Reading Reflection On Reading

Reading Reflection 10

Due Sunday midnight. Please upload your response using lastname_reading10.docx to CANVAS. This reflection is worth 10 points.

USING THE TEXTBOOK and OUTSIDE RESOURCES: Chapter 13. Creating Literacy-Rich Environments for All Learners

Chapter 13. Read sections 13.3 – 13.6, with careful attention to Figures and Tables in this section. Use your UDL chart, wheel, or website as resources: http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice.

Examine the Think-Tac-Toe Book Report Options, which allows learners to demonstrate understanding after reading a story (i.e., the ACTION AND EXPRESSION GUIDELINE).

1. Demonstrate that you can think of options for action and expression for a book, the Scott Foresman

Students of all ages are taught by activating the visual, auditory, tactile, and kinesthetic senses and require abundant drill, practice, and repetition.
Readings should reinforce the words students are learning in passages with few unknown words to develop automaticity.
E. The technological nature of our society demands a literate workforce. Fluent reading with comprehension is critical for success.
Fluent readers can grasp print material in larger units and phrases for more efficient reading

These variations can be confusing for many native English speakers—not to mention students who struggle with language or are learning English as a second language.
Content is taught in inclusive class- rooms in two languages, with a focus on core curriculum with no translations or remedial instruction.
Such classrooms provide extensive modeling and print/video resources.

Most learners will need instruction in the writing process and will benefit from the use of graphic organizers, outlines, and writing strategies. Some may even need another language or symbol system—pictures, signs, objects, Braille dots, or other codes—to express their ideas.

For many of those who have great difficulty writing by hand, computer keyboarding has been a particular

(a) Choose one thematic strand to work with, (b) find a lesson you like using Time For Kids http://www.timeforkids.com and (c) suggest and explain adaptations to the lesson to incorporate additional elements of engagement, representation, action and expression (again, be specific about the checkpoint) into the lesson. (3 points)

NCSS Strand: Lesson idea and digital link: Adaptations to the lesson to support learners AND WHY

The study of people, places, and environments
Learn about Navajo Code talkers and their role in WWII, to learn about people from another time and culture.
Digital source: http://www.timeforkids.com/photos-video/video/code-honor-305711 This video may be too long. One adaptation could be to show pictures of Navajo Code talkers before showing the video (to heighten salience of concepts) AND teacher pauses the video at specific times every few minutes with specific discussion questions (increases options for perception)

From Egg to Animal

Learn about different kinds of eggs lays by different types of animals including snakes, birds, frogs even mammals. Moreover, some interesting facts about