My UDL action plan will involve marrying unit 1 of the 6th grade Common Core to UDL. The capstone of the plan will outline how I will incorporate assessments within the unit to monitor the progress of the plan and support the UDL framework.

The majority of assessments within the plan will be formative, on-going, and embedded into the curriculum. Key attributes of every assessment will involve student choice, authenticity, and personalization of expression. As Dr. Pam Leconte said during her lecture, authentic formative assessments allow students to be engaged and learn during the assessment process. My general goal is to create assessments that serve this multi-faceted approach.  

Students will demonstrate their understanding of the unit’s primary book, Tangerine, by creating a final composition. Students will be allowed to self-select one of four composition prompts. They will be provided with time to navigate the steps of the writing process. If a student prefers to supplement their work with an image, movie, or poem he or she may do so, which could in turn shorten the length of their composition. In addition, students will work in groups to re-create a scene from the book using video, animation, self-writing a script and acting it out, or creating a visual representation. The writing component of the composition will be supported with graphic organizers, word banks, paragraph starters, and word processing. These supports will be available to all students, with the intent that students who find writing to be challenging will make use of them.  The culminating summative assessment will be a portfolio on the unit’s theme “I won’t grow up.” Students will need to include their final composition in the portfolio and will self-select at least 3 other examples of their learning. In addition, they will complete  a self-reflection on their learning from the unit. This self-reflection will be done in a format of the student’s choice. The personalized assessments should provide students with greater access to demonstrating their full capabilities as well provide their teachers with more meaningful and valid information (Russell, 2011).

Students will be occasionally assessed on their summative knowledge of sections of the book in short 5 question quizzes; these assessments are being implemented in order to hold students accountable for reading assigned passages each night. Yet the format in which they “read” or listen to the story will be personalized based on preference and need.

Students’ understanding of vocabulary from the unit will be assessed on a weekly basis. Students will have the option of completing a graphic organizer on 3 of the weekly words, acting out a word and orally describing its meaning, or generating a list of synonyms and antonyms. The graphic organizer option will ask students to define the word, draw an image of the word, and use it in a sentence. During some weeks students will show their knowledge by playing vocabulary charades in which students act out the words they are given and classmates respond.

Students’ oral reading fluency will be monitored through efficient weekly assessments. Each student will read aloud 3 different grade level passages for one minute each. The data will be entered into Aimsweb, an online data collection system. Students who appear to need more support in their reading fluency will be able to read Tangerine in a digital format that highlights the words being read and can customize the words per minute pace. Besides Kurzweil 3000 and Ipad aps, what are some tools I could use to achieve this technological support?

 

 

Russell, M. (2011). Personalizing assessment. In T. Gray & H. Silver-Pacuilla (Eds.), Breakthrough teaching and learning (pp. 111-126). New York, NY: Springer Publishing.

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