Participant Guide
MODULE 5B for Middle and High School Teachers
FL CCRS ELA & Literacy, Part 2: Focus on Universal
Design for Learning
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Developed by Public Consulting Group for the Florida Department of Education
Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Table of Contents
Introductory Activity ..................................................................................................... 4
Pre-Assessment FL CCRS-ELA & Literacy and Universal Design for Learning 5
Section 1 ........................................................................................................................ 6
Activity 1: Sharing of FL CCRS-ELA & Literacy Aligned Lessons ..................... 7
Lesson Planning Template ......................................................................... 8
Section 2 ........................................................................................................................ 9
Section 2 Reference: UDL Resources for Learning Framework with Supports
for ELA/Literacy Curriculum and Instruction .................................................. 10
Activity 2: View and Discuss FL CCRS-ELA & Literacy Aligned Lessons with
UDL Supports ..................................................................................................... 13
Discussion Prompts for Instructional Videos 1, 2, and 3 ....................... 14
Section 3 ...................................................................................................................... 17
Section 3 Reference: Examples of FL CCRS-ELA & Literacy Aligned
Instructional Strategies..................................................................................... 18
Analytic Graphic Organizer .................................................................... 18
Coding Text/Comprehension Monitoring ............................................. 21
Quote, Question, Response (QQR) ........................................................ 22
Word Sorts .................................................................................................. 25
Activity 3, Part 1: FL CCRS-ELA & Literacy Aligned Instructional Strategies
with UDL Supports ............................................................................................. 28
Discussion Prompts for Activity 3, Part 1................................................. 29
Grades 6-8 Text Exemplar ........................................................................ 31
Grades 9-10 Text Exemplar ...................................................................... 34
Grades 11-12 Text Exemplar .................................................................... 34
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Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Activity 3, Part 2: Plan a FL CCRS-ELA & Literacy Aligned Lesson with UDL
Supports............................................................................................................. 36
Lesson Planning Template ....................................................................... 37
Discussion Prompts for Activity 3, Part 2................................................. 39
Next Steps .................................................................................................................... 40
Homework ......................................................................................................... 41
Lesson Planning Template ....................................................................... 42
Closing Activity ........................................................................................................... 43
Post-Assessment FL CCRS-ELA & Literacy and Universal Design for Learning
........................................................................................................................... 44
References ................................................................................................................... 45
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Developed by Public Consulting Group for the Florida Department of Education
Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Introductory Activity
4
Developed by Public Consulting Group for the Florida Department of Education
Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Pre-Assessment FL CCRS-ELA & Literacy and Universal Design for Learning
Instructions: Check the box on the scale that best represents your knowledge or feelings about
designing FL CCRS-ELA & Literacy aligned lessons with Universal Design for Learning supports in your
classroom (5 minutes to complete the pre-assessment).
Self-Assessment Questions
Strongly
Disagree
Disagree
Agree
Strongly
Agree
1
2
3
4
I have a general understanding about the
grade level expectations of the FL CCRSELA & Literacy and the three major
instructional shifts.
I have a general understanding of the three
principles of Universal Design for Learning
(UDL).
I am familiar with instructional practices
that are consistent with UDL and the FL
CCRS-ELA & Literacy instructional shifts.
I can design lessons that align to the gradelevel expectations of FL CCRS-ELA &
Literacy, the three major shifts, and are
consistent with Universal Design for
Learning supports.
I regularly engage in collaborative
discussion about the standards, the shifts,
and related practices and can identify
relevant resources for implementation.
Answer the following questions:
1.
What is one thing you are hoping to take away from this session?
2. Finish this sentence, “My greatest concerns about using the Florida College & Career Ready ELA &
Literacy Standards are:
_______________________________________________________________________.”
5
Developed by Public Consulting Group for the Florida Department of Education
Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Section 1
6
Developed by Public Consulting Group for the Florida Department of Education
Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Activity 1: Sharing of FL CCRS-ELA & Literacy Aligned Lessons
Description of the Activity
1. In table groups of 6-8, 9-10, and 11-12 teacher leaders, two participants should share
experiences developing and delivering FL CCRS ELA & Literacy aligned lessons. Using the
Lesson Planning Template as a guide, take turns sharing FL CCRS-ELA & Literacy aligned
lessons that specify:
a.
Text selection;
b.
Specific FL CCRS-ELA & Literacy standards that were addressed;
c.
Key ideas and understandings;
d.
Text-dependent questions for close reading of content and academic
language; and
e.
Targeted academic language.
2. Following the presentation of each lesson, table participants can discuss what the
presenter did that made this lesson a successful FL CCRS-aligned learning experience
and refer to the EQuIP Rubric for evidence of how the lesson aligns to the FL CCRS-ELA &
Literacy and instructional shifts.
3. Volunteers will share the “big Ideas” from the table discussion with the whole group.
Resources
1.
2.
Lesson Planning Template
EQuIP Rubric for Grades 3-12 (handout)
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Developed by Public Consulting Group for the Florida Department of Education
Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Lesson Planning Template
Summarize Your Lesson
Grade, subject, unit
Lesson name, lesson number in unit, minutes per
lesson
Core text or basal and lexile level, if known
FL CCRS-ELA & Literacy standards for lesson
(subset of unit standards)
Key content and understandings
What you did BEFORE teaching to plan for
instruction
1. Read text closely.
2. Specify text-dependent questions.
3. Align instruction with the EQuIP Rubric.
What you did DURING teaching to
1. Introduce the lesson.
2. Ask text-dependent questions focused on
content and language and facilitate
evidence-based discussion.
3. Include additional activities for reading,
writing, and speaking with evidence.
What you did AFTER teaching to
1. Reinforce/extend learning.
2. Formative assessment, if any.
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Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Section 2
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Developed by Public Consulting Group for the Florida Department of Education
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Participant Guide
Section 2 Reference: UDL Resources for Learning Framework with Supports
for ELA/Literacy Curriculum and Instruction
Multiple Means of
Representation
Multiple Means of
Engagement
Multiple Means of Expression
GOAL: Provide Access
 Offer ways of customizing the
display of information
bookbuilder.cast.org Book Builder
allows for flexibility in display and
coaching characteristics that help
students think about the text.
 Vary the methods for response and
navigation
www.cameramouse.org Along with a
web camera, Camera Mouse allows the
user hands-free access to control the
computer mouse with only head
movement.
 Optimize individual choice and
autonomy
bookbuilder.cast.org Book Builder
allows for authoring and choice in
creating text and choosing images.
 Offer alternatives for auditory
information
www.popplet.com Provides a place to
add notes, outlines, and photographs
or to create visual graphic organizers
to enhance understanding. Students
can also record auditory information
using a smartphone
 Optimize access to tools and
assistive technologies
www.techmatrix.org An online,
searchable database provided through
the Center for Implementing
Technology in Education of over 300
educational and assistive technology
tools, resources, and technologies to
support all students.
 Optimize relevance, value, and
authenticity
www.fluency21.com/planner.html
Provides teachers a free unit planning
resource that aligns with the 21st
century fluencies (solution, creativity,
collaboration, media, and information
fluencies). Real world problems are
used to encourage students to create
products as solutions.
 Offer alternatives for visual
information
www.naturalreaders.com Provides
audio files of text through free text
reader so students can listen to digital
copies of text.
