UDL to Solve Problems Project

Amber BeagleSPED 644

BackgroundMy fourth grade class is an inclusive classroom with 21 students. We grouped the

students to be heterogeneous to support the Common Core curriculum and allow for flexible grouping. My students have abilities that range from above average readers to students that work below grade level instructionally. I currently have 4 students with IEPs, including one student that also has ESOL needs. In addition, I have 3 students with 504s and 1 student that has ESOL only needs.

A current classroom challenge in my room is meeting the language needs of my ESOL students, as well as one student that benefits from intense modifications to the general education curriculum. One student has parents that do not speak English at home, even though his first language is considered English. The second student came to Maryland this year from Jamaica, but faces challenges with daily vocabulary. The third student has receptive and expressive language needs and is diagnosed with autism.

The barriers that these students face is comprehending and applying daily vocabulary. Two of the students do not take risks to answer questions unless they are called on. The third student is willing to share answers, but is hesitant about her wording and benefits from adults rewording her answers.

Problem Solved

My solution involves providing the students with several supports to increase their confidence with daily language and vocabulary. One goal is for the students to become more confident when given a question or prompt in the classroom. Another goal is for students to utilize several dictionaries to support their everyday learning. For all vocabulary lessons, students will be provided with picture clues.

RepresentationGood to Go!

Change the wording

Give me a brand new question

Checkpoint 2.1: Clarify vocabulary and symbols

Students will use this pinch card on their desks and in small groups. These pinch cards can be used for any student that is struggling to answer questions or prompts, and will not be limited to the 3 students that struggle with everyday vocabulary.

This discrete pinch card will provide opportunities to let me know what words I need to reteach/clarify or pre-teach the next time during group discussions with the students. Checkpoint 2.4: Promote understanding across languagesStudents are also provided with picture cues on daily assessments to provide non-linguistic supports.

Example of Daily Assessment

Action and ExpressionCheckpoint 6.3

Facilitate managing information and resources

Students will have a student dictionary that they can add to whenever they need extra support. Students can self-select words to add, as well as teachers providing selected words that will mainly be Tier 1 words.

Students will use this dictionary that is set up in a systematic way to record and recall vocabulary that is new to them.

Checkpoint 5.2 Use multiple tools for construction and composition

Students will be able use to any of the choices that help them: write the meaning, record synonyms, use it in a sentence, draw a picture, record it in an online dictionary

Students will be provided with several websites to look up their words:• Little Explorers Picture Dictionary• Wordsmyth• Word Central- Student Dictionary and Thesaurus

Student Dictionary

Vocabulary Word My Definition Example Sentence Memory Jogger-picture clue

-synonym or phrase

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Name ________________________Self-Selection Vocabulary Strategy Sheet

EngagementCheckpoint 7.2 Optimize relevance, value, and authenticity

Students will bring their student dictionary to a “Let’s Chat” lunch bunch. Students will be utilizing the dictionaries by trying to use the words in a casual discussion. I will look through the dictionary as well to see what kind of questions I can ask to use the words in a prompt that is personal to them. Students will gain confidence in the small group setting as they continue to develop their communication skills by broadening their vocabulary.

EngagementCheckpoint 9.3: Develop self-assessment and reflection

Students will have the chance to rate how they are feeling about their vocabulary development. This will support individual discussions about their strengths and what they can do to continue to develop their language skills.

I am not confident with my vocabulary at all. I do not like being asked questions.

I feel okay about my vocabulary. I don’t feel frustrated, but I am also not as confident as I could be.

I feel very confident about my vocabulary. I love using new words!

_________________________ ‘s Vocabulary Reflection

1 2 3 4 5 6 7 8 9 10

Reflection

I. Provide Multiple Means of Representation: Your notes1. Provide options for perception

1.1Offer ways of customizing the display of information

1.2Offer alternatives for auditory information

1.3 Offer alternatives for visual information

1. Provide options for language, mathematical expressions, and symbols

2.1 Clarify vocabulary and symbols

The students are working on becoming more aware of the vocabulary that is causing confusion for them. Before I planned this tool, I would either get blank stares or guesses. When this happens, I redirect the students to use their word thermometer. This also helps me as a teacher to realize if I need to reword my question or give them more wait time.

2.2 Clarify syntax and structure

2.3Support decoding of text, and mathematical notation, and symbols

2.4Promote understanding across language

Students are redirected to the visual cues when we are reading stories that are above their reading level. This support helps several students and is not limited to the students with language barriers.

2.5 Illustrate through multiple media 1. Provide options for comprehension

3.1Activate or supply background knowledge

3.2Highlight patterns, critical features, big ideas, and relationships

3.3Guide information processing, visualization, and manipulation

3.4 Maximize transfer and generalization

ReflectionIII. Provide Multiple Means for Engagement: Your notes

1. Provide options for recruiting interest

7.1 Optimize individual choice and autonomy

7.2 Optimize relevance, value, and authenticity

Students enjoy coming to lunch bunch. They were all prompted to share 1-2 new words by using them to tell a story. We turned it into a game to decide if it was a real story or made up. As the lunch bunches continue, I will have more chances to check-in and see how they feel about their vocabulary development.

7.3 Minimize threats and distractions

1. Provide options for sustaining effort and persistence

8.1 Heighten salience of goals and objectives

8.2Vary demands and resources to optimize challenge

8.3 Foster collaboration and community

8.4 Increase mastery-oriented feedback

1. Provide options for self-regulation

9.1Promote expectations and beliefs that optimize motivation

9.2 Facilitate personal coping skills and strategies

9.3 Develop self-assessment and reflection

Students have assessed how they felt as a pre-assessment. One student is more confident than the others (same student that is more independent with charting her words). One student thinks very negatively about his vocabulary knowledge. The third student chose the average rating with his self-assessment. Hopefully, they will all feel some success as the year continues and their vocabulary independence is fostered.

ReflectionII. Provide Multiple Means for Action and Expression: Your notes

1. Provide options for physical action

4.1Vary the methods for response and navigation

4.2Optimize access to tools and assistive technologies

1. Provide options for expression and communication

5.1 Use multiple media for communication

5.2Use multiple tools for construction and composition

Students are able to choose what website they find the easiest. They are given time during homeroom and at the end of the day to use the websites. Considering it is difficult for them to use the dictionary and find the correct guide words, the computer options provide a more effective tool.

5.3Build fluencies with graduated labels of support for practice and performance

1. Provide options for executive functions

6.1 Guide appropriate goal setting

6.2Support planning and strategy development

6.3Facilitate managing information and resources

Two of the students are not as independent as the third student with recording words in their dictionaries. Prompts are given to record a word in their dictionary. I have found it more efficient to write it on a post-it and discreetly hand it to them in order to record it later.

6.4 Enhance capacity for monitoring progress