Massachusetts Reading Association Annual Conference Peggy Coyne CAST April 4, 2013 Applying UDL to Support Writing in the Digital Environment: Composition Builder

Research Base: Written expression Universal Design for Learning (UDL) Common Core State Standards (CCSS) Composition Builder

Universal Design for Learning

Universal Design … an example of change

UD- A Conceptual Shift

Recognition Networks: “the what of learning” identify and interpret patterns of sound, light, taste, smell, and touch UDL and the Learning Brain

Strategic Networks: “the how of learning” plan, execute, and monitor actions and skills UDL and the Learning Brain

Affective Networks: “the why of learning” evaluate and set priorities UDL and the Learning Brain

IMAGE CAST©2008 Pop Quiz

UDL and the Learning Brain IMAGE Verb generation task CAST©2008 UDL and the Learning Brain

UDL - The Three Networks Recognition: the “what” of learning” – Multiple means of representation Strategy: the “how” of learning – Multiple means of action and expression Affect: the “why” of learning – Multiple means of engagement

Foundation of Universal Design for Learning Foundation of Universal Design for Learning

Universal Design for Learning Guidelines

What Does the Research Tell Us? Writing Strategies Summarization Collaborative Writing Specific Product Goals Word Processing Sentence Combining Prewriting Inquiry Activities Process Writing Approach Study of Models Writing for Content Learning

Common Core Argumentative CCSS.ELA-Literacy.W.6.1aCCSS.ELA-Literacy.W.6.1a Introduce claim(s) and organize the reasons and evidence clearly. CCSS.ELA-Literacy.W.7.1aCCSS.ELA-Literacy.W.7.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. CCSS.ELA-Literacy.W.8.1aCCSS.ELA-Literacy.W.8.1a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Levels of Support Claim, reasons and evidence Include alternate and opposing claims Distinguish claims from alternate or opposing claims

Common Core Argumentative CCSS.ELA-Literacy.W.6.1bCCSS.ELA-Literacy.W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. CCSS.ELA-Literacy.W.7.1bCCSS.ELA-Literacy.W.7.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. CCSS.ELA-Literacy.W.8.1bCCSS.ELA-Literacy.W.8.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Common Core Argumentative CCSS.ELA-Literacy.W.6.1cCCSS.ELA-Literacy.W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. CCSS.ELA-Literacy.W.7.1cCCSS.ELA-Literacy.W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. CCSS.ELA-Literacy.W.8.1cCCSS.ELA-Literacy.W.8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Common Core Argumentative CCSS.ELA-Literacy.W.6.1dCCSS.ELA-Literacy.W.6.1d Establish and maintain a formal style. CCSS.ELA-Literacy.W.7.1dCCSS.ELA-Literacy.W.7.1d Establish and maintain a formal style. CCSS.ELA-Literacy.W.8.1dCCSS.ELA-Literacy.W.8.1d Establish and maintain a formal style.

Common Core Argumentative CCSS.ELA-Literacy.W.6.1eCCSS.ELA-Literacy.W.6.1e Provide a concluding statement or section that follows from the argument presented. CCSS.ELA-Literacy.W.7.1eCCSS.ELA-Literacy.W.7.1e Provide a concluding statement or section that follows from and supports the argument presented. CCSS.ELA-Literacy.W.8.1eCCSS.ELA-Literacy.W.8.1e Provide a concluding statement or section that follows from and supports the argument presented.

Common Core Argumentative CCSS.ELA-Literacy.W.6.1eCCSS.ELA-Literacy.W.6.1e Provide a concluding statement or section that follows from the argument presented. CCSS.ELA-Literacy.W.7.1eCCSS.ELA-Literacy.W.7.1e Provide a concluding statement or section that follows from and supports the argument presented. CCSS.ELA-Literacy.W.8.1eCCSS.ELA-Literacy.W.8.1e Provide a concluding statement or section that follows from and supports the argument presented.

Writing Resources Padlet- (Formerly Wall Wisher) Voice Thread- Goodreader for the iPad - er-for-ipad/id ?mt=8 er-for-ipad/id ?mt=8

Writing Resources Google Docs- for-ipad/id ?mt=8 for-ipad/id ?mt=8 Blogs – Adobe Reader - er=Reader_ _English_for_Mac_Intel er=Reader_ _English_for_Mac_Intel

Writing Resources Thesis Builder- php php Strategies for Composition and Self-Regulation in the Writing Process By: Karen R. Harris, Tanya Schmidt, and Steven Graham (1997)

Writing Resources National Writing Project- sp sp

Composition Builder Composition Playground Progress Monitoring Teacher Management Annotation and Feedback Foundation of Universal Design for Learning Foundation of Universal Design for Learning

Composition Supports Process Writing Generate Ideas Develop Thesis Statement Gather & Organize Draft & Revise Publish & Polish Supporting argumentative and informational genre Peer to peer feedback

Playground Practicing skills and elements of writing – pre-skills to essay writing Knowledge Cards Activities Teacher assigned Student searched Feedback & annotation Options for challenge Supports

Playground Knowledge Cards for Key Writing Skills and Elements Card Front: What, Why and How reminder Card Back: Models of the skill in multi media e.g., video Activities: Practice of skill or element with supports and feedback

Formative evaluation to monitor student progress in writing. Developing 2 measures: Thesis statement Essay writing Progress Monitoring

Progress Monitoring: Thesis Statement - LEVEL 1 Directions: Find the thesis statement in the paragraph below. Highlight the main idea in blue Highlight supporting evidence in red. challenge level (not changeable ) Time display The purpose of an informative essay, sometimes called an expository essay, is to educate on a certain topic. It is not for giving an opinion or convincing someone to do something or change his beliefs. In addition to being informative, it needs to be interesting. 1 1 Highlight the Thesis Statement 2 2 Now, Highlight the sections of the Thesis Statement Check Done Submit Main Idea Evidence Check

Progress Monitoring: Essay Writing– Essay Page full essay view All Levels Progress Monitoring TIME Argument Rubric???—each rubric will be based on grade/complexity level standards

Sample Displays of Student Performance

Three components to the process: Request: Author sends out specific request for feedback on a portion or entire work (essay or activity) Provide: Peer editor provides feedback to author Review: Author receives peer or teacher feedback Each step of feedback process is supported with Knowledge Cards Annotation and Feedback

Teacher administration and management of Composition builder Create assignments Writing Progress monitoring Activities Add resources for assignments Monitor student work Comment/feedback on student work View progress monitoring results Add/remove students Teacher Management

Composition Builder Research Phase 1(Years 1 and 2) – Formative development on all student components of Composition Builder – Student focus groups – Teacher focus groups – Teacher Advisory Council – Design team iterations Phase 2 (Year 3) – Field test Quasi experimental – 6 classrooms – Grades 6, 7, and 8 – Use for 4-6 months – Use for 4 complete assignments – Progress Monitoring Both measures Twice/month – Standardized writing assessment

– Two phases Development (years 1 and 2) Field test (year 3) – Project participants Project Team Middle school students and teachers Advisors and consultants Teacher Advisory Council Composition Builder