 Minimize threats and distractions
https://itunes.apple.com/us/app/sti
ck-pick/id436682059?mt=8 Provides
teachers a free unit planning
resource that aligns with the 21st
century fluencies (solution,
creativity, collaboration, media, and
information fluencies). Real world
problems are used to encourage
students to create products as
solutions.
Goal: Provide Guided Practice and Support
 Clarify vocabulary and symbols
www.blachan.com/shahi/ An online
dictionary that provides definitions
with Flickr, Google, and Yahoo images.
www.visualthesaurus.com Students
can create a visual web of related
words.
 Use multiple media for
communication
www.voicethread.com Web-based
application that allows students to
share and create multimedia
presentations.
 Heighten salience of goals and
objectives
www.studygs.net/shared/mgmnt.ht
m Provides students with tools to
manage their time and achieve their
goals.
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Participant Guide
Multiple Means of
Representation
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Multiple Means of Expression
Multiple Means of
Engagement
 Clarify syntax and structure
www.sophia.org/paper-writingtransitions-and-topic-sentence-tutorial
Provides support through a tutorial on
transition words/phrases.
Instructional Strategy-Analytic Graphic
Organizer, Instructional Strategy-Word
Sorts. www.thinkquiry.com (Thinkquiry
Toolkit 1)
 Use multiple tools for construction
and composition
www.studygs.net/shared/writing/index.h
tm Encourages students to improve
their skills through taking a selfassessment and completing an
independent learning module on
writing.
www.paperrater.com/ Students check
their grammar and spelling and get
alerts for opportunities to improve
their writing.
 Vary demands and resources to
optimize challenge
udleditions.cast.org/index.html
Provides students leveled supports
and an online Texthelp Toolbar to
provide flexibility when reading
digital media.
 Support text, reading
www.openlibrary.org/ and
www.naturalreaders.com/download.p
hp Has over one million free viewable
eBooks that the user can personalize,
Used in conjunction with Natural
Reader, the free text can be read aloud
in a voice of the reader’s choice.
 Build fluencies with graduated levels
of support for practice and
performance
Instructional Strategy-Coding/
http://cst.cast.org/cst/auth-login Read,
collect and understand information
and develop web-based lesson with
learning strategies and vocabulary
supports.
Instructional Strategy: Coding/
Comprehension Monitoring.
www.thinkquiry.com (Thinkquiry
Toolkit 1)
 Foster collaboration and
communication
www.padlet.com Web based “pads”
to post questions or a vocabulary
terms.
www.edmodo.com Allows for
teacher-student communication and
collaboration and provides a
platform for posting assignments,
reminders, etc.
 Promote understanding across
languages
www.etype.com Free downloadable
software that includes a translator and
dictionary between languages and
includes a word predictor; is compatible
with Word and the web.
 Increase mastery-oriented
feedback
www.edutopia.org/blog/how-toplan-instruction-video-game-modeljudy-willis-md and
www.onlinecharttool.com/
Encourage student perseverance
and provide meaningful feedback by
following the steps in this article.
 Illustrate through multiple media
www.tagxedo.com/ Allows the creator
to choose shapes to display text and
font.
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Developed by Public Consulting Group for the Florida Department of Education
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Participant Guide
Multiple Means of
Representation
Multiple Means of Expression
Multiple Means of
Engagement
Goal: Support Independent Practice
 Activate or supply background
knowledge
www.wdl.org/en/ The World Digital
Library provides a searchable database,
in several languages, of primary
materials from countries and cultures
worldwide.
 Guide appropriate goal-setting
www.goalforit.com/ Supports students
to create and monitor daily goals and
habits. Create charts for class routines
or behavior monitoring with
customized visual reinforcements and
rewards.
 Promote expectations and beliefs
that optimize motivation
www.goalmigo.com/ Students can
create and track personal goals and
have the option of sharing with
peers or a wider community.
Students can update friends or a
larger community as they make
progress toward and complete their
goals.
 Highlight patterns, critical features,
big ideas and relationships
Instructional Strategy- QuestionAnswer-Relationship (QAR)
www.thinkquiry.com (Thinkquiry
Toolkit 1).
 Support planning and strategy
development
https://support.google.com/calendar/
answer/2465776?hl=en Encourage
students to use Google calendar to
track assignments.
 Facilitate personal coping skills
and strategies
www.facesoflearning.net
Encourages students to take
ownership to discover how they
best learn and take steps toward
improving their learning skills.
 Guide information processing,
visualization and manipulation
www.exploratree.org.uk/ Encourages
students to choose, develop, and
organize visual models of their learning
to scaffold their learning.
 Facilitate managing information and
resources
www.evernote.com Encourages
students to save ideas, tasks, projects,
files, and research through this free
software. All materials stay organized
together and are available anywhere
students log into their account.
 Develop self-assessment and
reflection
edublogs.org/ Students use an
online forum to create their selfassessment or reflection. Students
are able to share ideas and connect
with others through a medium that
may be less intimidating to some
students.
 Maximize transfer and
generalization
https://www.diigo.com/ Students can
use this resource to collect and
organize documents, highlight or add
sticky notes, bookmarks, and images.
 Enhance capacity for monitoring
progress
www.voki.com/ Encourages students
to listen to themselves orally read and
self-evaluate through avatars.
Flanagan, B., Liebling, C., & Meltzer, J. (2013). Universal design for learning and the Common Core ELA Standards:
Rigorous reading and writing instruction for all. A PCG Education White Paper. Boston: Public Consulting
Group. Available from www.publicconsultinggroup.com/education/library
About the Table
1These
examples of effective scaffolding practices were identified through a meta-analysis of over 1,000 scientific studies of
supports that contribute to improvements in student success. For a description of the research base underpinning this framework,
see http://www.udlcenter.org/research/researchevidence/
2The National Center for Universal Design for Learning provides additional UDL resources at
http://www.udlcenter.org/implementation/examples. The Technology Integration Matrix provides additional technology based
UDL resources at http://fcit.usf.edu/matrix/matrix.php
3The table’s structure is based on CAST’s UDL Guidelines – Version 2.0. Available from http://www.udlcenter.org/
4Most of the examples in the table are available to teachers and K-12 students at little or no cost.
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Developed by Public Consulting Group for the Florida Department of Education
Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Activity 2: View and Discuss FL CCRS-ELA & Literacy Aligned Lessons with
UDL Supports
Description
In this activity, you will view three video examples of FL CCRS-ELA & Literacy aligned lessons with UDL
supports. Use the discussion prompts to examine how these lessons align to FL CCRS-ELA & Literacy and
identify the UDL supports that are in place.
Resources
1. Discussion Prompts for Videos 1, 2, and 3
2. UDL Resources for Learning Framework with Supports for ELA/Literacy Curriculum and
Instruction
3. EQuIP Rubric for Grades 3-12 (handout)
As you view the video:
Look for alignment to the FL CCRS-ELA & Literacy shifts of:
1. Building knowledge through content-rich nonfiction;
2. Reading, writing, and speaking grounded in evidence from text, both literary and
informational; and
3. Regular practice with complex text and its academic language.
Look at what the teacher did for UDL supports and practices in providing:
1. Multiple methods of representation;
2. Multiple methods of action and expression; and
3. Multiple methods of engagement.
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Developed by Public Consulting Group for the Florida Department of Education
Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Discussion Prompts for Instructional Videos 1, 2, and 3
Video 1: Textual Evidence to Support Opinions
1. Which FL CCRS-ELA & Literacy shifts are evident?
2. Which UDL supports are implemented in the lesson?
3. How do students learn to select useful textual evidence?
4. How do collaborative discussions push students' thinking?
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Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Video 2: Writing Higher Order Questions
1. Which FL CCRS-ELA & Literacy shifts are evident?
2. Which UDL supports are implemented in the lesson?
3. How does Ms. Francisco use Bloom's Taxonomy to help students write questions?
4. What can you learn from Ms. Francisco about teaching multiple strategies?
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Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Video 3: Facilitating Effective Student Discussions
1. Which FL CCRS-ELA & Literacy shifts are evident?
2. Which UDL supports are implemented in the lesson?
3. How does beginning the lesson with student reflection and a guiding question prepare
students for the discussion?
