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Designing for Inclusive Literacy

Learning Series

Academic Year 2021 - 2022

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Session 8: Meaning-Making

Monday, April 11^th, 2022 3:30 – 4:30 PM PT

Learning Series: Designing for Inclusive Literacy

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Chat Box Options

At anytime, feel free to:

@CAST_UDL | #CASTPL

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Using the Chat Box

Type “@Name” to respond directly to a message.

Contribute in the chat box!

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CAST Facilitators

Sylvia Rodriguez Douglass

srodriguezdouglass@cast.org�CAST

Elisa Torres-Barton

etorres-barton@cast.org

Fresno COE

Shamryn Coyle

scoyle@cast.org�CCIL Director

Katie Wyatt

kwyatt@cast.org

Santa Clara COE

Elise Yerkey

eyerkey@cast.org

LACOE

Becky Canham

bcanham@cast.org

Placer COE

@CAST_UDL | #CASTPL

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Your Learning Environment

Act

What are your preference today for sharing your thinking?

Self-Regulate

How can your space better support your engagement?

Perceive

What is the best way for you to perceive the content?

@CAST_UDL | #CASTPL

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Monthly Learning Series focused on …

in Designing for Inclusive Literacy

Mindset
Goal-Setting
Barriers
Options
Expert Learning
Self-Reflection
Literacy Across Disciplines

Meaning-Making
Writing

@CAST_UDL | #CASTPL

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Today’s Goals

Participants will deepen understanding of inclusive literacy practices by:

exploring strategies to minimize barriers for key meaning-making skills
identifying inclusive practices to support meaning making across the disciplines

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I notice, I wonder…

Low floor, high ceiling
Data gathered can be used to drive further instruction
Protocol can be used in all disciplines to build habit of mind

Close reading/looking skills

W

3:35-3:43

Activity from 3:43-3:50

You will be welcome to choose to work collaboratively in a break out room by content area or stay behind in the main room and work independently- you are welcome to choose to collaborate on the shared template or make our own copy for your individual adventure

Our activity will be a protocol I am certain many of you are familiar with, called “I Notice, I wonder”. We consider this to be a strong example of a Low Floor, High Ceiling protocol- an essential component to offer when focusing on being inclusive. Low Floor refers to the entry point of the activity to be accessible to all- that there are no prerequisite skills, background knowledge or experience needed for anyone and everyone to be able to participate in a meaningful way. You will be asked to observe the text offered, then on a graphic organizer below the text, you will be asked to share anything that you are noticing at all- this often can then lead you right into having wonderings about what you are looking at. Anyone can make observations and ask questions!

The high ceiling refers to the idea that this activity can get deeper and extend out as far as the learner can and wants to go . Therefore, this type of protocol offers access to all as well as pushes to as far of a challenge or extension as the learner will want and be able to go.

This data collected from their thoughts can then be used to help drive the design of future instruction based on what you see the interests and needs of the learners are.

We have an offering for you to interact with content from all of these disciplines so choose whichever one is most relevant, exciting of enjoyable to you!

We like to think about this as a way of beginning a close reading activity, but with images and tables and other types of text beyond your typical printed word type of text. It is a close looking strategy?

*Make sure to show reflection questions and put questions in the chat before break out rooms

Harvard project Zero See, Notice, Wonder- http://pz.harvard.edu/sites/default/files/Ver%2C%20Pensar%2C%20Preguntarse%20-%20See%2C%20Think%2C%20Wonder.pdfsame en espanol

English version of Notice, Wonder

Put link to protocol in chat

Put links with labels in the chat

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Reflect on I Notice, I Wonder Protocol

What impact did using the protocol have on your thinking?
How did using the protocol inform how you approached the material?
Are there other ways you would have wanted to capture your thinking?

@CAST_UDL | #CASTPL

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I notice, I wonder… 2

Low floor, high ceiling
Data gathered can be used to drive further instruction
Protocol can be used in all disciplines to build habit of mind

Close reading/looking skills

W

3:35-3:43

Activity from 3:43-3:50

You will be welcome to choose to work collaboratively in a break out room by content area or stay behind in the main room and work independently- you are welcome to choose to collaborate on the shared template or make our own copy for your individual adventure

Our activity will be a protocol I am certain many of you are familiar with, called “I Notice, I wonder”. We consider this to be a strong example of a Low Floor, High Ceiling protocol- an essential component to offer when focusing on being inclusive. Low Floor refers to the entry point of the activity to be accessible to all- that there are no prerequisite skills, background knowledge or experience needed for anyone and everyone to be able to participate in a meaningful way. You will be asked to observe the text offered, then on a graphic organizer below the text, you will be asked to share anything that you are noticing at all- this often can then lead you right into having wonderings about what you are looking at. Anyone can make observations and ask questions!

The high ceiling refers to the idea that this activity can get deeper and extend out as far as the learner can and wants to go . Therefore, this type of protocol offers access to all as well as pushes to as far of a challenge or extension as the learner will want and be able to go.

