space.template.Jeffrey+Legg's+voice+thread

The program allows the student to brighten or darken the screen, enlarge the images, decrease the size of the images, increase or decrease the volume, and increase or decrease the speed of the video, text, or activity. || . Students are guided through each chapter by identifying the significant or important events that take place by sequencing the events in order of beginning, middle and end of each chapter. ||
 * UDL Guidelines – Educator Checklist Version 2 ||  ||
 * **I.** [|**Provide Multiple Means of Representation:**] ||< ** Your notes ** || Multiple means of representation for the Reading Activities of my activity include: Using a paperback book, viewing a video, listening to audio, and interactive activities on learning program. ||
 * # [|Provide options for perception] ||  || students have the option to see what is being read, hear what is being read, and observing a demonstration of independent reading, as well having the options to stop, pause, rewind, and start over. ||
 * **1.1** [|Offer ways of customizing the display of information] ||  || The display of information is given via video narration, audio narration, text in images, pictures, and recorded video.
 * **1.2** [|Offer alternatives for auditory information] ||  || Alternate auditory information is offered by utilizing the video representation, and following the symbols designated for next steps, ||
 * **1.3** [|Offer alternatives for visual information] ||  || Alternative visual information is offered by utilizing auditory cues like the narrative or video options, ||
 * # [|Provide options for language, mathematical expressions, and symbols] ||  || A full tutorial is provided with an auditory and video narrative of defining and demonstrating the significant vocabulary and concepts for the chapter. activities that require the student to respond in a variety of ways: voice, webcam, keyboard, mouse control, and drawing on monitor, followed by creative expressions using fine motor skills. ||
 * **2.1** [|Clarify vocabulary and symbols] ||  || All of the symbols involved with advancing through the program are introduced, explained, demonstrated, and then explored prior to moving forward in the chapter. ||
 * **2.2** [|Clarify syntax and structure] ||  ||   ||
 * **2.3** [|Support decoding of text, and mathematical notation, and symbols] ||  ||   ||
 * **2.4** [|Promote understanding across language] ||  ||   ||
 * **2.5** [|Illustrate through multiple media] ||  || Students are given the options to either, webcam record their responses, audio record, keyboard their responses and use drawing to record responses within the program. They also have the option to create an illustration or display of their knowledge; story board drawing, picture representation, ||
 * # [|Provide options for comprehension] ||  ||   ||
 * **3.1** [|Activate or supply background knowledge] ||  || The book is introduced by first talking about friendship, differences in people, family structures, and a discussion about goals and overcoming obstacles. Some key words form the chapter are brought up in these discussions. ||
 * **3.2** [|Highlight patterns, critical features, big ideas, and relationships] ||  || The program encourages the students to listen and watch for these key terms while reading. and then explore the impact they have on critical ideas in the development of the story
 * **3.3** [|Guide information processing, visualization, and manipulation] ||  || Students are given a narrative ( audio or video )before advancing to the next slide of the program. Each slide is explained or demonstrated. ||
 * **3.4** [|Maximize transfer and generalization] ||  || The symbols are consistent on each slide that will allow the students to move forward through each chapter and activity. ||
 * **II.** [|**Provide Multiple Means for Action and Expression:**] || ** Your notes ** ||  ||
 * # [|Provide options for physical action] ||  || Students have options to choose from; following along as the book is read(narrated) in the actual paperback copy, following the narrated slide of each chapter using a cursor as visual guide, they can also read along as they play the video demonstration of independent reading. ||
 * **4.1** [|Vary the methods for response and navigation] ||  || students can voice record, video record, type on keyboard, use mouse control, or writing mechanics- pen pencilto respond. they also have option to provide visual pictorial of their responses. ||
 * **4.2** [|Optimize access to tools and assistive technologies] ||  || alternate keyboards, overlays are available as well as option for word voice translators. ||
 * # [|Provide options for expression and communication] ||  ||   ||
 * **5.1** [|Use multiple media for communication] ||  || Students can use discussion boards to respond, story boards and timelines, create video representations with a variety of video processing programs, document programs, animation via computer or hands on. ||
 * **5.2** [|Use multiple tools for construction and composition] ||  ||   ||
 * **5.3** [|Build fluencies with graduated labels of support for practice and performance] ||  || All student responses to the interactive vocabulary and comprehension activities is recorded when the students comment on the assignments. Their submitted responses is emailed to be reviewed by teacher.The teacher reviews the responses to evaluate student performance and to identify weak areas that need addressed in the program. ||
