."— Presentation transcript:

1 Module 5B for Secondary Teachers 1 FL CCRS ELA & Literacy: Focus on Universal Design for Learning

2 Professional Development Session Alignment Set 1 – Completed 2013 Governing Board School Leaders Module 6 FL CCRS Math Teachers FL CCRS Math FL CCRS Math Leadership Teams Session 2 Session 2 Session 1 Session 1 FL CCRS ELA FL CCRS ELA Data Use FL CCRS ELA Math Data Use 2

3 Professional Development Session Alignment Set 2 - Will be offered throughout 2013-2014 Governing Board School Leaders Module 5 FL CCRS ELA Module 6 FL CCRS Math Module 7 ELA & Data Use Module 8 Math & Data Use Teachers FL CCRS Math FL CCRS Math Leadership Teams Session 4 Session 4 Session 3 Session 3 FL CCRS ELA FL CCRS ELA Data Use Assessment Data Analysis VAM Data Analysis VAM FL CCRS Data & ELA Data & ELA Data & Math Data & Math Session 5 Session 5 Session 6 Session 6 3

4 Module 2 FL CCRS ELA Module 1 Data Use Module 3 FL CCRS Math Module 4 Data Use Module 5 FL CCRS ELA Module 6 Florida FL CCRS Math Module 7 ELA & Data Use Module 8 Math & Data Use You Are Here Module 5 FL CCRS ELA Module 5 FL CCRS ELA Module 2 FL CCRS ELA Module 2 FL CCRS ELA 4

5 5 8 Components of Full Florida College and Career Ready Standards Implementation

6 Travel Notes Mileage to/from the trainings will be reimbursed to the school at $.445/mile (documentation with map and mileage required) Parking and tolls will also be reimbursed with receipt Reimbursement is limited to two cars per school Forms and directions to request reimbursement are available under “Resources” on www.flchartercommoncore.org There are specific instructions included with the form to help fill it out correctly Reimbursements for substitutes are NOT an eligible expense 6

7 Module 5B Outcomes Assess understanding of the instructional shifts, aligned instructional practices, and Universal Design for Learning Share experiences with developing and delivering FL CCRS lessons Examine lessons that teacher leaders have developed and delivered using the EQuIP Rubric and lesson planning process Examine UDL supports to lessons aligned with the three instructional shifts Collaborate on possible UDL supports to FL CCRS-ELA & Literacy aligned lessons Identify relevant resources for implementation and strengthen the peer support network 7

8 Today’s Agenda Welcome and Introductions Pre-Assessment Review of K-5 FL CCRS-ELA & Literacy Shifts and Sharing of FL CCRS-Aligned Lessons Universal Design for Learning and FL CCRS Instructional Practices Lunch Universal Design for Learning and FL CCRS Instructional Practices (continued) Post-Assessment and Wrap Up 8

9 Pre-Assessment Introductory Activity 9 Guide Page 5

10 Florida College & Career Ready Standards- ELA & Literacy Instructional Shifts Section 1 10

11 Three Instructional Shifts for FL CCRS-ELA & Literacy 11 Building knowledge through content-rich nonfiction Reading, writing, and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language

12 Instructional Shift #1: Building Knowledge Through Content-Rich Text 12 1. Balance of Literature & Informational Text (NAEP 2009) 4th: 50% literary, 50%informational 8th: 45% literary, 55% informational 12th: 30% literary, 70% informational 2. Texts worth reading to provoke critical thinking

13 Instructional Shift #2: Reading, Writing, and Speaking Grounded in Evidence 13 1. Reading like a careful writer 2. Using evidence to support a point of view 3. Purposeful writing to explain, persuade, and narrate 4. Presentation of knowledge and ideas

14 Instructional Shift #3: Regular Practice with Complex Text and Its Academic Language 14 Reading Standard 10: Read and comprehend complex literary and informational text independently Reading Standard 4: Interpret words and phrases Language Standards 4-6: Determine the meaning of vocabulary and acquire/use academic and domain- specific vocabulary; attention to text structure and syntax

15 How Do You See the 3 Shifts Changing What Teachers do For:, Goal: Improved student proficiency on grade level outcomes & readiness for college and careers. 15 instructional practices student practices lesson design

