Download UDL Unit Vocabulary Grade 5

Caitlin Mewborn
UDL Unit: Enhancing Vocabulary
5th Grade
4/25/13
Table Of Contents

Introduction and Rationale, p. 2-7

UDL Lesson Plans
o Acting Our Adverbs, p. 8-9
o Word Building, p. 10-13
o Stump the Teacher, p. 14-15
o Book Group Discussions, p. 16-18

Unit UDL Assessment, p. 19-20

Individualized Assessment, p. 21

Self-Reflection, p. 22-23

Reference Page, p. 24-25
Caitlin Mewborn, SEDP 505 Spring 2013
2
Introduction to my Class
I am a general education fifth grade teacher in Fairfax County, Virginia. I am
passionate about getting kids excited to read and about teaching them valuable study skills
that they can use throughout their lives as students. I emphasize positive behavior and
attitudes and themselves and when interacting with others. Teaching children how to
become good citizens is a key role of schools, in addition to the academics. I want them to
feel capable and motivated to keep learning.
While I believe self-discovery of knowledge is a valuable teaching method, it should
be structured and closely monitored (as in mostly teacher directed). Differentiation is
essential when it comes to making sure each child’s needs are met. In order to help
students grow, teachers need to know what knowledge and beliefs they already have.
Students must construct their own knowledge in order for learning to be meaningful.
Teachers need to model how to make connections to what they already know to what is
being taught. Collaboration among students can have a very positive impact on their
learning.
I anticipate working closely with many other people in order to best meet the needs
of my students. I regularly meet with other fifth grade teachers about the curriculum. We
also communicate with fourth and sixth grade to gain insight on what knowledge and skills
the students come to fifth grade with and what they may be lacking on when they move up
the sixth grade. In regards to students with an IEP I expect to work with a Speech
Language Consultant, Occupational Therapist, Physical Therapist, and a Visual Impairment
Specialist. As a general education teacher I will also work with the Media
Specialist/Librarian, the counselors, and the administration as necessary.
Caitlin Mewborn, SEDP 505 Spring 2013
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I have two students with IEPs in my classroom this year, Melody and Mike. Melody
has cerebral palsy, affecting her communication and her physical abilities. But, this has not
stopped her from learning or making friends! Melody’s “Elvira” communication device
enabled her to gain a significant amount of vocabulary. She even competed in an academic
quiz as a member of the winning team. She pass advanced four out of five of her last VAAP
tests!
Mike is an extremely bright student with a visual impairment. He is very active and
has many interests including books on tape and computers. He pass advanced all of his last
SOL tests! He is especially adept at math. At the same time Mike has a very daring and
brave personality. He doesn’t let anything to stand in his way when he wants to attempt
something, making attentive supervision especially important for him.
While having these two students in my classroom is a challenge, they have taught
the other students and me a great amount about perseverance. Melody and Mike have both
overcome so many obstacles and we are so proud of their achievements. They show us that
more is possible than we can imagine! At times I have to adjust my teaching style or
method or presentation to accommodate Mike and Melody. This will take extra time, effort,
and creativity. Interacting with students with different abilities, on a daily bases, also
teaches tolerance and about accepting people unlike yourself. They are human and are
students just like the rest of the class who deserve an education too. They have strengths
and abilities and should not be pitied. I want my students to know that everyone has
something to contribute to society!
Caitlin Mewborn, SEDP 505 Spring 2013
4
My Students
Melody’s goals include expanding her physical mobility. She can improve her ability
to get around sharp corners and down inclines in her power wheelchair. She also needs to
gain a wider range of motion with her arms. Her academic goals include participating
independently in class with the help of “Elvira”, increase her knowledge of 5th grade
spelling words, “increase her reading comprehension”, and “increase her ability to solve
basic math skills” (Boyd & Wojcik, 2013a). Melody will require additional support and time
to use her communication device and to program it. The Special Education Teacher and/or
the paraprofessional will help her with this. My classroom accommodates Melody’s needs
by having wide walkways and paths throughout the room. Also, it is on the first floor so she
doesn’t have to use the elevator.
For Mike’s goals he will “independently set up his brailler”, “independently order
books from Aim’s Virginia”, and “increase his braille reading to complete assignments”
(Boyd & Wojcik, 2013b). To accommodate our classroom for Mike we have, as one of our
class “jobs”, to check the walkways for objects or debris. We want to ensure that the
classroom is safe for each student, so this actually benefits everyone and contributes to a
tidier classroom. It is unacceptable to leave papers, jackets, or bookbags on the floor.
