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Universal Access

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Universal Access

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    1. Universal Access Using your Flip Charts

    2. Universal Access 3 components: Teacher-led, skill based small groups (guided reading) Independent Activities Literacy Workstations (“The Flip Charts”)

    3. Literacy Workstations = Flip Charts 4 flip charts Reading Word Study/Phonics Writing Content Area (Science/Social Studies)

    4. Where can I find them all? In your Unit 3 TE: Week 1 p.6j&k Week 2 p.36j&k Week 3 p.66j&k Week 4 p.82j&k Week 5 p.116j&k

    5. Flip Chart Organization and Management

    6. Workstations can be... permanent classroom fixtures, or portable!

    7. Permanent Centers Each flip chart and it’s materials have a designated space in your room. Making it work for you:

    8. Portable Workstations Charts and materials are moved to where the students can work best. Making it work for you:

    9. Must Do/ May Do Students are given a check off list of activities to be completed on a daily or weekly basis. Flip charts can be used as a must do activity or as a may do activity. Students work to their ability level. Use rubrics to set the number of activities expected to be completed.

    10. Implementation Ideas

    11. Phase 1 Whole Group Modeling Discuss the expectations and procedures for the universal access period. Introduce independent activities. Begin introducing literacy workstations. (However it works best in your classroom!) Start with activities that can be routine and once practiced you will not need to revisit often. Teacher monitors during practice and debriefs whole group after the universal access period. Routines will help them become independent.

    12. Phase 2 Small Group/Independent Model expectations and procedures for small group/independent work. Set clear expectations for transitions from one activity to another. (PRACTICE!!!) Teacher “secretively” monitors as students work independently or as a small group. Debrief after each work period. (What went right and what needs to get better?)

    13. Phase 3 Independent/Partner Checks Continue to practice independent/small group work. Model how to check work with a partner. Discuss how to help without giving answers or doing it for them. Teacher monitors the partner checks and calls certain partners needing additional instruction or practice.

    14. Phase 4 Full Implementation Independent practice and literacy workstations are fully implemented. Teacher is able to begin pulling teacher-led, skill based small groups. Continue to review expectations and procedures at the beginning of each work period. Debrief at the end of the work period.

    16. Keeping It Rolling... Take the time to teach new activities/routines before expecting them to be independent. Go back to phase 1 when introducing. Continue at phase 4 for established routines and slowly include the new activities. Scaffold and integrate the new activity into your full implementation as students are ready.

    17. How can I make this work for me?

    18. Let’s Dive In!!!

    19. Go!!! In your Unit 3 TE: Week 1 p.6j&k Week 2 p.36j&k Week 3 p.66j&k Week 4 p.82j&k Week 5 p.116j&k

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