4. In what ways did the teacher ensure this to be student-centered, student-led?
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Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Section 3
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Developed by Public Consulting Group for the Florida Department of Education
Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Section 3 Reference: Examples of FL CCRS-ELA & Literacy Aligned Instructional
Strategies
Instructional Shift 1: Building Knowledge through Content Rich Text1
Strategy
Description
Purpose
Directions
1
Analytic Graphic Organizer
This strategy uses a visual format like charts, diagrams, and graphs to help students
explore the characteristics, relationships, or effects of a complex topic. This supports
students to organize their thoughts and construct meaning from text. Examples include
cause-effect diagrams, comparison-contrast charts, and process flow diagrams.
Use during and after reading to:
 Provide a visual way to analyze how information and ideas are linked
 Help organize information for note-taking, learning, and recall
 Show specific relationships, such as cause-effect, sequence, or comparison-contrast
 Synthesize information from different locations in the text or from multiple texts
 Convey understanding of information and concepts so misconceptions can be seen
1. Explain the purpose of using a graphic organizer to visualize how ideas link
together.
2. Model how to complete a specific type of graphic organizer before asking students
to complete that type in pairs and then individually.
3. After introducing several graphic organizers one at a time, present a variety of
graphic organizers together so students see how the shape of each graphic
organizer shows how the information is connected.
4. Model for students how to select a graphic organizer depending on the purpose for
organizing information: comparison, sequence, cause-effect, main idea-supporting
detail, pro/con evidence, and so on.
5. Help students select an appropriate graphic organizer.
6. Assist students as needed while they organize the information.
7. Ask students how completing the graphic organizer helped them understand the
text differently. Students might discuss this using a Think-Pair-Share or complete a
Quick Write to respond.
The resources in this section (pp. 18-26) are from Thinkquiry Toolkit 2 (2013 in preparation) and Thinkquiry
Toolkit 1 (2011). Copyrights (2013 and 2011) by Public Consulting Group. Adapted with permission. For
additional FL CCRS-ELA aligned instructional practices, see www.thinkquiry.com
Meltzer, J., Conley, K., & Perks, K. (2013, in preparation). Thinkquiry toolkit 2: Strategies to improve writing across
the content areas. Portsmouth, NH: Public Consulting Group.
Meltzer, J. & Jackson, D. (2011) Thinkquiry toolkit 1: Strategies to improve reading comprehension and
vocabulary development across the content areas. Portsmouth, NH: Public Consulting Group.
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Participant Guide
Extensions




Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Use the graphic organizer to study words and concepts that were examined during
the close reading of text.
Have students show their graphic organizers to one another and compare their
responses.
Have students design creative variations of graphic organizers to match the content
or context.
Have students use their completed graphic organizers as study guides, outlines for
essays or other writing, or cue charts for question generating/answering a text; for
example: Where did you find evidence for your answer? How can you prove it?
What is the main idea? What were the turning points in the chapter? What are the
important steps in this process?
Analytic Graphic Organizers for Vocabulary Development
BRAINSTORMING WEB
TRIPLE-ENTRY VOCABULARY JOURNAL
WORD SORT
Categories
Word in
Context
Topic
Concept
Theme
SEMANTIC FEATURE ANALYSIS
Definition
in My Own
Words
CONCEPT MAP
Key Features
EXAMPLE
EXAMPLE
Words to Sort
FRAYER MODEL
CHARACTERISTIC
Concept Terms
Picture,
Memory
Aid, Phrase
CHARACTERISTIC
CONCEPT
EXAMPLE
Examples
CHARACTERISTIC
EXAMPLE
EXAMPLE
CHARACTERISTIC
Nonessential
Characteristics
EXAMPLE
EXAMPLE
CHARACTERISTIC
Essential
Characteristics
EXAMPLE
EXAMPLE
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Nonexamples
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Participant Guide
Analytic Graphic Organizers for Patterns and Relationships
MAIN IDEAS
COMPARE/CONTRAST
GENERALIZATION
Generalization
Topic
Differences
Subtopic
Subtopic
Differences
Example
Subtopic
Similarities
Details
Details
Example
Details
Example
CAUSE/EFFECT
PROCESS CYCLE
CAUSE(S)
SEQUENCE
BEGINNING
EFFECT
Step 1
Step 5
Cause
Step 4
Cause
Significance
Event 2
Significance
Event 3
Significance
Step 2
Cause
Step 3
EFFECT
DISCUSSION WEB
Event 1
Cause
PROPOSITION/SUPPORT OUTLINE
PROPOSITION
LIST-GROUP-LABEL
END
List
Group
SUPPORT
1. Facts
2. Statistics
3. Examples
4. Expert authority
5. Logic and Reasoning
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Label
Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Instructional Shift 2: Close Reading
Strategy
Coding Text/Comprehension Monitoring
This instructional practice helps students to engage and interact with text and monitor
comprehension as they read.
Note: Coding/Comprehension Monitoring can be used for the first independent reading
or a close read of the text. Codes should align with grade level expectations.
Use during reading to:
 Support content area learning by focusing on key concepts and academic language
 Provide a way for students to engage in a dialogue with the author
 Help students identify how they process information while reading
 Help students identify what is difficult in the text so they can select and apply
comprehension strategies to support their reading
 Develop meta-cognitive awareness and ability to monitor one’s own comprehension
1. Explain that this practice helps readers monitor their reading so they can identify
what they do or don’t understand.
2. Choose 2–3 codes that support the purpose of the reading and reinforce targeted
literacy habits and skills.
3. Model the practice, using an overhead or whiteboard. Do a Think-Aloud while
marking the codes so students witness the meta-cognitive process.
4. Guide the students to apply the coding. Review the codes and have students code
their reactions as they read on the page margins, lined paper inserts, or sticky
notes.
Have students compare and discuss how they coded sections of the text. After students
are comfortable with coding using teacher-provided codes, encourage them to develop
additional codes appropriate for reading a particular text.
Description
Purpose
Directions
Extensions
Possible Codes (use only 2–4 codes per time)
+
*
?
C
E

New information or academic
language
I know this information
I don’t understand/I have
questions
Claim
Evidence
I agree
!
-->
T-T
T-W
C
E
X
Interesting
Important information
Text-to-text connection
Text-to-world connection
Cause
Effect
I disagree
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Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Instructional Shift 2: Writing with Evidence
Strategy
Description
Purpose
Directions
Quote, Question, Response (QQR)
Quote, Question Response (QQR) is a practice that helps students learn from text as they
respond to specific excerpts from the text. The practice asks students to select an
excerpt, think carefully about questions raised by the excerpt, and then, after looking
further in the text or, if needed, outside of the text, construct a response based on
sources. QQR can be used with both narrative and expository text. Because it is intended
as an analytic frame, rather than a summarizing strategy, QQR is most successful when
used with text that requires analysis or inference (Adapted from Writing Reminders, by
Jim Burke).