Everything has a place and should be put away when not in use. This also helps Mike and
the entire class all know where the materials are. We also set aside space for Mike’s braille
materials.
Caitlin Mewborn, SEDP 505 Spring 2013
5
Unit Goals

The student will be able to orally state or write the definition of 5 new words per
week with 80% accuracy.

The student will be able to recognize these words within text and state the
definition when given a book with 80% accuracy.
Rationale
This particular unit is important for my students because a large vocabulary aids in
comprehension of speech and text and is useful knowledge for the future. Mike loves
reading and I believe he will enjoy this unit. I will use a variety of texts for the purpose of
introducing students to unfamiliar types of literature. For example, Mike loves mystery
novels and this might aid in his discovery of another favorite genre. It will enhance all
students reading ability. For Melody this will help her with basic communication and
enable her to relate to her classmates better. When they have a shared understanding
about something they can more easily communicate and find commonalities between them.
This lesson is very adaptable depending on the needs of the students. The same vocabulary
words can be obtained from different levels and different types of texts.
I will use a variety of texts and methods to teach the new words. I will read books
aloud, provide books on tape, poems, songs, and other reading material that contain the
words. I will teach them strategies to use context clues to determine meaning, discuss
roots, affixes, synonyms, and homophones, and encourage the use of word-reference tools
(such as the dictionary and thesaurus in print and electronically). I will give students a
choice of activities, aside from the read-a-louds. Crossword puzzles, fiction and non-fiction
texts, online vocabulary games, and other related materials will be provided. This objective
Caitlin Mewborn, SEDP 505 Spring 2013
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relates to the fifth grade reading SOL 5.4, “The student will expand vocabulary when
reading” ("Grade 5 reading," 2011). Vocabulary is a major part of reading comprehension.
Caitlin Mewborn, SEDP 505 Spring 2013
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Lessons
Lesson One, Acting our Adverbs
Lesson Objectives
TSWBAT recognize and use new adverbs.
SOL 5.4 Reading: The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
b) Use context and sentence structure to determine meanings and differentiate
among multiple meanings of words.
c) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
d) Identify an author’s use of figurative language.
e) Use dictionary, glossary, thesaurus, and other word-reference materials.
f) Develop vocabulary by listening to and reading a variety of texts.
g) Study word meanings across content areas.
Link to IEP goalMelody:
- increase her ability to spell words at the 5th grade level.
-increase her reading comprehension. (MAZE-CBM).
-increase her range and motion of her arms. (Teacher Survey).
-increase her ability to participate independently in class with the use of her
communication computer.
Mike:
-independently set up his brailler.
-increase his braille reading to complete assignments.
-independently order books from Aim’s Virginia.
Materials:
-index cards (and words printed in braille)
-sentence strips (and sentences printed in braille)
-paper bag or hat
-books/videos/audio (including Braille and large print)
Rationale: The goal of this lesson is to expose students to a variety of adverbs and
to practice using them.
Assessment: The student will be able to describe the definition (orally or in
writing) of an adverb in their own words and give two examples, without error.
Caitlin Mewborn, SEDP 505 Spring 2013
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Description of the Lesson:
The teacher will write 5-8 adverbs on the board, then say all of the words out loud
(angrily, quietly, hungrily, exhaustedly, dramatically, hurriedly, etc). The students
and teacher will then read the words out loud together. The teacher will ask the
students, “what type of words are these?” (adverbs), “what do they all have in
common?” (they all end in –ly). The teacher will ask the students other adverbs they
can think of. The teacher will ask “what is an adverb?” (a word that modifies or
describes an adjective, verb, or other adverb).
The teacher will then explain the game- Adverb Acting. As a class they will come up
with 10 sentences about things they do during a typical day or questions they ask.
For example, “What’s for dinner”, “Can I have a hall pass?”, or “Let’s go play outside”.
The teacher will write these sentences on sentence strips. The teacher will also have
the adverbs written on cards. The students will get into groups, pairs (or work
individually if they choose). Each group will blindly pick one card (from a paper bag
or hat) and one sentence and act it out for the class to guess the adverb. The teacher
or aide will read these to Mike. For example, Mike will hurriedly ask Melody “Let’s go
play outside”.
