Differentiated+Instruction

[] To access Nettrekker

[] Differentiated Instruction & UDL on "The Life Cycle of A Plant".

=Part One: (45 minutes)=
 * || Planning for All Learners (PAL) ||  ||
 * || ===The Life Cycle of Plants (Grade 1): UDL Approach===

Goals (5 minutes)

 * Review what students have been learning about seeds.
 * Practice developing awareness of themselves as readers, both at the decoding and comprehension level, through book selection activities.
 * Teach students to scan books for information about a topic.

Preparation:
Prior to this science lesson, have students open fruits and vegetables and extract seeds. Also have students plant some seeds (choose a plant that will grow quickly). Select four books at different reading levels that convey key science concepts about the life cycle of seeds. Obtain 4-5 copies of each book. Prepare or obtain a digital version of each book that can be used on the computer. In addition, prepare or obtain an audio version to be used in the listening center. (For directions on finding and creating digital content, as well as information about text to speech devices, see UDL Toolkits: Digital Content in the Classroom at [])

Introduction: (10 minutes)

 * Students gather on the rug and discuss what they have been learning about seeds.
 * Show students the books and explain that each will choose one that they would like to read and which they think would be a �just right� book for them.
 * Explain the media options available for each book: students can choose from a print copy, a digital copy of the text, an audiotape version, or whatever media you have available for this lesson. Explain also any text-to-speech devices that are available for your students to use.
 * Talk about choosing a �just right� book. Review that a �just right� book is one in which they can read and understand most of the words.
 * Remind students that if they can read all of the words and understand the entire book, it is too easy.
 * If they can read most of the words and understand most of the book, it is just right.
 * If they have a hard time reading most of the words and they don�t understand much of the book, then it is too hard.

Guided Practice: (20-25 minutes)

 * Place each book around the room so that there are 4-5 copies of the same book in different media placed at each station.
 * Students rotate (in groups of four or five) to each station and browse the book for 5 minutes, then move onto the next station.

Closing: (5-10 minutes)

 * Display the covers of the four books and ask each student to tell which they have chosen to read. As students announce their selection, write their name next to the book title on chart paper.
 * This is also a good time to ask each student to choose the medium to use for reading and decide if the reading will be alone or with a partner.
 * Ask students to share some things they noticed about the different books.

Assessment
=Part Two: (45 minutes)=
 * As students circulate through the stations, ask students opinions about which of the books is the one right for themselves. If any student has difficulty selecting a book, guide them through the selection process using the "just right" book criteria.

Goals

 * Read expository/informational text
 * Find evidence in text to answer questions.
 * Share knowledge through oral discussion

Introduction: (10-12 minutes)

 * Display the book covers and the lists of who chose which book to read. Explain that as students read their chosen books, they will be looking for information to help them answer two questions.
 * Display the questions on the chart paper. Below is an example, adjust to match the books you selected.
 * Question 1: What do seeds need so they can grow?
 * Question 2: What can seeds grow into?
 * Review the questions with the class. Ask students to predict what answers they might find in the books. Post student responses on the wall as a reference.
 * Instruct students to find answers to the questions in their books. Remind students that this information might be in the words, the pictures, or both.
 * Review the choice of medium each student made in Part 1 and pair students who chose to read with a partner. Prepare two key questions about plants for the students to answer.
 * Ask students who are reading the printed text (including those who listening to audiotape while following the text in the book) to attach a sticky note next to each page in the book that has information to help them answer the question. Students using digital version can use word processing or text-to-speech software to highlight this information in the digital copies.
 * After they read the books, ask all to record (write, draw, or dictate) their responses to the questions on a sticky note and post it on the chart paper next to the question it answers. || [[image:http://www.cast.org/teachingeverystudent/toolkits/images/summary_icon_example.gif]] || **Example:** Kirsten uses the books her students selected to create reading groups. ||  ||

Guided Practice (25 minutes)

 * Students work independently or with partners to read and develop their responses.
 * Providing support when necessary, prompting or asking questions as appropriate to help students.

Closing:(10-12 minutes)

 * As a group, review the sticky notes posted next to each question. Ask a volunteer to indicate where in the text that information was found.
 * Ask students to share what was good or hard about this activity.

Assessment
Circulate among the students as they read. Use the Observation Form (.doc) to record students� names and note for each the following information: At the end of the lesson, teacher collects the sticky notes from the chart for each child and evaluates his or her responses to both questions. =Materials & Tools=
 * Did student�s responses accurately answer the question?
 * Could student designate where the information to answer the questions was found?
 * [[image:http://www.cast.org/teachingeverystudent/toolkits/images/summary_icon_example.gif]] || **Example:** Kirsten also assesses the responses of her students when they return to the circle. ||
 * Four to five copies of each of four books about seeds at different reading levels appropriate for first grade students. Some titles to consider are: How A Seed Grows, Growing Vegetable Soup, Diary of A Sunflower, I�m A Seed.
 * Digitized versions of the texts of books being used in the lesson (link to info on this in Verizon).
 * Software offering text-to-speech support (link to info on this in Verizon).
 * Commercially available or teacher prepared audio recordings of the books used in the lesson.
 * Two key questions about seeds for students to research printed on a large chart. Leave space for students attach sticky notes with their answers to each question.
 * Sticky notes in a variety of colors.
 * Easel(s) or cork board to post chart paper with questions.
 * Observation_checklist.doc.

These sample UDL lessons are found on the CAST Website. Click on the link below []

[] What is Universal Design for Learning? (UDL)

[] The Basics of Reading
 * Paying attention** refers to the brain's ability to take all of the stimuli around us, immediately categorize and organize information as relevant or irrelevant, and focus the mind on one thing. For a child in a classroom, paying attention to the teacher means filtering out as many as 30 other students and the dynamics between them, visual or outside distractions, noises, and more.



[] e-library