FL CCRS Note: Use to support close reading, academic language, and short burst writing
from sources.
Use during and after reading or learning to:
 Build general text comprehension and improve academic language
 Consider the relationship of specific pieces of text to a broad idea, topic, or theme
 Scaffold the ability to comprehend more complex texts
 Develop questioning skills
 Develop higher order thinking skills
1. Describe QQR as a practice that helps a reader “get into” and think about a text.
Show students the template. Tell students that as they read, they should identify
quotes or sections from the text that are connected to understanding the big ideas
or themes.
2. Model using a Think Aloud how you would select appropriate quotes from a given
text. Then model how you come up with questions raised by each quote. Note that
the question might be answered directly in another part of the text or may require
conjecture.
3. Model how you might respond to the quote by answering the questions, using
evidence from the text combined with your own thinking about the text and your
prior knowledge of the topic. Note that sometimes students will need to make
inferences or use logical reasoning or may need to search for a response in another
part of the text.
4. When first trying the strategy, you may want to have students work in pairs. After
they are more familiar with the strategy, they will be able to complete the
template on their own. The steps are the same:
 Provide a text for students to read and criteria for selecting quotes. Distribute
copies of the template. As they read, students should write each quote they
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Participant Guide
Directions
continued


Extensions




Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
choose in the first column of the template, labeled “Quote.”
After reading the text, students should pose 2-3 questions that each quote raises
for them. These go in the second column, “Questions.”
After reading or rereading other parts of the text, students should write a response
to the quote in the third column by attempting to answer the questions using the
text, prior knowledge, outside sources, reasoned conjecture and inference making.
Responses should include evidence from sources.
Have students write questions based on levels of Bloom’s Taxonomy.
After individually selecting quotes, have students work in small groups or teams.
After writing QQRs, have students revisit their questions and discuss whether the
questions led to a deeper consideration of the text.
After discussing the text, have students review and, if necessary, rewrite/improve
their responses. Ask students to comment if their responses changed and, if so,
why.
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Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Quote, Question, Response (QQR) Template
Course Title: __________________________________Name:
Reading selection:
From the reading assignment, select 3 quotes or text excerpts that connect to the major ideas or
themes in the reading. Select key academic language that authors use to convey intended
meaning. For each quote, write 2-3 questions that, if answered, would help you better
understand the excerpt. Then, write a response to the quote based on evidence from sources
within and/or outside of the text.
Quote
Each quote should be 2-4 sentences.
Note: These do not have to be
dialogue.
Questions
Jot down questions that the quote
does not answer but that you wonder
about.
Response
Your response should be in paragraph
form and should link all your thoughts
together.
24
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Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Instructional Shift 3: Complex Text and Its Academic Language
Strategy
Purpose
Directions
Word Sorts
Word Sort is a classification routine where the teacher provides lists of words that students
cluster together in meaningful ways to evolve main ideas or determine conceptual
relationships (closed sort). The students may also sort the words by characteristics and
meanings and then label the categories (open sort) (Gillet and Kita, 1979).
Note: Words Sorts are most effective when used as a collaborative routine because
students can discuss multiple ways that the words on the list are related, thereby
developing a more robust understanding of the terms. Discussing and classifying are two
effective ways to help students learn and remember academic vocabulary.
Use after reading to:
 Help students learn vocabulary by comparing, contrasting, and classifying words based
on characteristics or meanings
 Help students recognize the relationships and differences between terms that are
related to the same concept
 Develop students’ ability to reason through analysis, classification, induction, and
analogy
 Enhance students’ interest in vocabulary development through a multi-sensory experience as they read, write, and manipulate words while sharing their thinking with
others
 Develop divergent thinking when open sort is used
1. State that the purpose of a Word Sort is to develop and remember deeper
understandings of vocabulary terms. Ask four students to come up front to complete
one Word Sort. Prompt to deepen the conversation where necessary. For example:
What makes you think that these two words are like one another? What evidence is
in the text that these are about the same thing? So, how do they differ?
2. Provide students with a list of academic vocabulary words that you have been
discussing when doing a close read of the text. Have pairs or small groups of students
copy vocabulary terms onto index cards or strips of paper, one word per card or strip
of paper.
3. Ask students (in pairs or small groups) to sort the words into categories, either by
providing the categories (closed sort) or having the students generate the categories
(open sort).
4. Have each pair or small group share the reasoning and evidence justifying why they
sorted the vocabulary in a particular way. After all have reported out, ask students to
share or to do a Quick Write on insights gained about the meanings of the words
through the activity.
25
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Module 5B: FL CCRS ELA and Literacy –Focus on Universal
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Extensions Have students sort the words into a Venn diagram, then summarize their findings in a
quick write.
Word Sort Template
Closed Sort
Marco Polo Word Bank: diplomatic, explorer, merchant, navigator, exotic, porcelain, convincing
Words that describe
Marco Polo
Word
Evidence
Words that describe
traded items
Word
Evidence
Words that describe
Kublai Kahn
Word
Evidence
Open Sort
Word List: algae, blue whale, biodiversity, kelp, dolphin, sting ray, coral reef, shark, manatee,
plankton, shelter , photosynthesis
Categories
I
II
III
26
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Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
MARCO POLO, “I have not told half of what I have seen.”
1. Marco Polo was born in the year 1254 to a wealthy Venetian merchant family. Marco never met
his father until he was 16 or 17 years old. His mother died when he was young, and his father and
uncle, Niccolo and Maffeo Polo, were in Asia selling and trading items. They traded exotic goods
such as silk and porcelain. Their journeys brought them into present-day China, where they joined a
diplomatic mission to the court of Kublai Kahn. Khan's Empire, the largest the world had ever seen,
was largely a mystery to those living within the borders of the Holy Roman Empire. An advanced
culture outside of the Vatican seemed unfathomable, and yet, that's what the Polos described to
their people when they arrived home.
2. In 1271, Niccolo and Maffeo Polo set out for Asia again, but this time they brought young Marco
with them. The Polos had originally planned to be gone for only a few years. However, they were
away from Venice for more than 23 years. Khan's acceptance of the Polos offered the foreigners
unparalleled access to his empire. Niccolo and Maffeo were granted important positions in the
leader's court. Marco, too, impressed Khan, who thought highly of the young man's abilities as a
merchant. Marco's immersion into this culture resulted in him mastering four languages. As a result,
he acquired diplomatic status and Khan sent Marco into areas of Asia never before explored by
Europeans such as Burma, India and Tibet.
3. Finally, after 17 years in Khan's court, the Polos decided it was time to return to Venice. Their
decision was not one that pleased Khan, as up to this time his convincing manner, lavish lifestyle,
and the gifts he bestowed upon the Polos kept them happy. In the end, he agreed to their request
with one condition: they escort a Mongol princess to Persia. Marco, a master navigator left with a
caravan of several hundred passengers and sailors. The journey proved harrowing, and due to
disease and other challenges, by the time the group reached Persia, just 18 people, including the
princess and the Polos, were still alive. After two years of travel, the Polos reached Venice.