After the game the students will pick out a book or some form of text and find the
adjectives. They may also choose to view a video, listen to an audio recording, or a
book on tape.
Adapted from (Danyali)
A. Multiple Means of Representation:
1. The information is provided visually and orally. Kinesthetic is also employed
in acting out adverbs. The student has the choice of discovering and recognizing
adverbs in a variety of formats: books, audio, and video.
2. Even if a student cannot see the acting or act out a word due to physical
limitations, they are still being involved in the activity. They can hear the words
being acted out and they can also be included by acting with someone as
another character in the scene.
B. Multiple Means of Engagement:
Students engage in this lesson visually, auditory, and kinesthetically.
C. Multiple Means of Expression:
Students have the option to use variety of formats: books, audio, and video in
whatever subject/content they would like.
Caitlin Mewborn, SEDP 505 Spring 2013
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Lesson Two, Word Building
Lesson Objectives
TSWBAT differentiate between the root and affix or suffix when given five
words, with 80% accuracy.
SOL 5.4 Reading: The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
b) Use context and sentence structure to determine meanings and differentiate
among multiple meanings of words.
c) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
d) Identify an author’s use of figurative language.
e) Use dictionary, glossary, thesaurus, and other word-reference materials.
f) Develop vocabulary by listening to and reading a variety of texts.
g) Study word meanings across content areas.
Link to IEP goalMelody:
- increase her ability to spell words at the 5th grade level.
-increase her reading comprehension. (MAZE-CBM).
-increase her range and motion of her arms. (Teacher Survey).
-increase her ability to participate independently in class with the use of her
communication computer.
Mike:
-independently set up his brailler.
-increase his braille reading to complete assignments.
Materials:
-graph paper or index cards
-pocket chart
-scissors
-words printed in Braille for Mike
-Prefex/Suffix Graphic Organizer
Rationale: The goal of this lesson is to improve students’ decoding ability for
reading and comprehending new words by learning the meaning of “root”, “suffix”,
and “prefix”.
Assessment: Given a list of 5 words the student will identify the root and prefix or
suffix of each word and give the meaning of three prefixes or suffixes.
Caitlin Mewborn, SEDP 505 Spring 2013
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Description of the Lesson: Describe your activity in “implementable detail” be sure
to cite your evidence based practices and your UDL considerations.
1. Review parts of words: root, suffix, prefix. Discuss the meanings of the various
word parts. Select several of each to work with. The student will write these on a
sheet of graph paper or on index cards. Each root, suffix, and prefix should be
written separately. For example:
dis-
like
-ly
pre-
cook
-ing
cover
-ed
un-
happy
2. The students will cut the tiles apart (unless using index cards). Call out the
definition for each root, one at a time, having students identify the correct root.
3. Call out a definition for one root. After each student has selected the correct root,
ask them to find the prefix or suffix that will change it to mean “[this]”. For example,
“I do not like this movie” (changing from like to dislike). Use all of the roots, prefixes,
and suffixes at least once.
4. Give students the opportunity to explore or create new words. Have them define
the words they create.
5. Use visuals for more clarification, when necessary. For example:
Uncooked
Cooking
Caitlin Mewborn, SEDP 505 Spring 2013
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Cooked
6. The teacher will provide a graphic organizer for the students to fill in. They will
use this for multiple lessons.
Prefix or Suffix
Un-
Definition
Not, or the opposite
Example
Picture
Seeing a black bat
means you are
unlucky.
Lesson Adapted from ("Lesson skill: Roots and affixes" )
A. Multiple Means of Representation: Providing learners various ways of
learning information and knowledge. Provide an example. Try to answer the
questions, (1)“Am I providing options or alternatives for the display, perception,
language, and/or symbols presented during the lesson? ” (2) “How can students
that miss out on the activity accomplish the same goal?” Candidates must
describe how they accomplish this task during the lesson.
1. The information is provided visually and orally. Tactile strategies are also
used with the cards/tiles each student has. Pictures can also be provided.
2. If a student cannot move the tiles themselves they could work with a partner
or dictate to an aid how to move the tiles. Alternatively they could watch the
teacher demonstrate with his or her large tiles.
Caitlin Mewborn, SEDP 505 Spring 2013
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B. Multiple Means of Engagement: Providing learners with alternative for
demonstrating what they have learned. Provide an example. Try to answer the
question “ Am I providing options for physical action, expressive skills and
fluency, and/or options for executive functioning during the lesson?” Candidates
must describe how they accomplish this task during the lesson.