16 Activity 1: Share FL CCRS-ELA Aligned Lessons 16 Share FL CCRS-ELA Aligned Lessons 1.In table groups of 6-8, 9-10, & 11-12 teacher leaders, share your experiences developing and delivering FL CCRS-ELA aligned lessons that specify: 1.Text selection 2.FL CCRS-ELA 3.Key ideas and understandings 4.Text-dependent questions 5.Targeted academic language Reflect on positive outcomes and any challenges. 2.Colleagues use the EQuIP Rubric to provide feedback on alignment relative to the standards and instructional shifts. Guide Pages 7-8

17 Universal Design for Learning Section 2 17

18 Raise Your Hand If 1.You have heard of UDL 2.You have used UDL practices 18

19 19 The BIG Question from Reading Standard 10: How do we help all students become independent and proficient readers (and writers) of complex text?

20 Universal Design for Learning Diminishing Barriers to Learning “Barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.” Teaching Every Student in the Digital Age, p. v CAST (Center for Applied Special Technology ) 20

21 What is Universal Design for Learning? 21 UDL Principles and Practices National Center on UDL Discussion Prompts What is the main purpose of UDL? Why do you think multiple means of representation, expression, and engagement may help students be successful and thwart barriers to learning? What do the terms “universal,” “design,” and “learning” refer to in the learning process?

22 Universal Design for Learning To be fair, we will all take the same assessment on ‘How to Climb a Tree’, now, please show me what you have learned… 22 Retrieved from: http://scholasticadministrator.typepad.com/thisweekined ucation/2012/08/cartoons-climb-that-tree.html#tp

23 Let’s Take A Break… 23 Be back in 15 minutes…

24 Which Classrooms Incorporate UDL Supports?

25 Provide Multiple Means of Representation Principle I What Provide Multiple Means of Action and Expression Principle II How Provide Multiple Means of Engagement Principle III Why 25 Universal Design for Learning Three Principles

26 The Learning Brain and UDL Guidelines the “what” of learning Multiple means of representation the “how” of learning Multiple means of action and expression the “why” of learning Multiple means of engagement Retrieved from: http://www.cast.org/udl/index.html 26

27 Universal Design for Learning: Three Principles Students have: Options for how they learn Options for how they demonstrate their learning Options which will engage and increase interest Teachers provide multiple: Ways of representing and presenting lesson content Methods of expression and assessment Options for student engagement 27

28 UDL Framework 28 Provide Representation Expression Engagement Access to Instruction PerceptionPhysical ActionRecruiting Interest Guided Practice and Support Language, Mathematical Expressions, and Symbols Expression and Communication Sustaining Effort and Persistence Independent Practice ComprehensionExecutive Function Self-regulation Guide Pages 10-12

29 Multiple Means of Representation How can I make certain: new concepts and key information are equally perceived and accessible by all students? (display, visual, auditory, manipulative, hands-on) my students will understand and will be able to generalize and transfer this information? (multiple illustrations, patterns, organizing information ) 29

30 Designing Lessons to Address Means of Representation – Assistive technology – Offer text-to-speech, video, or audio support – Provide vocabulary support – Highlight critical features & main ideas – Use colors, large font size, underlining – Word Sorts – Analytic Graphic Organizers 30

31 View UDL Book Editions 31 Text-to-speech, highlight, dictionary, encyclopedia links, and translations English to Spanish

32 REPRESENTATION Key vocabulary study guide in a table using images 32

33 Multiple Means of Expression Have I provided: materials and resources with which all students can interact, navigate, and express what they know? alternative modalities for expression to allow all students the opportunity to express their knowledge, ideas, and concepts in various ways? 33

34 Designing Lessons to Address Means of Expression – Students show what they know - voice recording, graphic displays, performance – Models, charts, graphs, posters – Supports such as story starters, guided outlines, etc. – Assistive technology – Coding the Text – 34

35 Microsoft Photo Story3, also consider www.Prezi.com Microsoft-photo-story.en.softonic.com 35

36 Multiple Means of Engagement Have I provided: alternative ways to increase student interest, ways that may help motivate them to want to learn more? options for students who differ in motivation and self- regulation skills? 36

