UDL Guidelines Checklist

As an educator it can be difficult to manage addressing the curriculum, everyday classroom management, and trying to ensure every students needs are meant simultaneously. CAST has designed a checklist describing all three areas of UDL and has broken them down with resources that can be used in the classroom.

Below you will find a Guided Reading lesson I used in my kindergarten class. I have used the checklist to determine several areas I could remediate, according to UDL the next time I use the lesson. In my next post you can find the UDL checklist and how I was able to  add components to my lesson to make it "universally friendly for all students."

UDL CHECKLIST:

LESSON PLAN:

Lesson Plan #1

PA Kindergarten Grade Standard

1. Learning to Read Independently 

1. Demonstrate concept of print, how print is organized, and used in reading and writing task
2. Demonstrate phonemic awareness, the ability to hear, and manipulate sounds in spoken words
3. Demonstrate knowledge of the alphabetic principle, the ability to associate sounds with letters and use these sounds to form words
4. Demonstrate fluency, the ability to read grade level text orally with accuracy, appropriate rate and expression 

Behavioral Objective: Students will be able to read the book Fantastic Fish with accuracy and fluency based on their knowledge of sight words from the story.  Students will know the four sight words from the story, you, can, see, and with.  

Materials: “Fantastic Fish” reader, highlighter tape, digraph worksheet, journals, sight word flashcards

Procedure:

Anticipatory Set- Teacher will begin discussion about fish by asking the following questions, “Have you ever had a pet fish? Have you ever been fishing? What can fish look like?” In the book, Fantastic Fish, we will see many different kinds of fish. Let’s read the book to discover what kinds of fish “you can see”.

Activity- *The class will be split into four small groups based on reading ability. One group will work with teacher reading the book and the other four groups will be completing one of the lesson components independently. The groups and activities are listed below.

• Group 1 Fluency Practice- Teacher will practice sight words from the story with students and then ask students to point to them on each page. Teacher will read book to students and then read the story with them. The focus of the lesson will be tracking, sight word fluency, figuring out words using beginning sounds. 
• Group 2 Word Study- Students will complete Say, Trace, Write, and Stamp worksheet for each sight word in the story (you, can, see, with). 
• Three different templates will be provided for each group, one template will have each sight word listed at the start of the row. The other template will require students to find the words in the reader using the book and word wall. 
• Higher level students will need to use each word in a sentence. 
• Group 3 Writing- Students will complete a worksheet and list a characteristic of each fish in the story to finish the sentence and draw a matching picture. 
• Two different sets of readers will be provided for each group, one reader will have words description words highlighted and the other reader will be not be highlighted. 
• Group 4 Independent Writing- Students will make an entry in their writing journal about one fish from the story. 
• Students who are unable to write by themselves will use one of the following prompts, “My favorite is…”, “ I like the fish with….because…”. 
• Higher level students will write a three to four sentence story about a fish from the story. 
• Closure- Teacher will echo read the book with the class. 

Assessment: Teacher will observation will be used a method of assessment as well as students completed work at their independent centers. 

Accountability: Teacher will record whether students were able to read sight words in the story while in the group with the teacher by the conclusion of the group session. 

Differentiation: Embedded in the independent group activities with different templates. 

Evaluation: Teacher will be able to evaluate student’s knowledge of the four sight words in the story by their completed work. Students will continue the lesson the next day by rotating to another station the next day. 

Feedback: Teacher will mark students work and return students work. Teacher will praise students for staying on task by telling them to raise their clips

LOOK FOR MY NEXT POST ON THE CHANGES I MADE ACCORDING TO UDL!