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National Center on Universal Design for Learning

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UDL Guidelines in Practice: Grade 5 Language Arts

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What is Universal Design for Learning (UDL)?

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What are SDAIE Strategies?
As classrooms become more culturally diverse, it is crucial for teachers to be familiar with strategies that can help students struggling with the English language (English Language Learners). Specially Designed Academic Instruction in English (SDAIE) is a teaching approach that uses various strategies to teach academic content to ELL students.

SDAIE strategies focus on curriculum and teaching content to students, as compared to ESL curriculum, which focuses more on developing students' English language skills.

Using SDAIE strategies helps teachers differentiate instruction to suit the learning needs of ELL students. Teachers can apply these strategies to instruction, and use them as assessment tools.

Teachers following SDAIE practices help ELL students by:

1. Analyzing material from point of view of students with limited English proficiency.

2. Activating students background knowledge.

3. Presenting material and lessons orally as well as increasing the use of visuals, graphic organizers, manipulative and hands-on-learning experiences.

4. Using simple language for communicating as well as limiting the use of idioms, jargon and complex sentence structures.

5. Reinforcing learning of language along with content and curriculum.

6. Regularly assessing and monitoring student progress.

These goals are achieved in the following ways:

Bridging or Activating Knowledge: Teachers help students establish connections between current topics and previous knowledge through use of images, brainstorming, and strategies like quick-writes, think-pair-share, and previewing text.

Contextualization: Students are taught to familiarize themselves with unknown concepts by experiencing them directly through demonstrations, media, realia and hands-on learning opportunities.

Metacognitive Development: Teachers equip students with the skills and vocabulary essential for learning.

Modelling: Teachers can set examples for students in the language they want students to use. This includes speaking slowly and clearly, using correct vocabulary. Teachers may also use peer interactions and student discussions to instill language and communicative skills in ELL students. Student discussions are useful as they provide ELL students with an opportunity to:

Practice both their listening and speaking skills.

To share their opinions and thoughts on topics in a safe environment.

Actively participate in a group without fearing judgement or ridicule.

Schema-Building: Students learn to explore, identify, and compare relationships between concepts through strategies such as jigsaw learning, peer teaching, and project-based learning.

Representations: Students are instructed to represent their understanding of a material through drawings and presentations.

SDAIE strategies streamline teachers' efforts at presenting academic content to ELL students in ways that enable them to attain academic excellence.
Like this article for teachers?
Browse the Professional Learning Board COURSE CATALOG to find related online courses for teachers in your state. Professional Learning Board is a leading provider of online professional development classes that teachers use to renew a teaching license or renew a teaching certificate.

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Using SDAIE strategies helps teachers differentiate instruction to suit the learning needs of ELL students. Analyzing material from point of view of students with limited English proficiency. Activating students background knowledge. Presenting material and lessons orally as well as increasing the use of visuals, graphic organizers, manipulative and hands-on-learning experiences.

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Fortunately for Spanish-speaking English language learners (ELLs), there are many similarities between English and Spanish.

First of all, both languages use the Roman alphabet. That knowledge helps build a phonemic and phonological foundation.

Secondly, 30% to 40% of all words in English have a related word in Spanish. With similar sound, appearance, and meaning, these cognates help students transfer that word knowledge into their second language.

Thirdly, except for a couple of word order exceptions (adjective before noun in English and noun before adjective in Spanish), sentences in both languages have the same basic structures (as compared to English and Chinese or other non-Latin derived languages).

And fourth, learning to read and write uses the same basic processes (phonemic awareness, decoding, fluency, comprehension, writing mechanics).

When teachers and students know these basic similarities between the two languages, it saves time and guess work as students transfer their knowledge of Spanish literacy into English literacy.

Phonemic and phonological differences between Spanish and English

There are also some differences between the two languages that may interfere with English pronunciation (phonemic differences) and with decoding or spelling (phonological differences).

