Module 5A for Elementary

Teachers

Florida Standards for ELA & Literacy: Focus on Universal

Design for Learning

2

Professional Development Session Alignment

Set 1Governing Board

School Leaders Module 3PARCC

Module 6 Florida Standards Math Module 7

ELA & Data Use

Teachers Math

Leadership Teams Session 2

Session1

ELAData Use

Data Use ELA Math

Data Use

3

Professional Development Session Alignment

Set 2Governing Board

School Leaders

Module 5 Florida Standards ELA

Module 6 Florida Standards Math Module 7

ELA & Data Use

Module 8 Math & Data Use

Teachers Math

Leadership Teams

Session 4

Session3

ELAData Use

AssessmentsData

AnalysisVAM

Florida Standards

Data &ELA

Data &Math

Session 5

Session 6

4

Module 2FL CCRS

ELA

Module 1 Data Use

Module 3Math

Module 4 Data Use

Module 5 FL CCRS

ELA

Module 6 Math

Module 7 ELA & Data

Use

Module 8Math &

Data Use

You Are Here

Module 5ELA

Module 2ELA

5

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8 Components of Full Florida Standards Implementation

Module 5A Outcomes

• Assess understanding of the instructional shifts, aligned instructional practices, and Universal Design for Learning

• Share experiences with developing and delivering Florida Standards aligned 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 Florida Standards for ELA & Literacy aligned lessons

• Identify relevant resources for implementation and strengthen the peer support network

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Today’s Agenda

• Welcome and Introductions• Pre-Assessment• Review of Florida Standards for ELA & Literacy

Shifts and Sharing of Florida Standards-Aligned Lessons

• Universal Design for Learning and Florida Standards Instructional Practices• Lunch• Universal Design for Learning and Florida

Standards Instructional Practices (continued)• Post-Assessment and Wrap Up

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Pre-Assessment

Introductory Activity

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Guide Page

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Florida Standards for ELA & Literacy

Instructional Shifts

Section 1

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Three Instructional Shifts for ELA & Literacy

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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

Instructional Shift #1: Building Knowledge Through Content-Rich Text

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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

Instructional Shift #2: Reading, Writing, and Speaking Grounded in Evidence

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1. Reading like a careful writer2. Using evidence to support a point of view3. Purposeful writing to explain, persuade, and narrate4. Presentation of knowledge and ideas

Instructional Shift #3: Regular Practice with Complex Text and Its Academic Language

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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

How Will the 3 Shifts Impact:

Goal: Improved student proficiency on grade level outcomes & readiness for college and careers

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instructional practices

student practices

lesson design

Discuss the impact with your team. Create and fill out one sentence strip with reflections on changes to lesson design, a second strip with changes to instructional practices, and a third strip with changes to student practices.

Activity 1: Sharing Florida Standards for ELA & Literacy Aligned Lessons

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Sharing Florida Standards for ELA & Literacy Aligned Lessons

1. In table groups of K-1, 2-3, & 4-5 teacher leaders, share your experiences developing and delivering Florida Standards for ELA & Literacy aligned lessons that specify:

1. Text selection2. Florida Standards for ELA & Literacy3. Key ideas and understandings4. Text-dependent questions5. Targeted academic language

Reflect on positive outcomes and any challenges.

2. Colleagues use the EQuIP Rubrics to provide feedback on alignment relative to the standards and instructional shifts.

Guide Pages

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Universal Design for Learning (UDL)

Section 2

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Raise Your Hand If…

1. You have heard of UDL2. You have used UDL

practices

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The BIG Question from Reading Standard 10:

How do we help all students becomeindependent and proficient readers (and writers) of complex text?

Universal Design for LearningDiminishing 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. vCAST (Center for Applied Special Technology)

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What is Universal Design for Learning?

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UDL Principles and Practices

National Center on UDL

View the Video

Discussion Prompts• What is the main purpose of UDL?

• Why do you think multiple means of representation, expression, and engagement may help more students be successful and thwart barriers to learning?

• What do the terms “universal,” “design,” and “learning” refer to in the learning process?

Universal Design for LearningTo be fair, we will all take the same assessment on

‘How to Climb a Tree’, now, please show me what you

have learned…

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Retrieved from: http://scholasticadministrator.typepad.com/thisweekineducation/2012/08/cartoons-climb-that-tree.html#tp

Let’s Take A Break…

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Be back in 15 minutes…

Which Classrooms Incorporate UDL Supports?

