Access

Recruiting Interest

• Students choose words to be used in their writing, as well as the type of narrative to be written and how it will be presented to the class

• Students have the option to work individually or within small groups

• Students choose specific roles within their group

• Students are allowed to work in different school environments to complete the task (e.g., special classroom, hall, library, differing work areas in the classroom) 

Perception

• Classroom assignment, rubric, and vocabulary words are provided using large visual charts within the room throughout the project, as well as digital access on their personal electronic devices through Google Classroom

• Classroom assignment, rubric, and vocabulary words font size, font, and color can be changed

• Digital pictures are available through the use of individual computers for reference and presentations

• Text to speech and text to audio is available to all students

• Student can work in groups that allow for varying roles and assistance 

Physical Action

• Timing and completion of the task is flexible

• Allow flexibility in how students learn and exhibit their use of vocabulary that includes movement (e.g. drama, physical presentation, video recording, rap, use of artistic medium)

• Alternatives are provided for various computer technologies including video, recording, digitally typed or spoken aids 

Build

Sustaining Effort & Persistence

• Clear expectations applied for specific goals reached for each class period

• Facilitate group understanding of specific roles and skills needed from each student required to complete the writing task and monitor as needed

• Explain the goals of the end product through the use of a rubric and explanation of the student learning goals daily 

• Celebrate student successes within the process to enhance motivation.

• Use student successes to model appropriate behavior through teacher monitoring of progress.

• Allow productive peer discussion time for reflection on their progress toward the rubric goals 

Language & Symbols

• Vocabulary taught prior to assignment (Word Wall) remains available for reference 

• Access to digital and paper references allowed for reference

• Students highlight the words used from the Word Wall used in their narrative

• Students choose among online dictionaries with text to speech capabilities and written dictionaries to determine word meaning

• Vocabulary taught prior to the assignment includes colloquialisms, archaic language, and jargon 

Expression & Communication

• Lesson provides student choice in composing and presenting their narrative through text, speech, video, drawn illustration, storyboards, music, or other visual art

• Students working within groups choose their specific role in the creating and presenting of the narrative

• Provide students with several models in a variety of mediums for students to decide how to approach the assignment 

Internalize

Self Regulation

• Facilitate a discussion on what behaviors are required to accomplish the assignment

• Provide general daily goals and help students create realistic goals in project planning

• Ask students to self and group reflect on their behavior and progress periodically during the class period 

Comprehension

• Word Wall (list of words), assignment rubric, and daily goal(s) are displayed for students to easily view as a reminder

• Underline prefixes and suffixes in Word Wall words to aid in comprehension

• Display charts highlighting the rubrics for the narrative assignment (e.g. story with a beginning, middle, and end)

• Complete reviews of word meaning with frequent goal check-ins

• Project presentations allow students to use prior knowledge of drama, slides, music, video recording, and visual arts (gallery presentation) to integrate new learning. 

Executive Function

• Post daily goals for overall classroom

• Display rubric and refer to it daily to reinforce task specific behaviors

• Assist individual groups break down goals into smaller units as needed

• Model decision making in regard to task decisions through think-alouds

• Students use group voting and/or use of chance game (rock, paper, scissors) for decision making

• Provide students with progress check-ins to be submitted at the start and end of each class with the next step determined when possible.