Universal Design for Learning (UDL)

Lesson Plan Evaluation and Redesign

EVALUATOR(S): Brianna Oatman

LESSON INFORMATION

Lesson title: Reading Rounding Up!

Source: Where did you find this https://www.education.com/lesson-plan/reading-round-

lesson plan? Provide URL to the lesson
plan
up/

Grade level and subject: Preschool

Summary/Overview of the In this lesson, the teacher will start of by reading her class a
lesson: book. There will be different stations; at every station the
students will be able to demonstrate what they know about
letters and the sounds they make by the different materials
provided by the teacher. The teacher will show how every
center should be done. At the end of the lesson the teacher
will ask the student questions about the letters they see
along with the sound they make.

Learning Goals: What are the At the end of the lesson the students will be able to show
learning goals/objectives in the improvement in reading comprehension and identifying
lesson plan?
letters through different activities.

Teaching/Learning Methods: The primary teaching and learning methods used in this
What is the primary lesson are stations. The teacher uses the different flash
teaching/learning methods used in
the lesson? cards and pictures to help the children learn letter sounds
and the order of the alphabet.

Instructional Materials: What “Brown Bear, Brown Bear, What do you see?” by Bill Martin,
are the primary instructional Jr.
materials used in the lesson?
Upper and lowercase letter cutouts

Letter Magnets

Animal pictures
 Alphabet chart

Assessment: What is the
primary assessment used in the
lesson?
The teacher will take notes when the teacher is asking them
questions about letters, sounds, and answering questions.
The notes will help the teacher understand where the
students are at when identifying the letters and sounds.

BARRIER ANALYSIS and UDL REDESIGN

Multiple Means of Engagement

Barriers in Engagement UDL Modifications/Solutions

Identify and explain barriers in engagement With UDL principles and guidelines in mind, what
could be done to improve or change to reach ALL
students? Explain how and why.

At one of the last stations, the teacher asks
the students to draw a picture from the book
that they remember. This picture is supposed
to help demonstrate on what they learned
when dealing with letters. At another station
the teacher uses animal cards. These cards
are supposed to help show the teacher if
they know what these animals starts with.
One thing the teacher can do to incorporate
engagement in the classroom, is ask the
students to draw a picture of any animal, or
any superhero that starts with a specific
letter. This way, the students can more
motivated to do this activity. Another thing
you could do to replace this, is have the
students make up a story with this animal
that begins with a certain letter. The teacher
could also come up with something on the
computer. The teacher could ask the children
to listen to music about the letters or they
could even draw a picture on the iPad or
Boogie Board!

For the second station, instead of flashcards

with animals on it, the students could vote
on what they wanted their flashcards to look
like. Maybe flowers or superhero’s. They
could use the iPad to play sound with the
flash card. This way in case they don’t know
how to say the word the iPad can help assist.
 Technology for Supporting Engagement: What technology tools and/or resources could be used to
support multiple means of engagement?

The teacher could use iPads at this station. The iPads could have many different purpose’s.
On of the purposes is to help assist the students on how to properly say the words. The iPad
could also be used for the students to draw a picture or write a story. They might not be able
to hold a pencil, but they can be able to point to the letters and the teacher can help assist
with spelling.

Multiple Means of Representation

Barriers in Representation UDL Modifications/Solutions

(Identify and explain barriers in representation. E.g. With UDL principles and guidelines in mind, what
Lecture - Difficulty comprehending meaning) could be done to improve or change to reach ALL
students? Explain how and why.

In this lesson, the students have to recognize
the letters from sight. They read the story in
the beginning of the class, but that focuses
more on words, rather than single letters.
The children have to put the letters in order
only on sight, and nothing from hearing.
One thing the teacher can do is make up a
station where the teachers say the letters, or
the students watch a video on letters. This
was, the students can hear what the letters
sound like too. Some students might not
know what the letters actually sound like, so
they need to hear it for themselves so they
can put them in order. Another problem is
the children could also suffer from blindness.
In this case, the students aren’t able to
participate in the activity because they won’t
be able to see. Lastly, the students might be
bored of paper cutouts, so the teacher could
have one station with electronics, like iPads,
so the students are able to play with
technology and motivate their learning.

Technology for Supporting Representation: What technology tools and/or resources could be used to
support multiple means of representation?
 Some of the tools that can be used instead of the paper and cutouts to supports auditory learning is having a CD
and CD player so the children are able to listen to this information this way. Another resource that the children
could use is iPads. The iPads will motivate the children so they have a chance to play with technology.

Multiple Means of Action and Expression

Barriers in Action and Expression UDL Modifications/Solutions

Identify and explain barriers in action and With UDL principles and guidelines in mind, what could
expression be done to improve or change to reach ALL students?
Explain how and why.

In this lesson plan, the students will have
to move around to stations. Not everyone
is able to move easily. Some students get
very distracted, and others are in a wheel
chair and need help getting from table to
table. The last station is having the
children draw something from the book
that they had read to them. This children
should be able to pick whatever they
want, and instead of draw, they could tell
you about it, or write a story.
One way to make this work in the classroom, is
to have the stations move to the children so
they are able to sit down and stay seated
without running around or getting in to trouble
when transitioning.
At the last station, the children are asked to
draw a picture of what they remembered from
the book that began with a certain letter. An
example of this is “B for Bear” and they would
have to draw a bear. Some students might not
feel comfortable with this. The teacher should
be able to give out different options like, writing
a story, or just telling the teacher what he or
she remembers. They might be better and oral
explanation then physical drawing or writing.

Technology for Supporting Action and Expression: What technology tools and/or resources could be
used to support multiple means of action & expression?

One way the students can demonstrate what they have learned is by writing a story or
telling the teacher orally what they have learned. The teacher could incorporate technology
into this presentation. If a child wanted to tell a story about a certain letter, the teacher could
add sound effects from the iPad. Or the child could sing a song about a letter, and the
teacher can play music.