2. Common Core Georgia Performance Standards Universal Design for Learning, Part 2 Cynde Snider, PhD, NBCT Program Specialist, Georgia Department of Education

3. How can I incorporate UDL principles to scaffold instruction and build student self-efficacy and independence?

4. UDL Principles CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA: Author.

5. Preassessment —Part 2, Handout #1

6. Preassessment Example

7. Learning Targets 1.I can scaffold a text to provide multiple means of representation. 2.I can apply the principles of UDL to engage students and develop their self-efficacy skills.

8. Why Literacy?

9. 2011 NAEP Scores

11. 11 th Grade [1215L-1355L] US History Class

12. How can I use the principles of UDL to scaffold a text to make it more accessible to the diverse learners in my classroom?

13. Scaffolding a Math Problem

14. UDL Principles CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA: Author.

15. Scaffolding an Informational Text

16. UDL Principles CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA: Author.

17. Learning Targets 1.I can scaffold a text to provide multiple means of representation.

18. What can I do to improve adolescent literacy and develop independent learners in my classroom?

19. Improving Adolescent Literacy Evidence-Based Practice Recommendations for Improving Adolescent Literacy RecommendationLevel of Evidence Provide explicit vocabulary instruction. Strong Provide direct and explicit comprehension strategy instruction. Strong Provide opportunities for extended discussion of text meaning and interpretation. Moderate Increase student motivation and engagement in literacy learning. Moderate Make available intensive and individualized interventions for struggling readers that can be provided by trained specialists. Strong Source: Kamil, et al. (2008)

20. What does direct and explicit strategy instruction look like?

21. COMMON CORE UNIT: A Close Reading of Lincoln’s Gettysburg Address UNIT SUMMARY This unit has been developed to guide students and instructors in a close reading of Lincoln’s “Gettysburg Address.” The activities and actions described below follow a carefully developed set of steps that assist students in increasing their familiarity and understanding of Lincoln’s speech through a series of text dependent tasks and questions that ultimately develop college and career ready skills identified in the Common Core State Standards. This unit can be broken down into three sections of instruction and reflection on the part of students and their teachers, which is followed by additional activities, some designed for history/social studies and some for ELA classrooms. Source: Achieve the Core, Student Achievement Partners http://www.achievethecore.org/steal-these-tools/close-reading-exemplars

22. COMMON CORE UNIT: A Close Reading of Lincoln’s Gettysburg Address 3. Students translate the text of the first paragraph into their own words in one or more sentences. This is the second independent activity, in which students attempt to understand on their own the first paragraph. The aim here for students is not to summarize, but to paraphrase, to put it in their own words. Students should write no more than a couple of sentences. In order for students to accomplish a task like this successfully, they will need practice in focusing and writing independently. The aim is not to have them ask questions but do what they can on their own. Source: Achieve the Core, Student Achievement Partners http://www.achievethecore.org/steal-these-tools/close-reading-exemplars http://www.achievethecore.org/steal-these-tools/close-reading-exemplars

23. COMMON CORE UNIT: A Close Reading of Lincoln’s Gettysburg Address President Abraham Lincoln’s Speech The Gettysburg Address, 1863 Paragraph 1 Four score 1 and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. 1 score: twenty Source: Achieve the Core, Student Achievement Partners http://www.achievethecore.org/steal-these-tools/close-reading-exemplars http://www.achievethecore.org/steal-these-tools/close-reading-exemplars

24. Strategy Instruction: Paraphrasing 1.Teacher models the strategy. 2.Teacher guides whole class through a second example, and then students practice in small groups with more examples and teacher works with groups as needed. 3.Individual students practice independently with additional examples; teacher provides feedback.

25. Strategy Instruction: Paraphrasing Modeling the Strategy Of all the enemies to public liberty, war is, perhaps, the most to be dreaded because it comprises and develops the germ of every other. Source: Maddow, R. (2012). Drift. New York: Chrome.

26. Strategy Instruction: Paraphrasing Modeling the Strategy 1.The words in this sentence are in a funny order; it’s definitely not an SVO sentence—I need to reorganize the ideas so that this makes sense to me. 2.Let’s see. War is the subject... 3.Okay, now I need to put it in my own words and style. 4.I can’t look at it when I try to do this because if I do I have a tendency to word slot or just replace a word or two with synonyms and that’s not my own words and style. So, I’m going to turn the page over and write my paraphrase on the back.

27. Strategy Instruction: Paraphrasing Modeling the Strategy War may be the most dangerous threat to our freedom because every other threat to our freedom is either a part of war itself or an effect of war.

28. Strategy Instruction: Paraphrasing 1.Teacher models the strategy. 2.Teacher guides whole class through a second example, and then students practice in small groups with more examples and teacher works with groups as needed. 3.Individual students practice independently with additional examples; teacher provides feedback. Meaningful homework

29. Learning Targets 1.I can scaffold a text to provide multiple means of representation. 2.I can apply the principles of UDL to engage students and develop their self-efficacy skills.

30. Post Assessment —Part 2, Handout #1

31. Resources Achieve the Core, Student Achievement Partners http://www.achievethecore.org/steal-these-tools/close-reading-exemplars Gradual Release of Responsibility Model http://www.cornerstoneliteracy.org/newsletter- archive/revisiting-the-gradual-release-of-responsibility-modelhttp://www.cornerstoneliteracy.org/newsletter- archive/revisiting-the-gradual-release-of-responsibility-model Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger T., & Torgensen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=8.http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=8 NAEP Scores http://nationsreportcard.gov/reading_2011/http://nationsreportcard.gov/reading_2011/

33. Cynde Snider Program Specialist Georgia Department of Education csnider@doe.k12.ga.us 404-657-9971 csnider@doe.k12.ga.us If you have questions, feel free to contact :