Perhaps the greatest difference between English and Spanish is that Spanish has only five vowel sounds while English has more than 14, depending on regional dialects. This is the reason Spanish speakers have difficulty differentiating between vowel phonemes in words like seat and sit. Both phonemes are pronounced differently from the Spanish sí ( yes), which is pronounced somewhere between those two English phonemes. These differences also affect students' spelling. Here are some other examples of possible interference from Spanish:

Here are a few differences between Spanish and English:

Combinations in Spanish that are pronounced differently: que, qui, güe, güi. For example: the u is not pronounced unless it is written as ü; therefore, students may not be sure how to pronounce words like queen, quiet, or quick

Quotation marks vs. dashes: "Come here," he said. -Ven aquí-le dijo.

Spanish does not have the following sounds (listed by category):

Strategies for Spanish-speaking ELLs

Point out differences when you introduce phonemic awareness activities (distinguishing sounds) by showing students how to make those sounds.

Say to students, for example:

To make the sound for /sh/ in ship, pronounce it like the Spanish /sh/ by letting air out between your teeth. Notice how you can stretch the /sh/ sound until you run out of air. But, to make the sound /ch/ in chip, you touch the top of your mouth with your tongue and let the air out with a little explosion. Notice how you cannot stretch that sound.

Spanish speakers have difficulty distinguishing the ways to pronounce the final -s in plurals and third person.

Give students examples for each as follows:

Spanish speakers have difficulty distinguishing the ways to pronounce the -ed in past-tense verbs.

Give students examples for each as follows:

"We pronounce it /d/ when the word ends with..."

"We pronounce it /t/ when the word ends with..."

"When the word ends with t, it sounds like /tid/ as in patted."

"When the word ends with d, it sounds like /did/ as in added."

Spanish speakers may leave out word endings when saying or spelling a word.

For example: restauran instead of restaurant; end instead of ended. They may also have problems spelling words that contain the consonant blends, initial sounds, and final sounds listed in the box above.

Additionally, students might substitute:

ll for y (because ll is the nearest sound in Spanish. For example: llelow instead of yellow.)

j for h (because h is silent in Spanish, they might use j. For example: jope instead of hope.)

There are also some differences in question and sentence structures between both languages.

Question markers

Do you want to go to the movies tonight?
¿Quieres ir al cine esta noche?
(Spanish speakers will likely leave out do)

Adjective-Nouns

white horse
caballo blanco (horse white)
(Spanish speakers will often use the adjective after the noun)

With these similarities and differences in mind, pay close attention to your Spanish-speaking ELLs' written and spoken "errors." When you recognize a student saying horse white, for example, point out that in English the noun and adjective are reversed: white horse, brown cow, etc. Once ELLs understand these patterns, they will begin to apply them on their own to new situations.

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Capitalizing on Similarities and Differences between Spanish and English

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Fortunately for Spanish-speaking English language learners (ELLs), there are many similarities between English and Spanish. First of all, both languages use the Roman alphabet. That knowledge helps build a phonemic and phonological foundation. Secondly, 30% to 40% of all words in English have a related word in Spanish.

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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Access Google Slides with a personal Google account or Google Workspace account (for business use).

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Teaching Elementary School Students to Be Effective Writers

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Teaching Elementary School Students to Be Effective Writers

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Teaching Elementary School Students to Be Effective Writers

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This practice guide provides four recommendations for improving elementary students’ writing. Each recommendation includes implementation steps and solutions for common roadblocks. The recommendations also summarize and rate supporting evidence. This guide is geared toward teachers, literacy coaches…

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Welcome to Poetry 180. Poetry can and should be an important part of our daily lives. Poems can inspire and make us think about what it means to be a member of the human race. By just spending a few minutes reading a poem each day, new worlds can be revealed.

Poetry 180 is designed to make it easy for students to hear or read a poem on each of the 180 days of the school year. I have selected the poems you will find here with high school students in mind. They are intended to be listened to, and I suggest that all members of the school community be included as readers. A great time for the readings would be following the end of daily announcements over the public address system.

