Universally Designed Universally Designed Literacy Programs Literacy Programs in the Elementary in the Elementary

Classroom…Classroom…

Universally Designed Universally Designed Literacy Programs Literacy Programs in the Elementary in the Elementary

Classroom…Classroom…

Kerri Steel Errington ElementaryLearning Resource Teacher/VP School District 69 (Qualicum)ksteel@sd69.bc.ca Vancouver Island, B.C.

Learning Intentions:

•To explore the principles of Universal Design for Learning (UDL) as a foundation for planning literacy programs in elementary classrooms.

•To develop an understanding of how the Principles of Universal Design for Learning (UDL) can be incorporated into the daily fabric of literacy programs in elementary classrooms.

What do you hope to take away from this morning’s conversation?

Unviversal Design For Learning

Multiple Means of

Engagement

Multiple Means of

Representation

Multiple Means of

Expression

AffectiveNetworks(the why of learning)

Strategic Networks(the how of learning)

Recognition Networks(the what of learning)

http://lessonbuilder.cast.org/window.php?src=videos

UDL in Practice:

• Apply the three principles to the four pillars of curriculum: educational goals, materials, methods, and assessments.

• This ensures all three brain networks are engaged at the same time to optimize learning and accurate assessment!

Retrieved from: www.cast.org

Your Brain Networks at work….

http://www.cast.org/teachingeverystudent/tools/main.cfm?t_id=10

Instructional Goals

• Traditional: The means for accomplishing the goals are interwoven into the instructional goal

• UDL: The means for attaining the goals are individualized through flexible instructional design.

Retrieved from: www.cast.org

Instructional Materials• Traditional:

The materials are mostly print; everyone gets the same materials

• UDL: Use a variety of levels of printed text, digital, video, audio materials etc. (no tech, low tech and high tech).

Retrieved from: www.cast.org

UDL puts STUDENTS in the driver’s seat…..

Take a minute to think about what UDL structures you are already using…

…or places you see them fitting in.

Share your thinking with your elbow partner.

Ontario Language Curriculum

The Underlying Principles argue that successful language learners:

• understand that language learning is a necessary, life-enhancing, reflective process;• make meaningful connections between themselves, what they encounter in texts,

and the world around them;• think critically;• understand that all texts advance a particular point of view that must be recognized,

questioned, assessed, and evaluated;• appreciate the cultural impact and aesthetic power of texts;• use language to interact and connect with individuals and communities

• communicate – that is, read, listen, view, speak, write, and represent – effectively and with confidence;

Reading & Viewing

Multiple Means of Representation Multiple Means of

Engagement

Multiple Means of Expression

•Explore the text before starting•Consider Video support or a recording for all•A/B partner talk•Vocabulary support•Oral rehearsal•Graphic organizers

•Write on an organizer•Draw on an organizer•Make a poster•Talk about it •Do a “regular” report•Make a powerpoint•Try a digital organizer•Celebrate!

What is already “UDL Reading” in your classroom?

Share with an elbow partner…..

Goal Setting• Spend time looking over performance standards, learning outcomes.•Have students hi-light for themselves where they are and where they’d like to go next.•Build your next steps after the personal goals they’ve set for themselves…

...when they ask the questions, they’re more likely to work harder to find the answers

Inquiry and Collaboration

• Give them choices in terms of:

•Topics•Formats•Places to sit and read•People to talk with•Products and purposes

...when they have options, they’re more likely to work harder to find the answers

Ask a big question…..some call this an Inquiry Question….and then

Reading For A Purpose

Time To Read

A look around the room reveals:

•Kids sitting alone with books….and post-its, or pencils, or organizers, or at computers with a microphone

•Kids sitting with a book and a friend•Kids listening to mp3•Kids listening to audio or accessible books at a computer

The Adult(s) circulate to:•Ask questions, encourage inferences, encourage connections•Reflect on goals•Prompt deep thinking and recording of ideas

Some examples from the classroom…..

After Reading

On your own or with a neighbour, take a few minutes to define the roles of teacher and student using aUDL/Inquiry framework for exploring reading.

After Reading

After Reading

Now, see if you can create a Job Title for these roles.

After Reading

Time To Reflect

With a laminated Venn Diagram because

“it’s easier than going on the computer because you can’t connect with each other on the same page on the computer”

Tyson, gr. 5

“we can think together and help each other if we get stuck” Cole, gr. 4

I like responding….

With a web in Kidspiration because

“I can see how things happened. You can put information in bubbles. It’s easier than having to use big long sentences.” Cora, gr. 5

With a Venn Diagram in Kidspiration because

“I like putting stuff on the computer. You can copy paste it. You can move it if you need a new spot.”