37 Designing Lessons to Address Means of Engagement – Vary levels of challenge and support to prevent frustration or boredom – Tie work to real-world examples – Where possible, give choices – Teach self-assessment and reflection – Hands-on manipulative – Collaborative work – Multimedia 37

38 View UDL Book Builder 38 Enables students to develop their own digital books and takes them through the research process

39 Online Sources for Multimedia Presentations 39 Achievement.org ACADEMY of ACHIEVEMENTAchievement.org Click on the list of biographies, interviews, downloadable text and videos of over 100 influential people who changed the world. Check out the section “For Teachers” with lessons for grades 6 through 12. AmericanRhetoric.com AmericanRhetoric.com Database of and index to 5000+ full text, audio and video versions of public speeches, sermons, legal proceedings, lectures, debates, interviews, other recorded media events, and a declaration or two.

40 40 Study Guide and Study Strategies www.studygs.net/‎ www.studygs.net/

41 UDL Applies to the Entire Design of a Lesson 41

42 Access to Instruction ( I do)Guided Practice (We do)Independent Practice (You do) UDL Also Applies to Lesson Delivery 42

43 Activity 2: View and Discuss FL CCRS-ELA Aligned Lessons with UDL Supports 43 View and Discuss FL CCRS-ELA Aligned Lessons with UDL Supports 1.View three videos of FL CCRS- ELA aligned lessons with UDL supports. 2.After each video, answer the discussion prompts and share your answers with the table. 3.Use the EQuIP Rubric and the UDL Resources for Learning Framework with Supports for ELA/Literacy Curriculum and Instruction to discuss how these lessons are aligned to FL CCRS- ELA and identify the UDL supports that are in place. Guide Pages 13-16

44 44 Activity 2: View and Discuss FL CCRS-ELA & Literacy Aligned Lessons with UDL Supports VIDEO 1 8th Grade Textual Evidence to Support Opinions8th Grade Textual Evidence to Support Opinions Lesson Objective: Engage in small group discussion before writing FL CCR Standards ELA.RI.8.1, ELA.SL.8.1a, ELA.SL.8.1d Discussion Prompts How are the FL CCRS-ELA shifts evident? What UDL supports are implemented in the lesson? How do students learn to select useful textual evidence? How do collaborative discussions push students' thinking? Guide Page 14

45 45 Activity 2: View and Discuss FL CCRS-ELA & Literacy Aligned Lessons with UDL Supports VIDEO 2 8th Grade Writing Higher Order Questions8th Grade Writing Higher Order Questions Lesson Objective: Students Create Higher Order Questions Discussion Prompts How are the FL CCRS-ELA shifts evident? What UDL supports are implemented in the lesson? How does Ms. Francisco use Bloom's Taxonomy to help students write questions? What can you learn from Ms. Francisco about teaching multiple strategies? Guide Page 15

46 46 Activity 2: View and Discuss FL CCRS-ELA & Literacy Aligned Lessons with UDL Supports VIDEO 3 12th Grade Facilitating Effective Student Discussions12th Grade Facilitating Effective Student Discussions Lesson Objective: Master the art and science of engaging students in rigorous discussion FL CCR Standards ELA.SL.11-12.1a ELA.SL.11-12.1c ELA RI.11.12.1 Discussion Prompts How are the FL CCRS-ELA shifts evident? What UDL supports are implemented in the lesson? How does beginning the lesson with student reflection and a guiding question EQuIP students for the discussion? In what ways did the teacher ensure this to be student-centered, student-led? Guide Page 16

47 Bon Appétit 47

48 FL CCRS-ELA Aligned Instructional Practices with UDL Supports Section 3 48

49 What is the Relationship Between: Three UDL Principles 1.Multiple methods of representation 2.Multiple methods of action and expression 3.Multiple methods of engagement Three Florida College & Career Ready Standards-ELA Shifts 1.Building knowledge through content-rich nonfiction 2.Reading, writing, and speaking grounded in evidence from text, both literary and informational 3.Regular practice with complex text and its academic language 49

50 UDL and College & Career Ready Standards 50 UDL allows teachers to draw on brain research to teach all students to reach Florida College & Career Ready Standards with: appropriate learning goals effective methods, materials accurate and fair ways to assess students' progress