Listening to poetry can encourage students and other learners to become members of the circle of readers for whom poetry is a vital source of pleasure. I hope Poetry 180 becomes an important and enriching part of the school day.

Billy Collins
Former Poet Laureate of the United States
Learn more about Billy Collins

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Poetry 180 | Poet Laureate Projects | Poet Laureate | Poetry & Literature | Programs | Library of Congress

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In an effort to make poetry an active part in the daily experience of American high school students, this project, launched in 2002 during Billy Collins' tenure as Poet Laureate, gives students a chance to read or listen to a poem on each of the 180 days of the school year.

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Read the latest updates about Split This Rock's ongoing response to COVID-19/coronavirus, including important information regarding Poetry Festival 2020 and local programming.

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The Causes of The American Revolution Rap Review

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The Causes of The American Revolution Rap Review

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Causes of The American Revolution - Review Rap Song

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Tea, Taxes, and The American Revolution: Crash Course World History #28

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The American Revolutionary War for Kids: Learn About the Revolutionary War for Children - FreeSchool

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American Revolutionary War - Timelines and Maps - Animated US History

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American History - Educational Cartoon - Causes of the American Revolution - Social Studies

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Figures of the American Revolution - Educational Social Studies Video for Elementary Students & Kids

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Math and Reading Assessment Tools

Assessment tools are techniques used to measure a student's academic abilities, skills, and/or fluency in a given subject or to measure one's progress toward academic proficiency in a specific subject area.

Assessments can be either formal or informal. Informal assessments are often inferences an educator draws as a function of unsystematic observations of a student's performance in the subject matter under consideration. Formal assessments are objective measurements of a student's abilities, skills, and fluency using screening, progress monitoring, diagnosis, or evaluation. Both types of assessments are important; however, only formal assessments are research, or evidence-based.

Educators use assessment tools to make informed decisions regarding strategies to enhance student learning.

Recognizing the value and necessity of objectivity in quantifying a student's abilities, the Fuchs Research Group has developed curriculum-based assessments in letter sound fluency, word identification fluency, reading comprehension and kindergarten math fluency to help determine if an intervention is needed and if so, to help define the specific nature of the intervention that is most likely to result in a positive outcome for the student based on assessed deficiencies.

A CBM Math Assessment Tool, Super Challenge, is currently in development for 3rd, 4th and 5th grades. Take a look inside the manual excerpt provided to learn more about this exciting new Math Assessment Tool!

RTI assessment screening can assist schools in saving money by matching the students to the levels of service that directly address their needs. Watch Dr. Lynn Fuchs discuss how this is possible.

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What is an Assessment Tool? | The Fuchs Research Group

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Assessment tools are techniques used to measure a student's academic abilities, skills, and/or fluency in a given subject or to measure one's progress toward academic proficiency in a specific subject area. Assessments can be either formal or informal. Informal assessments are often inferences an educator draws as a function of unsystematic observations of a student's performance in the subject matter under consideration.

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A classroom filled with the work of children is a delight to be in and sends a message to students that their work and their learning are important. Although early in the school year, the teacher might do much of the display planning and caretaking, as the year progresses, students can take an increasingly active role in displaying their work. There are several ways in which children can be involved. They can simply choose pieces of their own work that they give to the teacher to assemble into a display.

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5th Grade Poetry Worksheets & Free Printables | Education.com

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Fifth grade poetry worksheets get your child to study classic poems and write his own. Use these fifth grade poetry worksheets with your blossoming poet.

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What is Multi-Tiered System of Support (MTSS)

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What is Multi-Tiered System of Support (MTSS)

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Multi-Tiered System of Support (MTSS) is a comprehensive framework used to provide targeted support for all learners. It is rooted in supporting the "whole child", whether an advanced or struggling learner, through academic, behavioral, social and emotional services.