4. After his return to Venice, Marco commanded a ship in a war against the rival city of Genoa. He
was captured and sentenced to a Genoese prison, where he met a prisoner and writer named
Rustichello. As the men became friends, Marco told Rustichello about his time as an explorer in Asia.
His stories were soon committed to paper and eventually published as The Travels of Marco Polo.
The book made Marco a celebrity. But few readers allowed themselves to believe Marco's tale. They
took it to be fiction. The work eventually earned another title: Il Milione ("The Million Lies"). Marco,
however, stood behind his book.
5. In the centuries after his death, Marco Polo received the recognition that he failed to receive
during his lifetime. Researchers and others have verified much of what he claimed to have seen.
Two centuries after Marco's passing, Columbus set off in hopes of finding a new route to the Orient;
with him was a copy of Marco Polo's book.
27
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Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Activity 3, Part 1: FL CCRS-ELA & Literacy Aligned Instructional Strategies
with UDL Supports
Description
In this activity, you will examine and discuss four instructional strategies that align to FL CCRS-ELA &
Literacy and the instructional shifts and demonstrate UDL Practices. You will then develop samples of
these strategies based on sample grade level texts.
Resources
1. Examples of instructional practices that align with the FL CCRS-ELA & Literacy and instructional
shifts and include UDL Supports
2. Discussion Prompts for Activity 3, Part 1
3. Grade Level Text Exemplars
 Grades 6-8: Whitewashing the Fence, from Tom Sawyer by Mark Twain (fiction)
o Retrieved from: www.engageny.org/sites/default/.../middle-school-exemplar-tomsawyer.doc3
 Grades 9-10: Gettysburg Address by Abraham Lincoln (nonfiction)
o Retrieved from: http://www.corestandards.org/assets/Appendix_B.pdf
 Grades 11-12: The Spirit of Liberty Speech by Judge Learned Hand (nonfiction)
o Retrieved from: http://www.providenceforum.org/spiritoflibertyspeech
Directions
STEP 1: Form groups of four in the same grade level (6-8, 9-10, and 11-12). Each person in the group of
four should choose one of the four instructional strategies that align to FL CCRS-ELA & Literacy shifts and
demonstrate UDL Practices. Complete the discussion prompts for your assigned strategy on pages 29-30
After you have completed the questions for your assigned strategy, discuss all four strategies so that
each person in the group of four has considered the three questions for each strategy.
• How does this strategy align to the FL CCRS-ELA & Literacy Shifts?
• How is this strategy representative of UDL principles and practices?
• What other UDL supports could be used with this strategy?
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Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Discussion Prompts for Activity 3, Part 1
Instructional Shift 1: Building Knowledge through Content Rich Text
Instructional Strategy: Analytic Graphic Organizers
How does this strategy align with the
FL CCRS-ELA & Literacy and the 3
instructional shifts?
How is this strategy representative of
UDL principles and guidelines?
What additional UDL supports might
make this strategy more accessible to
a wider range of students?
Instructional Shift 2: Close Reading
Instructional Strategy: Coding Text/Comprehension Monitoring
How does this strategy align with the
FL CCRS-ELA & Literacy and the 3
instructional shifts?
How is this strategy representative of
UDL principles and guidelines?
What additional UDL supports might
make this strategy more accessible to
a wider range of students?
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Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Instructional Shift 2: Writing with Evidence
Instructional Strategy: Quote, Question, Response (QQR)
How does this strategy align with the
FL CCRS-ELA & Literacy and the 3
instructional shifts?
How is this strategy representative of
UDL principles and guidelines?
What additional UDL supports might
make this strategy more accessible to
a wider range of students?
Instructional Shift 3: Complex Text and Its Academic Language
Instructional Strategy: Word Sorts
How does this strategy align with the
FL CCRS-ELA & Literacy and the 3
instructional shifts?
How is this strategy representative of
UDL principles and guidelines?
What additional UDL supports might
make this strategy more accessible to
a wider range of students?
STEP 2: Next, the group of four will use the grade level text exemplars on pages 31-35 to develop one
AGO, one Word Sort, one QQR, and a list of codes for the text. Put the name of your grade level text on
the top of a sheet of chart paper and use a marker to divide the chart paper into four sections. Place a
sample illustration of each of the above strategies the group created in each box. When finished
creating the strategies share your work with another group of four who used the same grade level text.
Hang your chart paper on the wall when done. You may walk around the room to look at the posted
work.
30
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Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Grades 6-8 Text Exemplar
Whitewashing the Fence, from Tom Sawyer by Mark Twain (740L)
Retrieved from: www.engageny.org/sites/default/.../middle-school-exemplar-tom-sawyer.doc3
But Tom’s energy did not last. He began to think of the fun he had planned for this day, and his sorrows
multiplied. Soon the free boys would come tripping along on all sorts of delicious expeditions, and they
would make a world of fun of him for having to work—the very thought of it burnt him like fire. He got
out his worldly wealth and examined it—bits of toys, marbles, and trash; enough to buy an exchange of
WORK, maybe, but not half enough to buy so much as half an hour of pure freedom. So he returned his
straitened means to his pocket, and gave up the idea of trying to buy the boys. At this dark and hopeless
moment an inspiration burst upon him! Nothing less than a great, magnificent inspiration.
He took up his brush and went tranquilly to work. Ben Rogers hove in sight presently—the very boy, of
all boys, whose ridicule he had been dreading. Ben’s gait was the hop-skip-and-jump—proof enough
that his heart was light and his anticipations high. He was eating an apple, and giving a long, melodious
whoop, at intervals, followed by a deep-toned ding-dong-dong, ding-dong-dong, for he was personating
a steamboat. As he drew near, he slackened speed, took the middle of the street, leaned far over to
starboard and rounded to ponderously and with laborious pomp and circumstance—for he was
personating the Big Missouri, and considered himself to be drawing nine feet of water. He was boat and
captain and engine-bells combined, so he had to imagine himself standing on his own hurricane-deck
giving the orders and executing them:
“Stop her, sir! Ting-a-ling-ling!” The headway ran almost out, and he drew up slowly toward the
sidewalk. “Ship up to back! Ting-a-ling-ling!” His arms straightened and stiffened down his sides.
“Set her back on the stabboard! Ting-a-ling-ling! Chow! ch-chow-wow! Chow!” His right hand,
meantime, describing stately circles—for it was representing a forty-foot wheel.
“Let her go back on the labboard! Ting-a-lingling! Chow-ch-chow-chow!” The left hand began to describe
circles. “Stop the stabboard! Ting-a-ling-ling! Stop the labboard! Come ahead on the stabboard! Stop
her! Let your outside turn over slow! Ting-a-ling-ling! Chow-ow-ow! Get out that head-line! LIVELY now!
Come—out with your spring-line—what’re you about there! Take a turn round that stump with the bight
of it! Stand by that stage, now—let her go! Done with the engines, sir! Ting-a-ling-ling! SH’T! S’H’T!
SH’T!” (trying the gauge-cocks).”
Tom went on whitewashing—paid no attention to the steamboat. Ben stared a moment and then said:
“Hi-YI! YOU’RE up a stump, ain’t you!”
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Module 5B: FL CCRS ELA and Literacy –Focus on Universal
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No answer. Tom surveyed his last touch with the eye of an artist, then he gave his brush another gentle
sweep and surveyed the result, as before. Ben ranged up alongside of him. Tom’s mouth watered for
the apple, but he stuck to his work.
Ben said: “Hello, old chap, you got to work, hey?”