51 51 Instructional Shift 1 Building Knowledge Through Content Rich Text Analytic Graphic Organizers Instructional Shift 2 (a) Close Reading Coding the Text Instructional Shift 2 (b) Writing with Evidence Quote, Question, Response Instructional Shift 3 Complex Text and its Academic Language Word Sort

52 52 Instructional Shift #1: Building Knowledge Through Content-Rich Text Guide Pages 18-20

53 How will this organizer… Address the 3 shifts? Align to the lesson goals? Align to the standards? Increase rigor? Enhance written responses? presentations? Provide evidence-based practices? Analytic Graphic Organizers – Strategy or Worksheet? 53

54 SEQUENCE CONCEPT DEVELOP- MENT COMPARE/ CONTRAST EVALUATION RELATIONAL CATEGORIZE / CLASSIFY How can each of these analytic organizers support reading and writing with evidence 54

55 Characteristics Heavenly bodies revolve around it Life cycle Various temperature, color and size Generate light and heat Can be binary, in clusters or single Definition A massive round heavenly body of hydrogen and helium that produces energy Frayer Model 55 Examples White Dwarf Red Giant Yellow Star Non-Examples Asteroids Moons Planets STARS

56 Frayer Model with Evidence 56 Evidence

57 TEXT 1 Different TEXT 2 Different In Regard to… Evidence Quote BOTHIn Regard to… Evidence Quote Comparing Text 57

58 ORANGES Different APPLES Different In regard to/evidence /quote BOTHIn regard to/evidence /quote OrangeYellow, red, or green ColorCan make juicePurpose Course and thickSmooth and thin PeelUsed in cooking/baking Purpose In sectionsNot in sectionsInternal composition Fruit – grow on trees Classification Light seedsDark seedsSeedsHealthyNutritional benefits Tropical/SubtropicalNorthern climate Where they grow SweetTaste Comparing Text Example 58

59 Three Column Organizers 59 Pro Con Evidence Windmills are self - sufficient Environment friendly Renewable energy Need strong steady winds Birds could be hurt Noise pollution Takes energy to build, maintain, and transport Question AnswerEvidence Guide Pages 18-20

60 Instructional Shift #2: Reading, Writing, and Speaking Grounded in Evidence 60 Guide Pages 21-24

61 Coding the Text/Comprehension Monitoring 61 Directions 1. Choose 2–3 codes that support the purpose of the reading 2. Model the practice, using an overhead or whiteboard 3. Conduct a Think-Aloud, mark the text so students witness the meta-cognitive process 4. Review the codes and have students code their reactions on the page margins, lined paper inserts, or sticky notes

62 Sample Coding – Use 2 or 3 Codes at a Time ! Interesting ? Don’t understand/ + New Information * I know this information → Important ! Interesting ? Don’t understand/ + New Information * I know this information → Important X I disagree √ I agree P This is a problem S Here is a solution C Claim E Evidence X I disagree √ I agree P This is a problem S Here is a solution C Claim E Evidence 62 Have question

63 Quote, Question, Response (QQR) 63 Builds comprehension after first reading or second reading 1.Provide criteria for selecting quotes 2. Students write a quote or excerpt in the “Quote” column 3. Students pose 2-3 questions that each quote or excerpt raises for them in the “Questions” column 4. Students write a response to the quote in “Response” column based on evidence from sources within and/or outside of the text College & Career Ready Standards State Standards-Aligned Instructional Practices from Thinkquiry Toolkits 1 and 2

64 64 College & Career Ready Standards State Standards-Aligned Instructional Practices from Thinkquiry Toolkits 1 and 2 Quote, Question, Response Template Guide Pages 21-24

65 Instructional Shift #3: Regular Practice with Complex Text and Its Academic Language 65 Guide Pages 25-26

66 WORD SORTS “Research indicates that classifying activities helps students better understand content and helps them to see content and words in different ways.” (Ripoll, 1999) 66

67 WORD SORTS 67 1.Provide vocabulary words for students to copy onto cards or sticky notes 2.Pairs or groups place words into categories a. teacher provides categories (closed sort) or b. students generate the categories (open sort) 3.Pairs or group share their a. reasoning and evidence b. why they sorted the vocabulary in a particular way 4. Students state the evidence for placing that word into the category 5. Use the word sort to write about the concept

