EDLD+5364+WEEK+3+Reflection

"Universal Design for Learning (UDL) recognizes that every learner is unique and processes information differently."

According to our readings, Universal Design Learning provides a set of principles for curriculum development that give all individuals equal opportunities to learn. This teaching tool is great to use in the classroom, because it gives the teacher a more defined foundation to start building lessons. As educators, we know that the key to helping all students achieve requires use to identify and remove barriers from our teaching methods and curriculum materials. Our classrooms are diverse in many ways, and our student's learning styles falls under this category. Using this tool will allow the teacher to build the ideal lesson plan to accommodate students on each end of the spectrum and in between.

Cast.org (2009). Modle UDL Lessons. Center for Applied Special Technology. Retrieved on October 5, 2009 from http://udlselfcheck.cast.org

__** Lesson Link: **__  [|UDL_Lesson_Builder_Non-Fiction.pdf]

** CAST’s UDL LESSON BUILDER **

**__ Lesson Overview __**

** Title: ** Understanding the difference between fiction and non-fiction books ** Author: ** Natasha Polk

** Subject: ** Reading

** Grade Level(s): ** 5th

** Duration: ** 1-2 days ** Subject Area: ** Language Arts ** Unit Description: ** Gaining Knowledge from reading non-fiction books

** Lesson Description for Day: ** How to gain the most knowledge from reading non-fiction text

** State Standards: ** 5.11D, 5.11E

**__ Goals __**

** Unit Goals: ** Students will understand how they will gain the most knowledge from reading non-fiction texts

** Lesson Goals: ** Students will be about to explain and demonstrate how to gain the most knowledge from reading non-fiction text

**__ Methods __**

** Anticipatory Set: ** The teacher will choose a non-fiction text from the library. The teacher will ask: What makes this book different from this one? (Hold up a fiction book) Open pages from each of the books and let students see the differences.

** Introduce and Model New Knowledge: ** The teacher will have students give responses to a variety of questions about each book. The teacher will point out any differences that they might have missed. Focus on: heading, sub-heading, illustrations, diagrams, charts, captions, etc.

** Provide Guided Practice: ** Distribute a variety of non-fiction and a fiction books to the students, or use one copy of each for an overhead to refer to as the class reads. Lead students through the book, having them look over the pages and notice the special text features: title, heading, photos, etc. Have students comment on the differences they see on the pages of the non-fiction book compared to the pages in a book that is fiction. Walk students through the reading tools. (Text features). As they read about each item, have them identify corresponding features from the selection. Point out that photographs, diagrams, and charts are examples of graphic aids that illustrate information and help readers visualize what is in the text. The teacher will explain that graphic aids sometimes offer additional information that is important. The teacher will model think-aloud strategies. For example: certain words are boldfaced—these are important, so I’ll try to remember them. There is a photograph and a diagram—I can use these to get a clear picture in my mind of what I’m reading. The teacher will provide websites to students that contain non-fiction and fiction books.

** Provide Independent Practice: ** Students will work in small groups using a pre-reading organizer to make predictions about their readings/books. The students will read the assigned selection (One designated person in the group). The students will also be allowed to use the internet to research different non-fiction and fiction books (does non-fiction e-books provide the same information or have the same characteristics as hard copies). Remind them to pay attention to the text features. ** Assessment ** : The teacher will evaluate each group’s predictions and findings. The teacher will ask the students a variety of questions pertaining to the lesson (discussion).

** Formative/Ongoing Assessment: ** While in their groups, the students share ideas from their pre-reading organizers, and compare to what they have learned from their reading.

** Summative/End of Lesson Assessment: ** Students will complete worksheet titled, “Non-fiction text features”.

** Materials: ** Non-fiction and Fiction books, pre-reading organizer, internet access

CAST2006 Adapted from http://lessonbuilder.cast.org 1