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Designing for Inclusive Literacy

Learning Series

Academic Year 2021 - 2022

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Session 5: Expert Learning

Monday, January 10^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

Becky Canham

bcanham@cast.org

Placer COE

Elisa Torres-Barton

etorres-barton@cast.org

Fresno COE

Elise Yerkey

eyerkey@cast.org

LACOE

Shamryn Coyle

scoyle@cast.org�CCIL Director

Katie Wyatt

kwyatt@cast.org

Santa Clara 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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How Are You Feeling Today?

Choose the number that corresponds with your mood today and put it in the chat.

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What is Inclusive Literacy?

Ensures access for ALL students in general education classrooms
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

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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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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Today’s Goals

Participants will deepen understanding of inclusive literacy practices by:

Defining the characteristics of expert learners
Understanding instructional strategies to support expert learning

@CAST_UDL | #CASTPL

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Your Learning Environment

Home Base Google Doc: bit.ly/Webinar-Homebase

Notetaking Guide: bit.ly/EL-NTG

Discussion Boards:

https://tinyurl.com/ExLPK2

https://tinyurl.com/ExL3to5

https://tinyurl.com/ExL6to8

https://tinyurl.com/ExL9to12

Your Learning Environment

Documents that may be used to support your learning today

@CAST_UDL | #CASTPL

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Let’s Connect

Please drop it in the chat

When do you feel like an expert learner?

and/or

How might you define expert learning?

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Activity

Choose one of the following paragraphs to read

A Brief History of Time

Nucleated RBC

Concatenation

As you read, pay attention to the thought processes, strategies, and inner dialogue occurring.

@CAST_UDL | #CASTPL

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Question

What skills or traits did you need to draw upon just now?

Chances are, you used the skills of highly effective readers identified by research.

Let’s take a closer look at those skills and traits.

@CAST_UDL | #CASTPL

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Skills of Highly Effective Readers

Making predictions
Developing mental images
Making analogies
Connecting new information to background knowledge (e.g., text-to-self)
Self-questioning
Using fix-up strategies to regulate comprehension

Source: Citizens Academy of Cleveland

@CAST_UDL | #CASTPL

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From Expert Reader to Expert Learner

What about students who have dyslexia or other reading difficulties?

Students who are two or more grade levels behind in reading?

What about English Learners?

Can they become expert learners?

How do we create inclusive learning environments so they can continue to access content?

@CAST_UDL | #CASTPL

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Inclusive Literacy

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Inclusive Literacy

Offer alternatives to visual information
Illustrate through multiple media.
Clarify vocabulary and symbols
Clarify syntax and structure
Support decoding of text, mathematical notation, and symbols

Optimize individual choice and autonomy
Optimize access to tools and assistive technology
Facilitate personal coping skills and strategies
Facilitate managing resources and information

@CAST_UDL | #CASTPL

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Expert Learners

Purposeful & Motivated
Resourceful & Knowledgeable
Strategic & Goal-directed

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Think Alouds: Beyond Modeling and Beyond Text

Disciplinary Literacy

Read and write like a scientist, a mathematician, a historian, an artist, an athlete

What would thinking out loud in these various roles look like?

Source: Smekens Education Solutions, Inc.

@CAST_UDL | #CASTPL

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The Goal of UDL: Becoming Expert Learners
Engagement Purposeful & Motivated	Representation Resourceful & Knowledgeable	Action and Expression Strategic & Goal-Directed
Are eager for new learning and are motivated by the mastery of learning itself Are goal directed in their learning Know how to set challenging learning goals for themselves Know how to sustain the effort and resilience that reaching those goals will require Monitor and regulate emotional reactions that would be impediments or distractions to successful learning	Consider prior knowledge or make connections to prior learning experiences Activate that prior knowledge to identify, organize, prioritize and assimilate new information Recognize the tools and resources that would help find structure and remember new information Know how to transform new information into meaningful and usable knowledge	Formulate plans for learning Devise effective strategies and tactics to optimize learning Organize resources and tools to facilitate learning Monitor their progress Recognize their strengths and weaknesses as learners Abandon plans and strategies that are ineffective