REMOVING BARRIERS TO LEARNING:

1. REMOVING BARRIERS TO LEARNING: Aligned Literacy, Universal Design for Learning & Cultural Relevancy Gail Ghere, Rebecca Tetlie, Sara Lein Elementary Special Education August 22, 2013

3. Learning Targets I understand the principle of aligned literacy and can analyze whether my students are receiving “multiple scoops” of aligned instruction. I understand the three UDL principles and why they are important for removing barriers and accelerating learning. I understand the importance of cultural relevancy and students seeing themselves in instruction.

4. Turn to a neighbor... Predict our Special Education reading achievementdata for the last five years

10. GROWTH for ALL STUDENTS

11. Universal Design for Learning

12. Universal Design for Learning: UDL at a Glance

13. Personalize Learning: Tailor instruction through UDL

17. Walk- About Choose 3 different partners 90 secondswith each partner What is your definition of each term?

19. Aligned Literacy

24. Pulling it Together: Aligned Literacy, UDL and Cultural Relevancy

25. UDL Principles & Reader’s Workshop

27. Tier 1

33. Tier 1 Literature: Key Ideas and Details CCR ANCHOR STANDARD 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Standards-Based Goal Samples: [who/will do what/criteria/conditions] Grade 1: Maya will verbally retell the story with 3 key details to determine the central messagewhen reading grade level text. Grade 5: Chao will write a summary of the text,accurately quoting at least 2 key details, explaining how they support the main idea after reading grade level text.

34. Tier 1 Videoclip Background Knowledge Strategically partner students to discuss key ideas & details Offer Choice of Retell Tool: podcast, video, graphic Audio option for re-listening Visual Schedule

36. Tier 2

38. Tier 2 Literature: Key Ideas and Details CCR ANCHOR STANDARD 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Standards-Based Goal Samples: [who/will do what/criteria/conditions] Grade 1: Caroline will verbally ask and answer questionsabout key details in the story, including characters, setting and 3 major events when reading instructional level text. Grade 5: Tyrese will verbally provide a summary of the textin 3-5 sentences, including the main idea, quoting at least 2 key details support the main ideas after reading and discussing instructional level text.

39. Tier 2 Pre-teach vocabulary RIVET Use Fotobabble app/website to record a short story summary or prediction Graphic Organizer by student to capture main idea and details Teacher models retelling using pictures from the story Inspiration software to show main & details

40. Tier 3

42. Literature: Key Ideas and Details CCR ANCHOR STANDARD 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Standards-Based Goal Samples: [who/will do what/criteria/conditions] Grade 1: Eddie will orally identify the main idea of the text by selecting appropriate picture cards that corresponds to the main idea of the story by eye gaze or with a communication device and verbally describe 2 key details with the use of a communication deviceafter listening to a read aloud. Tier 3 Grade 5: Latasha will verbally summarizethe main idea and 3 key detailsafter watching and discussing a short video clip at her instructional level.

43. Tier 3 Order story pictures in correct sequence to retell the story Use character story cut-outs or puppets to retell the story Choose character card to display when that character acts in the story Use Storykit app with story photos to practice retelling a story Pictured option of details with student to write summary Choose a costume of a story character to retell the story

45. My Commitment To enhance student engagement and achievement through Aligned Literacy and UDL, I will _________________________ _______________________________________________.