Multi-Tiered System of Support (MTSS) is a comprehensive framework used to provide targeted support for all learners. It is rooted in supporting the "whole child", whether an advanced or struggling learner, through academic, behavioral, social and emotional services. The supports also extend to services such as improving and developing rigorous learning plans for high achievers.

MTSS includes researched-based principles and practices that increase the effectiveness of instruction for all students. The MTSS framework uses universal screening data to develop appropriate student interventions. Additionally, data is analyzed at the school, network and district level to clarify system-wide shifts that will sustain student growth over time.

Multi-Tiered System of Support is a schoolwide approach to student support. Teachers, counselors, psychologists and other specialists work as a team to assess and address student needs.
→ Download our RTI meeting protocol to help your team run & improve your RTI program.
What are the Components of MTSS?

MTSS has a few components that ensure its success. Districts may prioritize them differently, but these are the essential elements that characterize the approach.

Multi-Tiered Framework for Instruction and Intervention

MTSS is a multi-tiered system of instruction and support in which teachers provide quality instruction across three tiers. Tier 1 is core instruction aligned to content standards appropriate for all students, including Bilingual and English Language Learners. This is essentially "great teaching." The majority of learners should make sufficient growth in this tier.

Tier 2 is more strategic support that includes specialized services for 10-15% of the population. These students are in need of supplemental resources that extend beyond the range of Tier 1 services. Tier 3 includes the most intense support and is appropriate for about 1-5% of the student population. Here, students received more individualized support suited for their unique needs.

Data-Based Decision Making

MTSS focuses on collecting universal screening data, reviewing state test scores, administering diagnostics, progress monitoring, and using teacher observations to inform decisions about tiered support placement.

Professional Development

MTSS improves student educational outcomes by ensuring the highest level of instructional expertise for teachers and service providers. Ongoing professional development is emphasized to ensure that educators are prepared to address a wide range of student needs.

Positive Behavior Intervention and Supports

Positive Behavior Intervention and Supports are integrated into MTSS practices. Because MTSS sees the needs of the "whole student", its supports extend to addressing behavioral challenges to improve student outcomes.

How does Multi-Tiered System of Support (MTSS) and Response to Intervention (RTI) Differ?

It can be easy to confuse Multi-Tiered System of Support and Response to Intervention since both approaches are rooted in maximizing student learning in schools. Some schools use the terms interchangeably. Both include a multiple-step approach to addressing student needs, but MTSS is a more comprehensive approach that has been further developed in recent years.

Schools began using RTI as an alternative to overpopulation in special education. The process gave schools a multi-tiered approach to identifying student learning and behavioral needs early, thus giving schools an opportunity to intervene. Like MTSS, RTI includes universal screening, data analysis, intervention, assessment of progress, and revised practice. It may result in a student either continuing intervention to prevent a learning need from worsening or a referral to special education services to get more intensive support.

MTSS emphasizes multiple levels of instruction. However, it focuses on all learners, including higher performing students and students that don't qualify for special education. MTSS may include a wider range of services within its tiers, focusing not only academics, but also behavioral, social and emotional supports.

MTSS is also not solely student focused. It ensures that practices, policies, and programs are aligned on classroom, school, and district levels. Additionally, MTSS emphasizes professional development and instructional support for general education and support staff to maximize effectiveness.

Some districts are encouraging schools to shift to a MTSS approach. It ensures that professional development is aligned across the school and district and encourages collaboration between general education and special education.

Let support your school as you develop a Multi-Tiered System of Support to expand student outcomes. We have seen schools develop and improve MTSS systems using our mobile app, web platform and professional development services.
→ Download our RTI meeting protocol to help your team run & improve your RTI program.

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What is Multi-Tiered System of Support (MTSS)?

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Multi-Tiered System of Support (MTSS) is a comprehensive framework used to provide targeted support for all learners. It is rooted in supporting the "whole child", whether an advanced or struggling learner, through academic, behavioral, social and emotional services. Multi-Tiered System of Support (MTSS) is a comprehensive framework used to provide targeted support for all learners.