Tom wheeled suddenly and said: “Why, it’s you, Ben! I warn’t noticing.”
“Say—I’m going in a-swimming, I am. Don’t you wish you could? But of course you’d druther WORK—
wouldn’t you? Course you would!”
Tom contemplated the boy a bit, and said: “What do you call work?”
“Why, ain’t THAT work?”
Tom resumed his whitewashing, and answered carelessly: “Well, maybe it is, and maybe it ain’t. All I
know, is it suits Tom Sawyer.”
“Oh come, now, you don’t mean to let on that you LIKE it?”
The brush continued to move.
“Like it? Well, I don’t see why I oughtn’t to like it. Does a boy get a chance to whitewash a fence every
day?” That put the thing in a new light. Ben stopped nibbling his apple. Tom swept his brush daintily
back and forth—stepped back to note the effect—added a touch here and there—criticized the effect
again—Ben watching every move and getting more and more interested, more and more absorbed.
Presently he said:
“Say, Tom, let ME whitewash a little.”
Tom considered, was about to consent; but he altered his mind:
“No—no—I reckon it wouldn’t hardly do, Ben. You see, Aunt Polly’s awful particular about this fence—
right here on the street, you know—but if it was the back fence I wouldn’t mind and SHE wouldn’t. Yes,
she’s awful particular about this fence; it’s got to be done very careful; I reckon there ain’t one boy in a
thousand, maybe two thousand, that can do it the way it’s got to be done.”
“No—is that so? Oh come now—lemme just try. Only just a little—I’d let YOU, if you was me, Tom.”
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“Ben, I’d like to, honest injun; but Aunt Polly—well, Jim wanted to do it, but she wouldn’t let him; Sid
wanted to do it, and she wouldn’t let Sid. Now don’t you see how I’m fixed? If you was to tackle this
fence and anything was to happen to it—”
“Oh, shucks, I’ll be just as careful. Now lemme try. Say—I’ll give you the core of my apple.”
“Well, here—No, Ben, now don’t. I’m afeard—”
“I’ll give you ALL of it!”
Tom gave up the brush with reluctance in his face, but alacrity in his heart. And while the late steamer
Big Missouri worked and sweated in the sun, the retired artist sat on a barrel in the shade close by,
dangled his legs, munched his apple, and planned the slaughter of more innocents. There was no lack of
material; boys happened along every little while; they came to jeer, but remained to whitewash. By the
time Ben was fagged out, Tom had traded the next chance to Billy Fisher for a kite, in good repair; and
when he played out, Johnny Miller bought in for a dead rat and a string to swing it with—and so on, and
so on, hour after hour. And when the middle of the afternoon came, from being a poor poverty-stricken
boy in the morning, Tom was literally rolling in wealth. He had besides the things before mentioned,
twelve marbles, part of a jews-harp, a piece of blue bottle-glass to look through, a spool cannon, a key
that wouldn’t unlock anything, a fragment of chalk, a glass stopper of a decanter, a tin soldier, a couple
of tadpoles, six fire-crackers, a kitten with only one eye, a brass doorknob, a dog-collar—but no dog—
the handle of a knife, four pieces of orange-peel, and a dilapidated old window sash.
He had had a nice, good, idle time all the while—plenty of company—and the fence had three coats of
whitewash on it! If he hadn’t run out of whitewash he would have bankrupted every boy in the village.
Tom said to himself that it was not such a hollow world, after all. He had discovered a great law of
human action, without knowing it—namely, that in order to make a man or a boy covet a thing, it is only
necessary to make the thing difficult to attain. If he had been a great and wise philosopher, like the
writer of this book, he would now have comprehended that Work consists of whatever a body is
OBLIGED to do, and that Play consists of whatever a body is not obliged to do. And this would help him
to understand why constructing artificial flowers or performing on a tread-mill is work, while rolling tenpins or climbing Mont Blanc is only amusement. There are wealthy gentlemen in England who drive
four-horse passenger-coaches twenty or thirty miles on a daily line, in the summer, because the
privilege costs them considerable money; but if they were offered wages for the service, that would turn
it into work and then they would resign.
The boy mused awhile over the substantial change which had taken place in his worldly circumstances,
and then wended toward headquarters to report.
33
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Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Grades 9-10 Text Exemplar
Gettysburg Address by Abraham Lincoln (1340L)
Retrieved from: http://www.corestandards.org/assets/Appendix_B.pdf
Fourscore and seven years ago, our fathers brought forth upon this continent a new nation, conceived in
liberty, and dedicated to the proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so
dedicated, can long endure. We are met on a great battlefield of that war. We are met to dedicate a
portion of it as the final resting-place of those who here gave their lives that that nation might live. It is
altogether fitting and proper that we should do this.
But in a large sense we cannot dedicate,—we cannot consecrate,—we cannot hallow this ground. The
brave men, living and dead, who struggled here, have consecrated it far above our power to add or
detract. The world will little note, nor long remember, what we say here, but it can never forget what
they did here. It is for us, the living, rather to be dedicated here to the unfinished work that they have
thus far so nobly carried on. It is, rather for us to be here dedicated to the great task remaining before
us, that from these honored dead we take increased devotion to that cause for which they here gave the
last full measure of devotion; that we here highly resolve that these dead shall not have died in vain;
that this nation, under God, shall have a new birth of freedom, and that Government of the people, by
the people and for the people, shall not perish from the earth.
Grades 11-12 Text Exemplar
The Spirit of Liberty Speech by Judge Learned Hand (Lexile unavailable)
Presented in 1944 during "I Am an American Day"
Retrieved from: http://www.providenceforum.org/spiritoflibertyspeech
We have gathered here to affirm a faith, a faith in a common purpose, a common conviction, a
common devotion.
Some of us have chosen America as the land of our adoption; the rest have come from those who did
the same. For this reason we have some right to consider ourselves a picked group, a group of those
who had the courage to break from the past and brave the dangers and the loneliness of a strange land.
What was the object that nerved us, or those who went before us, to this choice? We sought liberty freedom from oppression, freedom from want, freedom to be ourselves. This then we sought; this we
now believe that we are by way of winning. What do we mean when we say that first of all we seek
liberty? I often wonder whether we do not rest our hopes too much upon constitutions, upon laws, and
upon courts. These are false hopes; believe me, these are false hopes. Liberty lies in the hearts of men
and women; when it dies there, no constitution, no law, no court can save it; no constitution, no law, no
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Design for Learning
court can even do much to help it. While it lies there, it needs no constitution, no law, no court to save
it. And what is this liberty which must lie in the hearts of men and women? It is not the ruthless, the
unbridled will; it is not freedom to do as one likes. That is the denial of liberty, and leads straight to its
overthrow. A society in which men recognize no check upon their freedom soon becomes a society
where freedom is the possession of only a savage few - as we have learned to our sorrow.
What then is the spirit of liberty?