 * # [|Provide options for executive functions] ||  ||   ||
 * **6.1** [|Guide appropriate goal setting] ||  || The goals for this activity are outlined and discussed. Each slide is narrated and explored. The idea and goal for each slide is demonstrated. For example. The goal is to advance through each slide by following the illustrated steps within the format. The guide is designed to allow the student to take as much time as they need to in order to proceed. They Can stop, pause, restart or whatever they need to do to accomplish the objective for each slide. ||
 * **6.2** [|Support planning and strategy development] ||  || The prompts within the narration and activities models strategies for thinking skills, evaluating other perspectives, making predictions and identifying connections that the student may have with elements of the story. ||
 * **6.3** [|Facilitate managing information and resources] ||  || Students are given opportunity for responding in multiple choice answers, matching, and open responses. They are also encouraged to identify key words as they read by using the comment option of circling on the screen. ||
 * **6.4** [|Enhance capacity for monitoring progress] ||  || The vocabulary and comprehension activity will record all responses. students are asked to also reflect on certain elements of the story. ||
 * **III.**[|**Provide Multiple Means for Engagement:**] || ** Your notes ** ||  ||
 * # [|Provide options for recruiting interest] ||  || The options included in the design of this program, the visual display of each slide, and the content and skill level of the materials are age appropriate for students. Font of text is familiar, screen displays are visually appealing and illustrations are suitable for the content of the story. ||
 * **7.1** [|Optimize individual choice and autonomy] ||  || Students will work and proceed through the program at their own pace.They can control the rate and volume of each slide. They also have the opportunity to review activity often as well as accessing the program from home or outside school computer. ||
 * **7.2** [|Optimize relevance, value, and authenticity] ||  || The story in this program is a story the students will find many connections with. The story will keep the students engaged and excited to follow the plot and character development. ||
 * **7.3** [|Minimize threats and distractions] ||  || Many alternatives to distraction will be available. Headphones, a designated area for participation, scheduled at optimum time of learning day and planned accordingly with consideration for whole and small group activities beyond the scope of the voicethread activity. ||
 * # [|Provide options for sustaining effort and persistence] ||  ||   ||
 * **8.1** [|Heighten salience of goals and objectives] ||  || The program and book are introduced by discussing what our initial goals will be, identifying main characters, identifying the setting, discussing connections students make. In addition, the specific goals for each chapter, each slide and each activity will be discussed and outlined by the progression of the program. Our ultimate goal of taking this exciting journey through this story and experiencing the adventures that the main characters share and learning very valuable lessons of life as well as academic lessons for building our learning skills. ||
 * **8.2** [|Vary demands and resources to optimize challenge] ||  ||   ||
 * **8.3** [|Foster collaboration and community] ||  || Collaboration and community is encouraged and modeled in this program by working with partners, small groups, whole group and combining two classes for extension activities and demonstrations. ||
 * **8.4** [|Increase mastery-oriented feedback] ||  ||   ||
 * # [|Provide options for self-regulation] ||  ||   ||
 * **9.1** [|Promote expectations and beliefs that optimize motivation] ||  || Guidelines for behavior and attitude are established for all classroom work and activities. Expectations and consequences are reinforced with every element of challenge.

Encourage and provide students with feedback options that will allow them to not only reflect on the story and program but also on how they handled frustrating situations, or sad elements in the story or distractions. ||
 * **9.2** [|Facilitate personal coping skills and strategies] ||  || I demonstrate personal coping skills to model for the students. I also provide examples of how some students handle things differently than others and that we have to develop our own set of coping skills. Each student is expected to follow activity guidelines and behavior expectations by exercising strategies they developed and then monitored by myself. ||
 * **9.3** [|Develop self-assessment and reflection] ||  || The comprehension questions at the end of each chapter allows students to also reflect on the reading. Each activity and slide through the program is a step toward progress through the activity. Students will be able to assess their progress in the activity by how they proceed threw the chapter. They also have the ability to request assistance and make observations. ||