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Terms For Use

The materials provided herein, including but not limited to instructional guides, manuals, slides, images, graphics, video, and other content, are the intellectual property of CAST and are protected by applicable intellectual property laws. All materials must remain CAST-branded at all times, and may not be altered, modified, or used in any way that could misrepresent or dilute the CAST brand.

These materials are intended solely for non-commercial, educational, and personal use. Any use of the materials for profit, including, but not limited to, use in published materials, for-profit professional development, or marketing, is strictly prohibited. Commercial use of these materials requires the prior written consent of CAST.

These materials are not stand-alone products and are designed to be used only by individuals who have received training from CAST or its authorized representatives. Any unauthorized distribution or use of these materials is strictly prohibited.

Please be aware that CAST resources are subject to regular updates and modifications, and the information contained herein should not be used for more than five years.

By accessing or using these materials, you agree to be bound by these terms and conditions.

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Expression and Communication Webinar Series 2020 - 2021: �Designing for Literacy Development in the Hybrid Classroom

California Coalition for Inclusive Literacy

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Session 6: �Expression & Communication

Monday, May 10th, 2021 3:00 – 4:00 PM PT

Learning Series: Designing for Literacy Development in the Hybrid Classroom

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Chat Box Options�At anytime, feel free to:

Introduce yourself

Ask or answer �a question

Share an idea or a connection you see

Hyperlink a resource for your colleagues

@CAST_UDL

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Chat Box

Live, quick conversations
Can send full group and private messages
Can use @person’s-name

Click on the Chat icon

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CAST Facilitators

Shamryn Coyle

scoyle@cast.org�CCIL Director

Becky Canham

bcanham@cast.org

Placer COE

Elisa Torres-Barton

etorres-barton@cast.org

Fresno COE

Elise Yerkey

eyerkey@cast.org

LA COE

Katie Wyatt

kwyatt@cast.org

Santa Clara COE

@CAST_UDL

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Your Learning Environment

Documents that may be used to support your learning today

Note Taking Guide

Collaborative Discussion Board

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Your Feedback Matters!

Useful

Future Planning

Challenging

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Options for Making Meaning...

Reflect

Connect

Extend

@CAST_UDL

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Today’s Goals

Participants will strengthen capacity for supporting expression and communication
Participants will explore design considerations for expression & communication:

Use of multiple media for communication
Use for multiple tools for construction and composition
Build fluencies with graduated levels of support for practice and performance

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Connect

What is your favorite way to express and communicate love? �And why?

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What if...

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Reading Comprehension is “the process of extracting and constructing meaning through interaction and involvement with written language.”

�CA ELA/ELD Framework (Snow 2002)

@CAST_UDL | #CASTPL

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“... to allow the learner to appropriately (or easily) express knowledge, ideas�and concepts in the learning environment…”

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When Designing Lessons

“...it is important to provide alternative modalities for expression … to level the playing field among learners…”

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Compose in multiple media such as text, speech, drawing, illustration, comics, storyboards, design, film, music, dance/movement, visual art, sculpture, or video
Use physical manipulatives (e.g., blocks, 3D models, base-ten blocks)
Use social media and interactive web tools (e.g., discussion forums, chats, web design, annotation tools, storyboards, comic strips, animation presentations)
Solve problems using a variety of strategies

Use multiple media for communication

@CAST_UDL

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Strategy for:

Use multiple media for communication

Lesson Plan Spotlight: Part 2 by

HIAT Channel, shared with permission / www.youtube.com/watch?v=CeMncpr5gRQ

@CAST_UDL

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Designer Task

As you reflect on the ways your lesson designs used multiple media for communication during this past year, what strategies might you � S tart- K eep- S top?

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As you reflect on the ways your lesson designs used multiple media for communication during this past year, what strategies might you � S tart- K eep- S top?

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Use multiple tools for construction and composition.

Provide spell checkers, grammar checkers, word prediction software
Provide text-to-speech software (voice recognition), human dictation, recording
Provide calculators, graphing calculators, geometric sketch pads, or pre-formatted graph paper
Provide sentence starters or sentence strips
Use story webs, outlining tools, or concept mapping tools
Provide Computer-Aided-Design (CAD), music notation (writing) software, or mathematical notation software
Provide virtual or concrete mathematics manipulatives (e.g., base-10 blocks, algebra blocks)
Use web applications (e.g., wikis, animation, presentation)

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Tool for: �Use of multiple tools for construction and composition.

Graphic organizers and infused with the principles of Universal Design for Learning (UDL) to make them even more flexible and accessible.

help students and educators co-organize their learning in a digital, Google App environment. This provides opportunity for real-time collaboration and just-in-time feedback
come with built-in guides for graphic organizers, including graphic organizers that support comparison, cause and effect, and question exploration
have in-app language translations, read-aloud options, a built-in dictionary, and multimedia content and supports
integrate with Google Drive to enable learners to use images and text in their responses, including options for speech-to-text

@CAST_UDL

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As you reflect on the ways your lesson designs used multiple tools for construction and composition during this past year, what strategies might you S tart- K eep- S top?

Designer Task

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As you reflect on the ways your lesson designs used multiple tools for construction and composition during this past year, what strategies might you S tart- K eep- S top?

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Build fluencies with graduate levels of support for practice and performance.

Provide differentiated models to emulate (i.e. models that demonstrate the same outcomes but use differing approaches, strategies, skills, etc.)
Provide differentiated mentors (i.e., teachers/tutors who use different approaches to motivate, guide, feedback or inform)
Provide scaffolds that can be gradually released with increasing independence and skills (e.g., embedded into digital reading and writing software)
Provide differentiated feedback (e.g., feedback that is accessible because it can be customized to individual learners)
Provide multiple examples of novel solutions to authentic problems

@CAST_UDL | #CASTPL

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Strategy for: �Building fluencies with graduated levels of support for practice and performance.

Provide differentiated feedback (e.g., feedback that is accessible because it can be customized to individual learners)

@CAST_UDL | #CASTPL

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As you reflect on the ways your lesson designs built fluencies with graduated levels of support for practice and performance during this past year, what strategies might you S tart- K eep- S top?

Designer Task

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As you reflect on the ways your lesson designs built fluencies with graduated levels of support for practice and performance during this past year, what strategies might you S tart- K eep- S top?

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Thinking, speaking, and listening are practices of freedom.

Elizabeth A. City, Harvard Graduate School of Education

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Contact Us

Website: cast.org

Professional Learning: castpl.org

Books & Media: castpublishing.org

Email: cast@cast.org

Phone: 781-245-2212

CAST �50 Salem St�Building B, Ste 303�Lynnfield, MA 01940

@CAST_UDL