68 Two Types of Word Sorts Closed Teacher determines categories Open Students determine categories 68

69 Closed Word Sort Word Bank: diplomatic, explorer, merchant, navigator, exotic, porcelain, convincing Words that describe Marco Polo Words that describe traded items Words that describe Kublai Khan Word Evidence 69 Guide Pages 26-27

70 How would you sort these words about marine life? algaebiodiversitycoral reef blue whalephotosynthesis plankton sheltersting raykelp dolphinsharkmanatee 70 Open Word Sort Guide Pages 25-26

71 71 Activity 3, Part 1: FL CCRS-ELA & Literacy Aligned Instructional Strategies FL CCRS-ELA & Literacy Aligned Instructional Strategies 1.Working in grade level groups of four, each person will choose one of the instructional strategies that align to FL CCRS-ELA & Literacy shifts and demonstrate UDL Practices. 2.Individually, answer the discussion prompts on page 29-30 for your assigned strategy then share your answers with your group. 3.Using the grade level texts on pages 31-35, create one AGO, one Word Sort, one QQR and a list of codes for the text. 4.Write the title of your text at the top of a sheet of chart paper then use a marker to divide the paper into four sections. Place a sample illustration of each of the above strategies your group created in each box. 5.Share your ideas and strategies with another group that used the same text then hang your work on the wall. Participants may walk the room looking at the posted work. Guide Pages 28-35

72 Activity 3, Part 2: Plan a FL CCRS-ELA & Literacy Aligned Lesson with UDL Supports 72 Plan a FL CCRS-ELA & Literacy Aligned Lesson with UDL Supports 1.Teacher leader pairs choose and read a sample grade level text. 2.Use the Lesson Planning Template to create a lesson using an instructional strategy and UDL supports. 3.Review the lesson using the EQuIP Rubric. 4.Answer the following discussion prompts: What makes this an appropriately complex text for your grade level? Why did you choose this strategy for this text? What UDL supports might make this lesson more accessible to a wider range of student learning needs? 5.Share your ideas and discussion questions with another pair that teach a similar grade level Guide Pages 36-39

73 Next Steps 73

74 NEXT STEPS - Homework for Module 7B Bring with you… 74 1.A completed lesson using the specified components of the lesson template including: a.Grade, lesson title, standards b.Text-dependent questions, academic language targets c.Additional instructional strategy and UDL supports d.Formative assessment, if any 2.Text or text sets upon which you based your lesson(s). 3.EQuIP Rubric documentation of alignment. 4.Samples of student work for the lesson. You will use these in 7B when we discuss classroom assessment. Guide Pages 41-42

75 Lesson Planning Resources 75 1. Lesson Planning Template and Essential Questions 4. Instructional Strategies 2. UDL Resources for Learning Framework with Supports for ELA/Literacy Curriculum and Instruction 5. Anthology Alignment Project 3. EQuIP Rubric 6. Websites Achieve the Core Engage NY America Achieves FCRR

76 Revised FL CCRS-aligned lessons for common anthologies Grades 6-10 Use existing materials Quality text-dependent questions Focus on academic vocabulary Writing tasks focused on text contents Each lesson authored, edited, and reviewed by a team of teachers See http://www.edmodo.com for more informationhttp://www.edmodo.com Anthology Alignment Project 76

77 Don’t Forget Your Resources… 77 cpalms.org/project/cpalmscharter.aspx http://www.flcharterccrstandards.org

78 Closing Activities 78

79 Module 5B Outcomes Assessed understanding of the instructional shifts, aligned instructional practices, and Universal Design for Learning Shared experiences with developing and delivering FL CCRS lessons Examined lessons that teacher leaders have developed and delivered using the EQuIP Rubric and process Examined UDL supports to lessons aligned with the three instructional shifts Collaborated on possible UDL supports to FL CCRS-ELA & Literacy aligned lessons Identified relevant resources for implementation and strengthened the peer support network 79

80 Post -Assessment and Session Evaluation 80 Where Are You Now? Assessing Your Learning Guide Page 44

81 Thanks and see you next time! 81

82


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