Esther Kim

SPED 446
November 13, 2012

Universal Design of Learning

Curriculum Material
The curriculum that I selected is from a workbook called, Scholastic Summer School
Reading Program: Student Workbook, which focuses on reading comprehension. This workbook
was published by Scholastic Inc. in 2001. The level of this workbook is for second graders. My
co-operating teacher teaches 4
th
graders. I chose two sections from this workbook that teach
setting and setting sensory details.
My co-operating teacher uses this workbook and also adds on her own activities to the
workbook. For each section, there is one short story that contains the lessons topic. For
example, in the section on setting, there is a short story about a boy on a beach but the story does
not state that the boy is on a beach so that students can figure the setting out from the details. The
following page has two charts that students have to fill out about the setting and the words that
tell about it. The second chart requires the students to pick out another story and fill the chart in
with setting details. The co-operating teacher uses this chart to pick out a picture book and have
the students fill out the chart as a class. She then includes her own activity called Word Work
which is when the teacher picks a word from the short story in the workbook and then scrambles
up the letters so that the students can make up different words. This is designed to help students
with spelling. The next section has a short story that includes many setting sensory details. The
following page also contains two charts. The first chart requires the student to use the short story
and write down which details tell what the setting looks like, sounds like, smells like, and feels
like. The second chart is the same, but requires the student to pick another story of his or her
choice. The co-operating teacher chooses an appropriate picture book for them, and the students
fill out the worksheet together. The workbook does not include answer keys or tips on how to
teach for the teacher.

UDL Features within the Curriculum
The curriculum I selected does not include many of the three features of Universal
Design of Learning. This curriculum does not have multiple means of representation. It only
includes one short story that the students can pick out setting details or setting sensory details
from. However, it does allow for the student to choose his or her own story to fill out the second
chart of the worksheet. However, the co-operating teacher picks a story for them, which
eliminates multiple representations within the students. The information is presented in the same
way to each student. The curriculum does not include multiple means of expression. Students are
only provided with a chart that already has the categories laid out for them. The workbook does
not offer any other opportunity for the students to show that they understood the lesson. The
curriculum does not include multiple means of engagement. If the students do not find the short
story or the picture book interesting or engaging, the students have no other means.
In order for the curriculum to have multiple means of representation, I would add short
video clips from a movie that would help students to understand setting. After the students watch
Esther Kim
SPED 446
November 13, 2012

the clips, I would ask them to tell me when and where this clip takes place. This way, students
will have another way to receive information about the two components of setting if they did not
understand through the short story. Another idea would be to show a snapshot or a picture of a
setting that have clues to where and when the picture was taken to the class and have them use
the clues to figure out the setting.
For multiple means of expression, the educator could either have the students come up
with their own way of expressing their understanding of setting or the educator could give the
students couple of options. This way, the students do not always have to fill in a chart to show
that they understand. One option could be that the student can write their own short story that
focuses on the setting and have a partner read it and figure out what the setting is through the use
of the details in the story.
Some students may not find the short stories interesting or motivating enough to be
engaging. One way to add to the short story would be to have the class make a diorama together
after gathering all the details from the short story. That way they are using the details from the
story in order to piece together a physical representation of the story. For those students who find
hands on activities more engaging, this could be one option.