Kylie, gr. 4

If it’s Internet research you need…and the text

is too difficult…

Click, Speak!

Kurzweil

Word Talk

Before we move on…..

…..what does all of this “boil down to” for you?

Writing and Representing

Multiple Means of Representation Multiple Means of

Engagement

Multiple Means of Expression

•Use a model•A/B partner talk•Vocabulary support•Oral rehearsal•Graphic organizer

•Show it•Read it•Display it•Hear it•Quietly hand it in•Celebrate!

What is already “UDL Writing” in your classroom?

Share with an elbow partner…..

Goal Setting• Spend time looking over performance standards, learning outcomes.•Have students hi-light for themselves where they are and where they’d like to go next.•Build your next steps after the personal goals they’ve set for themselves…

...when they ask the questions, they’re more likely to work harder to find the answers

Six-Traits Writing

Image from: http://www.writingfix.com/images/6Traits/Traits.png

Have I chosen a good idea?

Is my idea clear?

Did I make it interesting?

Do I have enough

information?

4 It’s hooked us It’s personal There’s

something different and special

We know the topic.

Everything is about the topic.

It shows experiences.

Details tell about the main idea.

You want to keep reading.

Lots of feelings, actions and senses.

You can understand the whole story.

There are lots of examples and explanations.

3 Parts are

exciting. You care about

the story.

It sticks to the topic, but parts are hard to follow.

It has feelings, 5 senses, actions.

Ideas are about the same thing.

You can understand it.

A little more information would really be nice.

2 There is a story

problem. Some of it is

exciting, some of it is boring.

A little bit of it makes sense, parts are confusing.

The idea changes part way through.

A little bit of detail, but it needs more.

You’re left with questions.

A little bit of information.

You can read it if you have to, but it’s not really detailed.

1

It’s really, really short.

There’s nothing personal.

It’s boring.

It doesn’t make sense.

There are no details or explanations.

The characters don’t have names.

There’s not enough action.

It’s lame. It doesn’t really tell

you anything.

Day 1

A “Talk-About”•Read the story•Notice interesting things about the book•Start thinking about a possible character/plot

Day 2

Collect some Vocabulary, start working on a plan.•Re-read the story•Deliberately collect interesting things from the book•Continue the “talk-about” of ideas for personal stories

Day 3

Make yourself a plan from the model.•Re-read (or view….) the story•Use an organizer to start planning a sequence of events•Continue the “talk-about” of ideas for personal stories

(or Represent)

Time to Write

Regarding “Multiple Means of

Engagement…”

“I like Kurzweil because it has word prediction to help me figure out what to say. Word banks and organizers help because the words are in them so I don’t mess up how to spell. Organizers help me so I see where I do things. It keeps it organized.”

James, gr. 4

Regarding “Multiple Means of

Engagement…”

“Having words on paper didn’t really help. I like Clicker 5 because the words can help you out when you get stumped. It talks after you type.“

Josh, gr. 4

Regarding “Multiple Means of

Engagement…”

“I like the Writer because it begins a story with“One day.” I like that I have privacy and no one can look at it.”

Shannon, gr. 4

Regarding “Multiple Means of

Engagement…”

“I made a poster because I’m ok at computers but it’s not really for me.”

Liam, gr. 6

Regarding “Multiple Means of

Engagement…”

“ I did a speech because I can’t move around when I’m speaking with a PowerPoint and I like to use my hands and stuff.”

Jordanne, gr. 6

Some students comment on writing….

The Stinky Cheese Man(and our fairly ** tales)

1. We read a bunch of the tales and collected information about the “tricks” Sceiszka used in the stories.

2. We read a bunch of “regular” fairy tales and made comparisons.

3. We chose a strategy to collect thoughts about our own writing.

4. We wrote our stories…

Stinky cheese man story samples….

Microsoft Word

Cartoon-Style

Handwritten

Kidspiration

Kurzweil

kerristeel.edublogs.org

For more information:

When the classroom and Smart Centre team together:

Three Big Ideas

“I like Start to Finish because I can listen to it. I’m calm. If I look at the book I will know what I am reading and it will help me”

Dustin, gr. 4

“I like listening to an mp3 because I can get comfortable and I don’t have to worry about where I am in the book.”

Kairos, gr. 5

“My students enjoy watching these stories and they are engaged as soon as they login. The autistic kids really respond well to the visuals, and some of my struggling readers are exploring things they wouldn’t otherwise consider..”

Sara, gr. 5 teacher