A B

C D

• Provide Multiple Means of Representation

Principle IWhat

• Provide Multiple Means of Action and Expression

Principle IIHow

• Provide Multiple Means of Engagement

Principle IIIWhy

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Universal Design for Learning Three Principles

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

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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

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Review the UDL Framework in Your Guide

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Provide Representation Expression Engagement

Access to Instruction

Perception Physical Action Recruiting Interest

Guided Practice and Support

Language, Mathematical Expressions, and Symbols

Expression and Communication

Sustaining Effort and Persistence

Independent Practice

Comprehension Executive Function

Self-regulation

GuidePages 10-12

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)

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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

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Ks Text-to-speech, highlight, dictionary, encyclopedia links, and English to Spanish translations

View UDL Book Editions

REPRESENTATION

Key vocabulary study guide in a table using images

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Multiple Means of Expression

Have I provided:

materials and resources with which all students can interact, navigate, and express what they know?

modalities for expression to allow all students the opportunity to express their knowledge, ideas, and concepts in various ways?

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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–

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Microsoft Photo Story3, also consider www.prezi.com

Microsoft-photo-story.en.softonic.com

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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?

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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

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View UDL Book Builder

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Use this site to create, share, publish, and read digital books

UDL Applies to the Entire Design of a Lesson

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Access to Instruction (I do)

Guided Practice (We do)

Independent Practice (You do)

UDL Also Applies to Lesson Delivery

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Activity 2: View and Discuss Florida Standards for ELA & Literacy Aligned Lessons with UDL Supports

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View and Discuss Florida Standards for ELA & Literacy Aligned Lessons with UDL Supports

1. View three videos of Florida Standards for ELA & Literacy aligned lessons with UDL supports.

2. After each video, answer the discussion prompts and share your answers with the table.

3. Use the EQuIP Rubrics and the UDL Resources for Learning Framework with Supports for ELA/Literacy Curriculum and Instruction to discuss how these lessons are aligned to Florida Standards for ELA & Literacy and identify the UDL supports that are in place.

Guide Pages 13-16

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Activity 2: View and Discuss Florida Standards for ELA & Literacy Aligned Lessons with UDL Supports

VIDEO 1 5th Grade Brainstorming of Text Comprehension

Lesson Objective: Engage in small group discussion before writing Florida Standards: LAFS.5.SL.1.1, LAFS.5.RI.1.1

Discussion PromptsWhich Florida Standards for ELA & Literacy shifts are evident?Which UDL supports are implemented in the lesson?How does the teacher meet the needs of English Language Learners? How does this activity prepare students for writing with evidence?

Guide Page

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Activity 2: View and Discuss Florida Standards for ELA & Literacy Aligned Lessons with UDL Supports

VIDEO 2 5th Grade Whole Group Discussion "Text Talk"

Lesson Objective: Engage in large group discussion before writing Florida Standards: LAFS.5.SL.1.1, LAFS.5.RI.1.1

Discussion PromptsWhich Florida Standards for ELA & Literacy shifts are evident?Which UDL supports are implemented in the lesson?How would you describe the questions the teacher asks?Why is it beneficial to engage students in both small and large group discussions before writing?

Guide Page

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Activity 2: View and Discuss Florida Standards for ELA & Literacy Aligned Lessons with UDL Supports

VIDEO 3 5th Grade Independent Writing with Evidence

Lesson Objective: Respond to a text by analyzing an author's viewpoint Florida Standards: LAFS.5.W.1.2, LAFS.5.W.3.9

Discussion Prompts:How are the Florida Standards for ELA & Literacy shifts evident?What UDL supports are implemented in the lesson?What structures does the teacher have in place for differentiation? How does the teacher support English Language Learners and vocabulary development?

Guide Page

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Bon Appétit

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Florida Standards for ELA & Literacy

Aligned Instructional Practices with

UDL Supports

Section 3

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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 Standards for ELA & Literacy 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

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UDL and the Florida Standards

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UDL allows teachers to draw on brain research to teach all students to reach the Florida Standards with:

appropriate learning goals effective methods, materials accurate and fair ways to assess students' progress

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Instructional Shift 1• Building Knowledge Through

Content Rich TextAnalytic Graphic Organizers

Instructional Shift 2 (a)• Close Reading

Coding the Text

Instructional Shift 2 (b)• Writing with EvidenceQuote, Question, Response

Instructional Shift 3• Complex Text and its Academic

LanguageWord Sort

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Instructional Shift #1: Building Knowledge Through Content-Rich Text

Guide Pages 18-20

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?

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SEQUENCECONCEPTDEVELOP-

MENT

COMPARE/CONTRAST

EVALUATION RELATIONALCATEGORIZE

/CLASSIFY

How can each of these analytic organizers support reading and writing with evidence?