Students engage in this lesson visually, auditory, and tactilely.
C. Multiple Means of Expression: Providing ways to tap into the learner’s
interest, challenging them appropriately, and motivating the learner. Provide an
example, and answer the question, “ Am I providing students options to pull in
their interest, sustaining effort and persistence, and/or self-regulation?”
Candidates must describe how they accomplish this during the lesson.
The students are given the opportunity to create other words. The teacher can
also provide more challenging words.
Caitlin Mewborn, SEDP 505 Spring 2013
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Lesson Three, Stump the Teacher
Lesson Objectives
SOL 5.4 Reading: The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
b) Use context and sentence structure to determine meanings and differentiate
among multiple meanings of words.
c) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
d) Identify an author’s use of figurative language.
e) Use dictionary, glossary, thesaurus, and other word-reference materials.
f) Develop vocabulary by listening to and reading a variety of texts.
g) Study word meanings across content areas.
Related IEP Goals:
Melody:
- increase her ability to spell words at the 5th grade level.
-increase her reading comprehension. (MAZE-CBM).
-increase her ability to participate independently in class with the use of her
communication computer.
Mike:
-independently set up his brailler.
-increase his braille reading to complete assignments.
Materials:
-computer
-dictionary (print and electronic)
-books (electronic, audio, braille)
-Prefex/Suffix Graphic Organizer
Rationale: The goal of this lesson is to model decoding strategies, picking apart the
root, prefix, and suffix
Assessment: The student will describe a strategy for finding the meaning of an
unknown word.
Description of the Lesson:
1. Students will come up with words using the dictionary (or texts or books) that
they think the teacher will not know the definition of. They must also use it in a
sentence.
Caitlin Mewborn, SEDP 505 Spring 2013
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2. The teacher will model decoding strategies, picking apart the root, prefix, and
suffix. Using the context of the sentence is another strategy to model. The
teacher will verbally and visually (writing on the board or projecting) explain
the mental steps he or she goes through to determine the meaning of an
unknown word. For example: “international”
international
inter- prefix, meaning between or among
nation root, a state or country
-al suffix meaning relating to; of the kind of
3. The teacher will provide a word to each student so they can practice using this
strategy, using support materials (computer, dictionary, etc) and support from
the teacher. The students may also find their own words in any available text.
They may also do this in an online game “Rooting Out Words”
http://www.funbrain.com/roots/index.html.
A. Multiple Means of Representation:
The teacher will provide a visual representation while saying what is being
written. The computer is another available resource to provide another format.
B. Multiple Means of Engagement:
The students have a choice of where they look for words. They also have a choice
of how they will apply their knowledge and practice.
C. Multiple Means of Expression:
Giving the students choices will tap into their interests. This is a motivating
lesson because they are in somewhat of a competition, trying to “stump the
teacher”.
Caitlin Mewborn, SEDP 505 Spring 2013
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Lesson Four, Book Group Discussions
Lesson Objectives
SOL 5.4 Reading: The student will expand vocabulary when reading.
a) Use context to clarify meaning of unfamiliar words and phrases.
b) Use context and sentence structure to determine meanings and
differentiate among multiple meanings of words.
c) Use knowledge of roots, affixes, synonyms, antonyms, and homophones.
d) Identify an author’s use of figurative language.
e) Use dictionary, glossary, thesaurus, and other word-reference materials.
f) Develop vocabulary by listening to and reading a variety of texts.
g) Study word meanings across content areas.
Related IEP Goals:
Melody:
- increase her ability to spell words at the 5th grade level.
-increase her reading comprehension. (MAZE-CBM).
-increase her ability to participate independently in class with the use of her
communication computer.
Mike:
-independently order books from Aim’s Virginia.
-independently set up his brailler.
-increase his braille reading to complete assignments.
Materials:
-Pink and Say by Patricia Polacco (1 copy per group)
-one copy from Aim’s Virginia or Braille copy
-audio recorded copy
-large print copy
-Dictionary (electronic and print)
-Thesaurus (electronic and print)
-paper and pencil
Rationale: The goals of this lesson:
-increase reading comprehension by practicing strategies such as using context
clues, group discussion, and media support.
-increase vocabulary
-improve social skills and cooperation by working with group members
Caitlin Mewborn, SEDP 505 Spring 2013
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Assessment: The teacher will monitor and note student responses during the
activity and the post-discussion.
