WebUDL 3.3 UDL 5.2. Alphabet Blocks are cube-shaped manipulatives imprinted with letters of the alphabet which students manipulate in order to build early literacy skills (e.g., print awareness, letter recognition, phonemic awareness). The teacher can introduce the blocks as an instructional tool (e.g., introducing letters of the alphabet) or ... WebOnline Tools. Technology, Web Apps. UDL 1.1 UDL 4.2 UDL 9.3. Educational websites and apps can support student engagement and provide individualized practice spaces to work on academic skills. Teachers may direct students to online templates, games, or software that support writing organization and spelling, provide screen-reading services, and ...
Discrete Trial Training UDL Strategies - Goalbook Toolkit
WebUDL II 5.1 Use multiple media for communication. Instead of having students describe a statistical data set by writing, teachers can allow students to respond using a variety of methods that would show that the students has "described" the data set. Teachers can offer annotation manipulatives to allow the student to communicate their descriptions. WebMultiple Choice. Fixed Choices. UDL 4.1 UDL 5.3. Before students are comfortable generating a free-form response, they can demonstrate their knowledge by selecting the correct answer (s) from a fixed set of choices. The challenge of the task can be adjusted by increasing/decreasing the number of answer choices. leigh ann comedian
Goalbook Toolkit
WebGoalbook develops resources for teachers to differentiate instruction aligned to Common Core using UDL. Our toolkit contains Common Core IEP goals in Reading, Writing, and Math, as well as non-academic goals in Behavior and Autism. WebPositive Attitude During Group Work. By (date), when interacting with peers during a small-group academic work session in the classroom, (name) will demonstrate at least (3) attributes of a positive attitude: smile at least (1) time, make at least (1) positive comment (e.g. Student says "That's a good idea!"), and maintain attentive posture (e.g. sit/stand … WebUDL I 3.1 Activate or supply background knowledge. Asking the students to reflect on personal areas of strength and how they relate to a specific career may be a challenging task. Self-Determination is a skill that requires a lot of introspection and practice. The teacher may ease this process by asking the students...to create a concept map. leigh ann crane