Unlock hidden writing skills in all learners through UDL! The Common Core State Standards (CCSS) for writing are promising but present a host of challenges in implementation, especially for struggling students. In this valuable resource, Sally A. Spencer demonstrates the potential of Universal Design for Learning (UDL) as a framework for making the CCSS writing and language standards accessible to all kids. Educators who utilize these strategies will know: •How to leverage the strengths of students to optimize writing instruction and overcome their weaknesses •The ways UDL can minimize the roadblocks in CCSS implementation •How to - and how not to - use technology to teach writing and language conventions With dozens of classroom-ready activities, resources for further reading, and reproducibles, this easy-to-use guide will help you make all students proficient writers. “This is the ultimate guide to successful UDL implementation, with ready-to- use activities and resources that support the Common Core Writing Standards for students in all grades. Energize your classroom with this practical guide that engages all learners and helps you plan your lessons with ease. This is a must-have for all teachers!” -Renee Bernhardt, Ed.S Curriculum and Instruction-Learning Support Cherokee County School District Canton, GA “This is one of the most relatable and relevant teaching books I have read. It is packed with practical ideas, solid background information, and several resources. It is perfect for any teacher struggling to help students with a variety of needs achieve the goals set by the CCSS.” -Kristin Striebel, Teacher Francis Howell School District St. Charles, MO
Identify your assets. Celebrate your strengths. Plan your progress. YOU HAVE WHAT IT TAKES.
The statements above are a perfect snapshot of what UDL asks us to do—identify and celebrate our students’ strengths, then use that knowledge to help them plan their way forward. This strategy obviously applies to our students, but it also applies beautifully to teachers. Teachers need to identify their own strengths and assets as education professionals before they can begin the process of creating a classroom that is universally designed and accessible for all students.
This final chapter has two purposes—first, to help you take some essential first steps toward universally designed writing instruction in your classroom. In this chapter, you will have the opportunity to explore the assets ...