I cannot define it; I can only tell you my own faith. The spirit of liberty is the spirit which is not too sure
that it is right; the spirit of liberty is the spirit which seeks to understand the minds of other men and
women; the spirit of liberty is the spirit which weighs their interest alongside its own without bias; the
spirit of liberty remembers that not even a sparrow falls to earth unheeded; the spirit of liberty is the
spirit of him who, near two thousand years ago, taught mankind that lesson it has never learned, but
has never quite forgotten - that there may be a kingdom where the least shall be heard and considered
side-by-side with the greatest. And now in that spirit, that spirit of an American which has never been,
and which may never be - nay, which never will be except as the conscience and courage of Americans
create it - yet in the spirit of America which lies hidden in some form in the aspirations of us all; in the
spirit of that America for which our young men are at this moment fighting and dying; in that spirit of
liberty and of America so prosperous, and safe, and contented, we shall have failed to grasp its meaning,
and shall have been truant to its promise, except as we strive to make it a signal, a beacon, a standard to
which the best hopes of mankind will ever turn; In confidence that you share that belief, I now ask you
to raise you hand and repeat with me this pledge:
I pledge allegiance to the flag and to the United States of America and to the republic for which it stands-One nation, Indivisible, with liberty and justice for all.
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Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Activity 3, Part 2: Plan a FL CCRS-ELA & Literacy Aligned Lesson with UDL
Supports
Description
In grade level pairs, participants will plan a FL CCRS-ELA & Literacy aligned lesson with UDL supports for
a specified segment of grade appropriate, complex text.
Resources
1. Lesson Planning Template
2. Grade Level Text Exemplars
 Grades 6-8: Whitewashing the Fence, from Tom Sawyer by Mark Twain (fiction)
o Retrieved from: www.engageny.org/sites/default/.../middle-school-exemplar-tomsawyer.doc3
 Grades 9-10: Gettysburg Address by Abraham Lincoln (nonfiction)
o Retrieved from: http://www.corestandards.org/assets/Appendix_B.pdf
 Grades 11-12: The Spirit of Liberty Speech by Judge Learned Hand (nonfiction)
o Retrieved from: http://www.providenceforum.org/spiritoflibertyspeech
3. UDL Resources for Learning Framework with Supports for ELA/Literacy Curriculum and Instruction
(See Section 2 Reference, pages 10-12)
4. EQuIP Rubric for Grades 3-12 (handout)
5. Discussion Prompts for Activity 3, Part 2
Directions
In grade level pairs, 6-8, 9-10, and 11-12, plan a lesson using one strategy with your grade level text
exemplar. Use the BOLDED AREAS of the Lesson Planning Template to guide this process. Use the UDL
Resources for Learning Framework with Supports for ELA/Literacy Curriculum and Instruction for
suggestions on UDL supports and the EQuIP Rubric to check for FL CCRS-ELA & Literacy alignment.
1.
2.
3.
4.
Read the text for your grade level. If lengthy, select an excerpt to focus the lesson.
Assume close reading has occurred and choose a strategy to solidify the learning.
Specify the grade level, text, and examples of standards that might be addressed in the lesson.
Use the additional instructional strategy template to specify the steps that you might use to deepen
text understanding following text-dependent questions.
5. Add UDL supports.
6. Using the discussion prompts, pairs share their lessons with others who teach a similar grade.
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Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Lesson Planning Template
Adding an Instructional Strategy and UDL Supports to an Instructional Sequence
For Activity 3, Part 2: Complete the bolded sections
Grade, subject, unit
What is the grade level? What
might be the unit in which this
lesson occurs?
Lesson name, lesson number in
unit, minutes per lesson
Core text or basal
Specify the title of the text,
whether it is fiction or
informational, and the lexile
level. Provide line or page
numbers for the segment.
FL CCRS-ELA & Literacy standards
for lesson (subset of unit
standards)
Specify one or more standards
that the lesson addresses.
Key content and understandings
Specify critical content in the
excerpt.
What did you do BEFORE
teaching to plan for instruction?
Read the text closely.
Create text-dependent questions.
Specify academic language for
targeted instruction.
What did you do DURING
teaching to
1. Introduce lesson.
2. Ask text-dependent
questions.
3. Use additional instructional
strategies to deepen
evidence-based reading,
writing, and discussion.
4. Add UDL supports within the
lesson.
Identify an instructional strategy
that might be part of an
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Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
instructional sequence. See table
below to specify the steps.
What did you do AFTER teaching
to
1. Extend the learning.
2. Provide a culminating activity.
3. Specify performance task &
method of assessment.
Specify the steps of an aligned instructional strategy and include UDL supports. Refer to the
UDL Resources for Learning Framework with Supports for ELA/Literacy Curriculum and
Instruction.
1. Describe the objective of
the lesson relative to the
strategy. Why did you choose
this strategy for the particular
exemplar text?
2. Specify your steps to model
and engage students in using
specified strategy for
particular purposes.
4. Describe UDL supports for
presentation, expression, and
engagement that you might
infuse into this instruction
strategy.
5. Use the EQuIP Rubric.
Identify the indicators that
affirm that the lesson aligns
with the FL CCRS-ELA &
Literacy, instructional shifts,
and scaffolding strategies.
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Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Discussion Prompts for Activity 3, Part 2
Share your lesson with another pair of teacher leaders who teach a similar grade span.
What makes this an appropriately complex text for your grade level?
Why did you choose this strategy for this text?
What UDL supports might make this lesson more accessible to a wider range of student learning
needs?
39
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Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Next Steps
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Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Homework
Participants will develop and deliver a series of related FL CCRS-ELA & Literacy aligned lessons with UDL
supports. These lessons will be used during Module 7B on assessment.
Please bring to 7B:
1. Completed related lessons (perhaps 2-4) using the Lesson Planning Template including:
a. Grade, lesson title(s)
b. Text information including lexile level
c. FL CCRS-ELA & Literacy standards addresses
d. Specification of text-dependent questions and targeted academic language
e. Specification of instructional strategy including steps
f. UDL supports embedded in instruction, guided practice and independent practice
g. Formative assessment, if any
h. Note positive outcomes and challenges
2. Text or text sets upon which you based your lessons.
3. The EQuIP Rubric documentation of lesson alignment.
4. Student work and activity samples based on the lessons. You will use these in 7B, so please bring
them with you!
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Developed by Public Consulting Group for the Florida Department of Education
Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Lesson Planning Template
Grade, subject, unit
Lesson name, lesson number in unit,
minutes per lesson
Core text or lexile level, if known
FL CCRS-ELA & Literacy standards for
lesson (subset of unit standards)
Key content and understandings
What you did BEFORE teaching to plan
for instruction (with UDL supports)
1. Read the text closely.
2. Specify text-dependent
questions.
3. Align instruction with the EQuIP
Rubric.
What you did DURING teaching to (with
UDL supports)
1. Introduce the lesson.
2. Ask text-dependent questions
focused on content and language
and facilitate evidence-based
discussion.
3. Include activities for reading,
writing, and speaking with
evidence.
What you did AFTER Teaching to (with
UDL supports)
1. Reinforce/extend learning.
2. Formative assessment, if any.
* Include samples of student work
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Developed by Public Consulting Group for the Florida Department of Education
Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Closing Activity
43
Developed by Public Consulting Group for the Florida Department of Education
Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Post-Assessment FL CCRS-ELA & Literacy and Universal Design for Learning
Instructions: Check the box on the scale that best represents your knowledge or feelings about
designing FL CCRS-ELA & Literacy aligned lessons with Universal Design for Learning supports in your
classroom (5 minutes to complete the post- assessment).
Self-Assessment Questions
Strongly
Disagree
Disagree
Agree
Strongly
Agree
1
2
3
4
I have a general understanding about the
grade level expectations of the FL CCRS-ELA
& Literacy and the three major instructional
shifts.
I have a general understanding of the three
principles of Universal Design for Learning
(UDL).
