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UDL Language Arts Menu

UDL Language Arts Menu. Diane Nasse- Bergenfield. Background. Year 1 & 2 of IMPACT: Basic Skills Teacher Grades 2-4 for 8 years. Provided remedial instruction for at risk student in literacy and math. NJ ASK Student Preparation

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UDL Language Arts Menu

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  1. UDL Language Arts Menu Diane Nasse- Bergenfield

  2. Background Year 1 & 2 of IMPACT: Basic Skills Teacher • Grades 2-4 for 8 years. Provided remedial instruction for at risk student in literacy and math. • NJ ASK Student Preparation • Model was pull-out and push-in working in small groups per teacher direction. • Limited Technology Year 3: 4th Grade Teacher • IMPACT truly began in year 3 when I could implement all that IMPACT had to offer.

  3. UDL Lesson- LA Centers • Choice Board (post on board): Partner Reading, Spelling, Vocabulary, Grammar. Under each category there are multiple option for the students. • Each Team will rotate through the 4 stations. Depending on the days schedule (i.e. pull-outs, resource room, specials etc.) students may get through only 2 stations per day and sometimes all 4 stations.

  4. Partner Reading • Partner Reading- Students take the weeks assigned story (basal reader, Time for Kids magazine, Novel study) and take turns reading a page to each other.

  5. Grammar • Teacher generated practice skills • Practice Games:http://classroom.jc-schools.net/basic/la-grammar.html

  6. Spelling • Spelling Hangman (partner): Use a dry erase board, working with a partner, play hangman to practice the weeks spelling words. • Spelling City (independent)- listen to the word and then type what they hear. www.spellingcity.com

  7. Vocabulary • Play Quizlet online (individually). They have a choice of several games or a choice of several study options. www.quizlet.com • Memory Game

  8. Vocabulary • Word Master Competition www.wordmasterschallenge.com

  9. HomeworknowPage

  10. UDL Analysis • Pre-UDL: more teacher centered now student-centered through CHOICE. • Student ACCOUNTABILITY has increased. They now take Ownership of their Learning. • Student engagement and motivation has increased. They now WANT to work. • The QUALITY of student work has improved. They are self-assessing through online games and activities.

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