Description of the Lesson:
1. The teacher will read Pink and Say aloud to the whole class.
2. Introduce the lesson by modeling a strategy for discovering the meaning of a
word. Choose a word from Pink and Say. Have students comment on what they
know or think about the word. Find a definition online or in a dictionary. Use a
thesaurus to find synonyms. Talk about the context in which the word was found
and try to switch it with a synonym.
3. Divide the class into cooperative groups. Each student will have a role:
“-Vocabulary Enricher–identifies interesting or unfamiliar words in the
reading and leads a discussion about the new words
-Literary Luminary–relates the new words back to the context of the
passage, and provides supporting definitions by accessing a dictionary or
other media sources
-Connector–makes a connection between the meaning of words as used in
the context of the text and prior knowledge or understanding
-Discussion Director–facilitates the discussion among members of the
group
-Summarizer–records and reports the group's activities to the whole class;
similar to a secretary or reporter” (IRA/NCTE., 2013).
Ensure that everyone understands his or her role within the group and
support them as necessary. Focus on each student’s strengths and
cooperation between group members.
4. Instruct the groups to find words in the book that they don’t know or find
interesting, and creatively define them. They may use any available resources
such as the dictionary, thesaurus, computer, or other materials. Monitor the
groups and rotate among them.
5. Have the groups come back together and ask the summarizers to report to
the class about what their group worked on and learned. During this time the
teacher will record the list of words, the strategy used to define them, and the
context in which they were found (sentence from Pink and Say).
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This lesson was adapted from readwritethink and the International Reading
Association lesson “Acquiring New Vocabulary Through Book Discussion Groups
(IRA/NCTE., 2013).
A. Multiple Means of Representation:
1. The students have a choice of which format they want to review the book.
2. If a student missed this activity they could do it independently instead of
sharing the responsibilities with group members.
B. Multiple Means of Engagement:
The students engage their prior knowledge by making connections to the text
from their own experiences or background. They are working on communication
skills by working with group members, discussing everyone’s ideas. They are
able to move around the room to utilize different resources as desired.
C. Multiple Means of Expression:
The students will choose the words from the text that interest them and that are
unfamiliar. This puts the challenge at their level, enabling them to choose what is
difficult for them. By having a specific role they are responsible for a certain task.
Caitlin Mewborn, SEDP 505 Spring 2013
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Unit UDL Assessment
The students will have a menu of different assessments to choose from. They must
use at least five new vocabulary words from the weekly list and their project must
demonstrate that they understand the meanings and are able to use them correctly. The
students will share their project with the class either as a performance, talking about it, or
displaying it.
CRAYON
VOKI
AUTHOR
Create your own
newspaper writing
stories that incorporate
the new words or stories
about the words
themselves at crayon.net
Create an audiovisual
presentation using a
virtual talking character
to show what vocabulary
you learned at voki.com
Write your own
storybook using your
new vocabulary words by
hand or on
bookbuilder.cast.org
ART
PERFORMANCE
Vocabulary
Assessment
Make a song
- Use at least 5 new
incorporating the new
vocabulary words you
words and an
learned this week.
interpretive dance to go
with it. You can dance or -Make sure you show that
choreograph a virtual one you know what the words
at artsalive.ca
mean and that you know
how to use them.
Create a work of art such
as a collage, painting, or
drawing that
demonstrates your new
vocabulary words by
hand or electronically at
edu.glogster.com,
kerpoof.com, or in the
paint program.
POEM
IDEA
QUIZ
Write a poem using your
new vocabulary words.
Use any type of poem.
Have another project
idea? Ask the teacher if
you can add it to the list!
Pretend you are the
teacher and write the
quiz (and answer key)!
Caitlin Mewborn, SEDP 505 Spring 2013
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Assessment Rubric
Goal: The student will be able to explain the meaning of and use five new vocabulary words
in an original way, selecting from the weekly vocabulary list.
Criteria
Beginning
Intermediate
Target
Required Elements
Includes one to two
vocabulary words
from the weekly list
and the project is not
presentable or
complete.
Includes three to
four vocabulary
words from the
weekly list and the
project is somewhat
presentable.
Includes five or more
vocabulary words
from the weekly list
and the project is a
presentable finished
product.
Accuracy
One to two
vocabulary words
from the weekly list
are used correctly
Three to four
vocabulary words
from the weekly list
are used correctly.