I am familiar with instructional practices
that are consistent with UDL and the FL
CCRS-ELA & Literacy instructional shifts.
I can design lessons that align to the gradelevel expectations of FL CCRS-ELA &
Literacy, the three major shifts, and are
consistent with Universal Design for
Learning practices.
I regularly engage in collaborative discussion
about the standards, the shifts, and related
practices and can identify relevant
resources for implementation.
Answer the following questions:
1.
What is one thing you are taking away from this session?
2. Finish this sentence, “My greatest concern about adopting new standards for my charter school
is_______________________________________________________________________. “
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Developed by Public Consulting Group for the Florida Department of Education
Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
……………………………………………………………………………………………………………………………………………………………
References
……………………………………………………………………………………………………………………………………………………………
Adams, M.J. (2010-2011, winter). Advancing our students’ language and literacy: The challenge of
complex text. American Educator, 3-11, 53.
Alberti, S. (December 2012/January 2013). Making the shifts. Educational Leadership, 70(4), 24-27.
Basal and Anthology Alignment Project (2012). Available from http://www.achievethecore.org/. See also
http://www.edmodo.com/.
Beck, I. L., McKeown, M. G. & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction. 2nd
Edition. NY: Guilford Press.
Biemiller, A. (2010). Words worth teaching: Closing the achievement gap. Columbus, OH: McGraw-Hill.
Boyles, N. (December 2012). Closing in on close reading. Educational Leadership, 70(4), 36-41.
CAST (2011). Universal design for learning guidelines, version 2.0. Wakefield, MA: Author.
http://www.udlcenter.org/aboutudl/udlguidelines.
CAST (2009). CAST UDL online modules. http://www.udlonline.cast.org/.
Council of Chief State School Officers and National Governors Association (2010). Common Core State
Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical
Subjects. Washington, DC. Author. http://www.corestandards.org/. See Appendixes A, B, and C.
Council of Chief State School Officers and National Governors Association (2012). Supplemental
information for Appendix A of the Common Core State Standards for English language arts and
literacy: New research on text complexity. Washington, DC: Author. See
http://achievethecore.org/steal-these-tools/.
Fisher, D., Frey, N., & Lapp, D. (2012). Text complexity: Raising rigor in reading. Newark, DE:
International Reading Association.
Flanagan, B., Liebling, C., & Meltzer, J. (2013). Universal design for learning and the Common Core ELA
Standards: Rigorous reading and writing instruction for all. A PCG Education White Paper. Boston:
Public Consulting Group. Available from www.publicconsultinggroup.com/education/library
Hiebert, E. H. (2012). Unique words require unique Instruction. http://www.textproject.org/textmatters/.
Hiebert, E.H. (2012). Core vocabulary (Text Matters Series). Santa Cruz, CA: Text Project.
Hiebert, E.H. (2009). Reading more, reading better. New York: Guilford.
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Developed by Public Consulting Group for the Florida Department of Education
Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Kamil, M. L., Borma, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving adolescent
literacy: Effective classroom and intervention practices: A practice guide (NCEE#2008-027).
Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of
Education Sciences, U.S. Department of education. Retrieved from http://ies.ed.gov/ncee/wwc/.
Liebling, C., & Meltzer, J. (2011). Making a difference in student achievement using the Common Core
State Standards for English language arts: What school and district leaders need to know. A PCG
Education White Paper. Portsmouth, NH: Public Consulting Group.
Mayer, A., Rose, D.H., & Hitchcock, C. (Eds.) (2005). The universally designed classroom and digital
technologies. Cambridge, MA: Harvard Education Press.
Meltzer, J., Conley, K., & Perks, K. (2013, in preparation). Thinkquiry toolkit 2: Strategies to improve
writing across the content areas. Portsmouth, NH: Public Consulting Group.
Meltzer, J. & Jackson, D. (2011) Thinkquiry toolkit 1: Strategies to improve reading comprehension and
vocabulary development across the content areas. Portsmouth, NH: Public Consulting Group.
Meyer, A., Rose, D.H., & Hitchcock, C. (Eds.) (2005). The universally designed classroom and digital
technologies. Cambridge, MA: Harvard Education Press.
Nagy, W., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language
acquisition. Reading Research Quarterly, 47(1), 91-108.
National Assessment of Educational Progress (2011). The Nation’s Report Card.
http://nationsreportcard.gov/ reading_2011/.
National Governors Association Center for Best Practices & Council of Chief State School Officers (2010).
Common Core State Standard for English Language Arts and Literacy in History/Social Studies,
Science, and Technical Subjects. Washington, D.C.: Authors. Retrieved from
http://www.corestandards.org/ELA-Literacy/; National Governors Association Center for Best
Practices & Council of Chief State School Officers (2012). See Appendix B: Text Exemplars and
Sample Performance Tasks. http://www.corestandards.org/assets/Appendix_B.pdf.
National Governors Association Center for Best Practices & Council of Chief State School Officers (2010).
Common Core State Standard for English Language Arts and Literacy in History/Social Studies,
Science, and Technical Subjects. Washington, D.C.: Authors. See also Appendices A, B, and C.
Retrieved from http://www.corestandards.org/ELA-Literacy/.
National Governors Association Center for Best Practices & Council of Chief State School Officers (2012).
Supplemental information for Appendix A of the Common Core State Standards for English
language arts and literacy: New research on text complexity. http://achievethecore.org/stealthese-tools/.
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Developed by Public Consulting Group for the Florida Department of Education
Participant Guide
Module 5B: FL CCRS ELA and Literacy –Focus on Universal
Design for Learning
Rose, D.H., & Meyer, A. (Eds.) (2006). A practical reader in universal design for learning. Cambridge, MA:
Harvard Education Press.
Student Achievement Partners (n.d.). Introduction to the ELA/literacy shifts.
http://www.achievethecore.org/steal-these-tools/professional-developmentmodules/introduction-to-the-ela-literacy-shifts.
Student Achievement Partners (n.d.). Common Core shifts: A 2-page summary.
http://www.achievethecore.org/.
UDL Principles and Practices Video
http://www.youtube.com/watch?v=pGLTJw0GSxk
Examples of UDL Technology Supports
Book Builder
http://bookbuilder.cast.org
Microsoft Photo Story 3
http://microsoft-photo-story.en.softronic.com
UDL Book Editions
http://udleditions.cast.org/INTRO,gettysburg_address.html
Instructional Videos for FL CCRS-ELA Aligned Instruction with UDL Supports
Textual Evidence to Support Opinions
https://www.teachingchannel.org/videos/common-core-collaborative-discussions
Writing Higher Order Questions
https://www.teachingchannel.org/videos/developing-better-questions
Facilitating Effective Student Discussions
https://www.teachingchannel.org/videos/strategies-for-student-centered-discussion?fd=1
FL CCRS-ELA Exemplar Texts
Grades 6-8: Whitewashing the Fence, from Tom Sawyer by Mark Twain
Retrieved from: www.engageny.org/sites/default/.../middle-school-exemplar-tom-sawyer.doc3
Grades 9-10: Gettysburg Address by Abraham Lincoln
Retrieved from: http://www.corestandards.org/assets/Appendix_B.pdf
Grades 11-12: The Spirit of Liberty Speech by Judge Learned Hand
Retrieved from: http://www.providenceforum.org/spiritoflibertyspeech
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Developed by Public Consulting Group for the Florida Department of Education