Section 2: The UDL Elements

Engagement
Which checkpoint did you incorporate?

How and why?

7.2 Optimize relevance, value, and authenticity In the anticipatory set, students will be listening to
and reading along with a poem that includes
common sight and descriptive words. Students will
engage in a discussion regarding the poem contents
and converse about personal experience related to
the poem. By having the students relate personal
experience with lesson content and phonemic
elements, students will be more engaged with the
content as it optimizes relevance, value, and
authenticity.
8.3 foster collaboration and community

During guided practice, students are encouraged to

work together as partners or groups during center
workshop time. This allows students to work to
collaboratively as a class and help one another
investigate and browse different resources
throughout the classroom during center time. By
allowing students to foster collaboration and
community in the classroom in this way, students
will feel more comfortable presenting their findings
as well as bounce ideas or resources off one another
to help the group as a whole. The students will be
completing activities that largely depend upon
collaboration, so by fostering a sense of community
throughout the lesson, students will be working
together more efficiently.

9.3 develop self-assessment and reflection

through presentation

During assessment, students are asked to complete a

drawing and self written story. By including activities
by which learners receive feedback and have access
to alternative scaffolds, this supports understanding
progress in a manner that is understandable and
timely. By allowing students to complete their
assessment through presentation in the gallery walk
wrap up, they are able to self reflect using other
presentations as a possible resource. This will
heighten students motivation to complete the given
task with accuracy and enthusiasm.

Representation
Which checkpoint did you incorporate?

How and why?

3.2 highlight patterns, critical features, big

ideas, and relationships

During the anticipatory set, students will listen to

and read along with a poem about monsters.
Through completing this activity, students will be
able to see the relationship between descriptive
sight words and context in reading. This will highlight
patterns, critical features, big ideas, and
relationships that will come up as the lesson
progresses into guided and independent practice.
Students will be able to relate their ideas
surrounding the anticipatory set activity and
associated actions with their background knowledge
regarding lesson topics and ideas as critical features
are outlined. Students will be more engaged in the
topic as well as better prepared to discuss
throughout the lesson.

1.2 offer ways of customizing the display of

information

By introducing centers in the guided practice

method, students are set up to explore four different
activities throughout the room which foster
collaboration and exploration of phonics in various
ways. Students are able to listen to lesson content,
explore it physically through memory activities, as
well as create pieces of work that relate to the lesson
through design, organization, and hands on creation.
This is necessary in order review critical lesson
information and also provides multiple means of
representation through customizing the display of
information which benefits all students across
diverse boundaries.

3.3 guide information processing, visualization, During guided practice, students are encouraged to
and manipulation
investigate different phonics centers related to the
lessons focal story Go Away, Big Green Monster!
Students are given explicit prompts for each step in
the centers process as well as given optional
pathways to explore the content through various
outlets of discovery. This is necessary in order for
students to guide their own learning process as well
as investigate using visuals and manipulating
resources and their associated information at each
center.

Action and Expression

Which checkpoint did you incorporate?

How and why?

5.3 build fluencies with graduated levels of

support for practice and performance

During guided practice, students are encouraged

to explore multiple tools for action and
expression during centers. This is accomplished
by building fluencies with graduated levels of
support and practiced through performance and
presentation at the students discretion. By
allowing choice and building fluency in tools for
expression, students build knowledge of how to
express given assignments and tasks through
different forms of action according to each
centers task. Students explore a variety of
phonics activities as they progress to each center.

6.2 support planning and strategy

development

During centers, students are encouraged to

implement strategies for achievement. Students
may be provided with a checklist to encourage
positive decision-making and staying on task
through each activity. Students will be asked to
show and explain their work throughout each
activity in order to support planning and strategy
development to keep the students on task.

5.1 use multiple media for communication

Through assessment, students are encouraged to

explore different means for communication in
order to present their final work including a
drawing as well as a creative story. Students are
not only asked to explore different resources
when investigating each center activity, but also
use multiple medias when communicating their
given task through presentation in the gallery
walk. This allows choice and variation throughout
the lesson as it is chosen by the students who
present. The students develop a wider range of
expression through the use of multiple media for
communication throughout this lesson.