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MTSS: What Is a Multi-Tiered System of Supports?

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MTSS stands for multi-tiered system of supports. It’s a framework many schools use to give targeted support to struggling students. Read about the MTSS model and process.

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Integrating language arts and social studies can lead to powerful gains for kids. Why?

There are a few key reasons. First, kids often love the content covered in social studies-think volcanoes, Egypt, dogs-which can motivate them to make progress in ELA. Second, the literacy skills that overlap with social studies are also the ones we use most in adult life. Just in your own Internet time today, you probably have had to read informational text, conduct research, and analyze current events.

Finally, intentionally integrating language arts and social studies can help to ensure that the latter doesn't get lost with the emphasis on reading and math happening in most schools.

So how can you integrate ELA and social studies? Here are a few smart strategies.

1. Build an awesome library of informational texts.

This might sound like the most obvious suggestion, but it's an important one. Research shows that despite the Common Core's push for nonfiction, kids are still reading far more fiction than informational text throughout their schooling. The amount of quality nonfiction has increased, however. You can find great texts for almost any social studies topic you might cover, from space to biographies to women's history.

2. Have a classroom news anchor.

If you have classroom jobs, this is a nice addition to the lineup. The role of the news anchor is to share one to three events happening in the news during your morning meeting or another transition time. Students can then discuss what's happening or respond in writing.

3. Go beyond report writing.

Often when we ask kids to write in social studies, the focus is on informational writing or reports. This kind of writing has its place, but there is also room for creative, reflection, and opinion writing tied to social studies content. We love these visual social studies writing prompts.

4. Keep things fresh with classroom magazines.

One of the challenges of traditional social studies textbooks is that they can often feel stale by midyear. That's where a great nonfiction library can come in, but we also like classroom magazines for incorporating fresh social studies content as well. Studies Weekly is a favorite of ours because everything is aligned to the social studies and language arts standards for your state.

5. Put students' interview skills to test.

Conducting interviews or oral histories of relatives or community members is a great way to practice speaking, listening, and writing skills. This kind of project also easily ties into numerous social studies units. We love this Slideshare for more information on doing oral history projects.

6. Build vocabulary.

The world of social studies comes with its own rich and detailed vocabulary, and students lose ground when they don't have the context or background knowledge for new words. Creating word walls for your social studies units can be a great way to build some of that context and support.

7. Analyze primary sources.

Kids of all ages can strengthen their close reading and analysis skills by examining primary sources. Photographs can be a particularly useful way to build writing and reflection skills. The Library of Congress offers a number of lesson plans on photographic analysis, including this one on the Civil War.

8. Consider historical role play.

Role play can be a great way to synthesize a number of literacy skills, including research, writing, speaking, and listening. Here blogger Fourth Grade Flipper explains how she uses role play during her Revolutionary War unit.

9. Use a class timeline.

A timeline can be a good strategy to help students synthesize the information they have learned in various social studies units throughout the year. It can also help students put new historical information into context, in both social studies and language arts.

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10 Smart Ideas for Integrating Language Arts and Social Studies

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Integrating language arts and social studies can lead to powerful gains for kids. Why? There are a few key reasons. First, kids often love the content covered in social studies-think volcanoes, Egypt, dogs-which can motivate them to make progress in ELA.

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8 Strategies for Teaching Academic Language

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8 Strategies for Teaching Academic Language

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Ten SDAIE Strategies - ESL and Cultures Resource

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Strategy 1: Analyze the textbook material from a LEP student viewpoint. Strategy 2: Provide background experience and personalize the lesson. Strategy 3: Identify and teach essential vocabulary. Strategy 4: Present the lesson orally as much as possible. Strategy 5: Use Continue reading →

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Academic Success for All Students: A Multi-Tiered Approach

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Academic Success for All Students: A Multi-Tiered Approach

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Academic Success for All Students: A Multi-Tiered Approach