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CharacteristicsHeavenly bodies revolve

around itLife cycleVarious temperature,

color and sizeGenerate light and heatCan be binary, in clusters

or single

Definition

A massive round heavenly body of hydrogen and helium that produces energy

Frayer Model

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ExamplesWhite DwarfRed GiantYellow Star

Non-ExamplesAsteroidsMoonsPlanets

STARS

Frayer Model with Evidence

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Evidence Evidence

Evidence Evidence

TEXT 1Different

TEXT 2Different

In Regard to…EvidenceQuote

BOTH In Regard to…EvidenceQuote

Comparing Text

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ORANGESDifferent

APPLESDifferent

In regard to/evidence/quote

BOTH In regard to/evidence/quote

Orange Yellow, red, or green

Color Can make juice Purpose

Course and thick Smooth and thin

Peel Used in cooking/baking

Purpose

In sections Not in sections Internal composition

Fruit – grow on trees

Classification

Light seeds Dark seeds Seeds Healthy Nutritional benefits

Tropical/Subtropical Northern climate

Where they grow

Sweet Taste

Comparing Text Example

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Three Column Organizers

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Pro Con Evidence

Windmills are self -sufficient

Environmentfriendly

Renewable energy

Need strong steady winds

Birds could be hurt

Noise pollution

Takes energy to

build, maintain,

and transport

Question Answer Evidence

Guide Pages18-20

Instructional Shift #2: Reading, Writing, and Speaking Grounded in Evidence

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Guide Pages21-24

Coding Text/Comprehension Monitoring

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Directions1. 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

Grades 3-5 Coding – Use 2 or 3 Codes at a Time

! Interesting

? Don’t understand/have question

+ 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

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Grades K-2 Coding – Use 2 or 3 Codes at a Time

I like this part

? I don’t understand

+ New Information

* I know this information Important

X I disagree √ I agree Different Colored crayons/markers/ pencils for

Alike – Different Cause – Effect Problem – Solution Words that describe…

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Quote, Question, Response (QQR)

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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

Instructional Practices from Thinkquiry Toolkits 1 and 2

63Instructional Practices from Thinkquiry Toolkits 1 and 2

Quote, Question, Response (QQR) Template

Guide Page

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Finding Evidence in Grades K-2: FLIP CHARTS

Question Answer

How I (or we) knowHow I (or we) know

How I (or we) know

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Guide Pages 21-24

Instructional Shift #3: Regular Practice with Complex Text and Its Academic Language

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Guide Pages 25-26

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)

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WORD SORTS

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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 theira) reasoning and evidenceb) 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

Two Types of Word Sorts

ClosedTeacher determinescategories

OpenStudents determinecategories

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Closed Word SortWord 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 Word Evidence Word Evidence

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Guide Pages 26-27

How would you sort these words about marine life? algae biodiversity coral reef

blue whale photosynthesis plankton

shelter sting ray kelp

dolphin shark manatee

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Open Word Sort

Guide Pages 25-

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Activity 3, Part 1: Florida Standards for ELA & Literacy Aligned Instructional StrategiesFlorida Standards for 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 Florida Standards for ELA & Literacy shifts and demonstrate UDL Practices.

2. 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 31-36, 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 28-36

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Activity 3, Part 2: Plan a Florida Standards for ELA & Literacy Aligned Lesson with UDL Supports

Plan a Florida Standards for 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 31-40

Next Steps

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NEXT STEPS - Homework for Module 7ABring with you…

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1. A series of completed lessons using the specified components of the lesson template including:a. Grade, lesson title(s), standardsb. Text-dependent questions, academic language targetsc. Additional instructional strategy and UDL supportsd. Formative assessment, if any

2. The text or text sets upon which you based your lesson(s).3. EQuIP Rubric documentation of alignment.4. Samples of student work from the lessons. You will use these in

7A when we discuss classroom assessment.

Guide Pages 42-43

Lesson Planning Resources

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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. Basal Alignment Project

3. EQuIP Rubric 6. WebsitesCPALMS CharterEngage NYFlorida Center for Reading Research

Core reading lessons aligned with the Florida Standards for ELA & Literacy - Grades 3-5

• Specify key content: big ideas and important understandings• Increase text-dependent questions focused on comprehension of

content• Increase text-dependent questions focused on Tier 2 academic

language• Includes culminating text-based writing task and additional tasks• All major publishers• See http://www.edmodo.com for more information

Basal Alignment Project

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Closing Activities

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Module 5A Outcomes

• Assessed understanding of the instructional shifts, aligned instructional practices, and Universal Design for Learning

• Shared experiences with developing and delivering Florida Standards aligned 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 Florida Standards for ELA & Literacy aligned lessons

• Identified relevant resources for implementation and strengthened the peer support network

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Post-Assessment and Session Evaluation

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Where Are You Now?

Assessing Your Learning

Guide Page

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