This data collected from their thoughts can then be used to help drive the design of future instruction based on what you see the interests and needs of the learners are.

We have an offering for you to interact with content from all of these disciplines so choose whichever one is most relevant, exciting of enjoyable to you!

We like to think about this as a way of beginning a close reading activity, but with images and tables and other types of text beyond your typical printed word type of text. It is a close looking strategy?

*Make sure to show reflection questions and put questions in the chat before break out rooms

Harvard project Zero See, Notice, Wonder- http://pz.harvard.edu/sites/default/files/Ver%2C%20Pensar%2C%20Preguntarse%20-%20See%2C%20Think%2C%20Wonder.pdfsame en espanol

Put link to protocol in chat

Put links with labels in the chat

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Extended Definitions

Inclusion

Process of involving / including all people in an environment regardless of their differences

Literacy

Ability to produce, interpret, and understand language

Belonging
Valuing
Respecting

Question
Critique
Social Context

@CAST_UDL | #CASTPL

W

3:55-3:58

I am certain a common understanding of the idea of Inclusion can be summarized as the process of involving and including all people in an environment regardless of their differences- our team has expanded this to specifically name that this process is not complete by just the action of putting everyone physically together. In order for all variances of learners to be successful, they must also feel a strong sense of belonging- that their whole person is seen and that they feel heard- all learners need to also be valued for all of the unique assets they bring to the space because together we are stronger- and that each individual piece of our learners are respected to provide a sense of safety and build true community.

We all understand the concept of Literacy to mean the ability to produce, interpret and understand language. Our team has expanded on this to include the regular practice of guiding our learners to pose wondering and ask questions on what they read- to also explicitly show our learners how to critique what is being read by growing those critical reading skills and strategies- and the last layer we offer is to consider the social context of the material in order to expand the meaning making process, build relevance and authentic connections.

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Inclusive Literacy

Promotes participation of all students in the general education classroom
Expands definition of literacy to include communication, problem solving, critical thinking, and multiple forms of media
Provides options to students to progress in content-area or disciplinary learning

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3:58-4:00

Time: 1 minute

Suggested Language: During the K-3 years, students are learning to read.You may have also heard that beyond 3rd grade, students are reading to learn. But what happens if a student can’t read? Does learning stop? Inclusive literacy practices ensure that doesn’t happen, even if a student is still working on foundational reading skills such as decoding.

Notes: Can ask participants to think of the student who have trouble decoding but can communicate a novel’s theme with deep insight; an English Learner who is still grasping non-native language but excels in math; students who have significant talent in art, music, or other “elective” areas? Should they be denied access to those classes or the ability to grow skills outside of foundational reading. For many dyslexic students, reading will be a lifelong struggle and one that goes undiagnosed. What is the cost of waiting for them to learn to read before nurturing other areas of learning?

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What Research Tells us About Reading Comprehension, and Comprehension Instruction

Link to What the Research Tells Us About Reading Comprehension and Comprehension Instruction

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Reading Comprehension Skills

Connecting
Questioning
Predicting
Inferencing
Visualizing
Monitoring Comprehension
Reflecting

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Meaning-Making Skills

Connecting
Questioning
Predicting
Inferencing
Visualizing
Monitoring Comprehension
Reflecting

@CAST_UDL | #CASTPL

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Building Analysis Skills Through Art

Link to Video: Building Analysis Skills Through Art (12:51)

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Reflect on Video

What intentional choices did the teacher make to support her students?
What tools do we see used in this lesson as effective scaffolds for the students?
Did you have any a-ha moments in watching this video?

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Building Analysis Skills Through Art 2

Link to Video: Building Analysis Skills Through Art (12:51)

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Reflection: Making the Invisible Visible

What stood out?
How could you imagine using this with your own students?
What other options would you include?

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Inference Graphic Organizer

Link to the Inference Graphic Organizer

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Closing Reflection

In what others ways do you make meaning?
In what ways do your students make meaning?
How do you know that your students have made meaning?
Are there any other protocols you have found to be low floor, high ceiling?

Link to exit ticket

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Got Another Minute? Resources to Support Meaning Making

https://ccil.cast.org/home

@CAST_UDL | #CASTPL

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Up Next: Monthly Learning Series on the Role of…

in Designing for Inclusive Literacy

Mindset
Goal-Setting
Barriers
Options
Expert Learning
Self-Reflection
Literacy Across Disciplines
Meaning-Making

Writing

@CAST_UDL | #CASTPL

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Next Time

Session 9: Writing

Register for Webinar 9

May 9^th, 2022

3:30-4:30 pm PT

bit.ly/MeaningM-Feedback

Please complete our survey.

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CAST

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Email: cast@cast.org

Phone: 781-245-2212

CAST �200 Harvard Mill Square, Suite 210 Wakefield, MA 01880

@CAST_UDL | #CASTPL