Five or more
vocabulary words
from the weekly list
are used correctly.
Originality
Uses other people's
ideas with little
evidence of original
thinking.
Product shows some
original thought.
Work shows new
ideas and insights.
Product shows a
large amount of
original thought.
Ideas are creative
and inventive.
Comments:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Caitlin Mewborn, SEDP 505 Spring 2013
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Individualized Assessment
This assessment provides the students with several choices, allowing for multiple
means of representation, multiple means of engagement, and multiple means of expression.
Choice is a large component of Universal Design Learning because students get to pick how
they wish to convey their knowledge and it allows them to use their strengths and
interests. The Assessment Menu includes hands on activities with real materials as well as
electronic alternatives. These websites were listed by the National Center on Universal
Design for Learning as ways of using different types of media for communication (CAST,
Inc. 2012). All students can benefit from this project because the choice is motivating and
it allows for more freedom.
These choices can be adapted for any individual because there is freedom to choose
a medium that works for each student. For example, if a student wants to make up a song
and dance but can’t physically do that themselves, he or she can create a dance online (at
http://www.artsalive.ca/en/dan/yourturn/virtualdance/default.asp) and have the
computer sing the lyrics they wrote (at http://www.oddcast.com/technologies/sing/).
Auditory, kinesthetic, tactile, and visual modes are all offered in the menu.
Caitlin Mewborn, SEDP 505 Spring 2013
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Self-Reflection
As a general education teacher there are several supports I would request
that would benefit myself as the instruction, the students with disabilities, and the entire
classroom. A classroom aid or paraprofessional to assist with Melody and Mike would be
very helpful in integrating them effectively into all of the classroom activities. The aid could
assist with the braille materials for Mike as well as Melody’s communication device. Melody
also needs physical assistance with movement and with her wheelchair. The aid position
could be part or full time. I would request for myself and for any other staff working in my
classroom for extra training regarding proper movement and physical techniques as well
as training to use and set up the communication device. I would request for a classroom on
the first floor or for one close to the elevator for easier wheelchair access. A larger
classroom would benefit wheelchair access as well because we would allow for wider
pathways. Melody is working on her steering and turning skills, but if she had more room
to move around I believe she would feel more comfortable and welcomed. Mike especially
loves to explore so it is important that we have adaptive playground equipment that is safe
and accessible to both him and Melody. That would be an investment for the school and
would benefit all students with disabilities.
Peer tutors or buddies are something I would like to implement that would not
require many additional resources. My entire fifth grade class could serve as tutors and
role models to students in the lower grades. By reading to younger children or helping
them with schoolwork my students would gain confidence knowing that someone looks up
to them and seeing they have the ability to help others. The guidance counselor would be a
grade resource to help me teach my class proper tutoring techniques and social skills. Peer
Caitlin Mewborn, SEDP 505 Spring 2013
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tutoring would benefit the whole school by strengthening the sense of community and
interconnectedness between the different grade levels.
These lessons and assessment will monitor the student’s progress toward achieving
the Virginia Standards of Learning as well as towards Mike and Melody’s individual IEP
goals. Other Curriculum Based Measurements that are related but not specifically
addressed in this unit are running records and comprehension checks. As the students
increase their vocabulary they will be able to read more fluently with greater
comprehension, which will be reflected in these weekly or bi-weekly assessments. I will
change the instruction as necessary (pacing and methods) based on the results of the
assessments.
Caitlin Mewborn, SEDP 505 Spring 2013
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References
Boyd, K. & Wojcik, A. (2013a). Teacher Training IEP for Melody Testable.The Virginia
Commonwealth University
Boyd, K. & Wojcik, A. (2013b). Teacher Training IEP for Mike Testable.The Virginia
Commonwealth University
CAST, Inc. (2006). Cast udl bookbuilder. Retrieved from www.bookbuilder.cast.org
CAST, Inc. (2012, August 10). Udl guidelines - version 2.0: Examples and resources.
Retrieved from http://www.udlcenter.org/implementation/examples
Commonwealth of Virginia, Department of Education, (2011). Grade 5 reading
standards of learning test blueprint. Retrieved from website:
http://www.doe.virginia.gov/testing/sol/blueprints/english_blueprints/2010/201
0_blueprint_gr5_reading.pdf
Danyali, A. (n.d.). An adverb acting game. Retrieved from
http://www.education.com/activity/article/Adverb_Game_fifth/
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