ASLA UDL Planning Guide

Step 1: Establish Clear Outcomes.

This informs the Objectives and Standards on the Lesson Plan Template.

Establish a clear understanding of the goal(s) of the lesson (or unit) and specific learner
outcomes related to:

 students will use the successive blending strategy to read CVC words. This
The
objective will be written as the following I Can statement: I can use successive
blending to verbally read CVC words. This objective will be read aloud during all
successive blending lessons, and will be posted on the whiteboard during instruction
for students and teacher to reference.

 The desired outcomes and essential student understandings and performance

for every learner. (What does learning look like? What will students be able
to do or demonstrate?)
• The desired big ideas learners should come to understand and their alignment
to the established standards within the program of study.
•
6.RF.1 Apply foundational reading skills to build reading fluency and comprehension.

The strategy above is the appropriate 6th grade reading foundations state standard for
Indiana. The strategy they are learning directly correlates to this standard as it
involves learning and practicing foundational reading skills.

The potential misunderstandings, misconceptions, and areas where learners

may meet barriers to learning.
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group read at grade level.

All of these students have additional learning needs: 2 English Language Learners, and
all students have an IEP. When it comes to hearing for specific sounds in letters and
blending those accordingly, these students struggle to hear the sounds correctly,
requiring more practice and potential reteaching in the future.

How will goals be clearly communicated to the learners, in ways that are
understandable to all learners.

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Step 2: Anticipate Learner Needs
This informs the Audience Description: IEP Goals; Incorporation of other subject areas on the Lesson
Plan.

Prior to planning the instructional experience teachers should have a clear understanding of
the learner needs within their environment, Understanding should minimally include:

 Learner strengths and weaknesses specific to lesson /unit goals

Strengths: strong desire to learn and do well, perform well with repetition, learn quickly
with the presence of visuals, are more engaged with repetition and technology

Weaknesses: distracted easily especially by technology, still struggling with foundational

reading skills, not all students have letter name or sound mastery
 Learner background knowledge for scaffolding new learning.

Students are mostly familiar with letter names and sounds (not 100% mastery for all
students though), and the previous round of intervention was focused on beginning,
middle, and ending sounds of CVC words.
 Learner preferences for representation, expression, and engagement.

This particular group of students (and their grade level in general) are particularly
interested in the use of technology, so any use of technology in learning has the
students more engaged. They love to talk, so getting them to participate in discussions
as a group allows them to be more engaged in the learning as well.

• Learner language preference.

The majority of the group prefers English, but one student prefers to speak in Spanish,
mainly because she is still in the early stages of her English language acquisition.
Additionally, one student is nonverbal. He sometimes uses an app on his iPad to talk,
but prefers to point and make sounds (familiar to those who know him) or use some
sign language.

• Cultural relevance and understanding.

Many of these students have limited background knowledge due to the various
situations they come from. There is some diversity in the group, so experiences differ,
but due to the fact that all students are identified with disabilities, these experiences
are somewhat limited.

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  Curriculum barriers (e.g., physical, social, cultural, or ability-level) that
All the students in this group struggle both academically and socially. Each student
could limit the accessibility to instruction and instructional materials.
reads significantly below their 6th grade level, and they struggle to apply skills
consistently without scaffolds (especially when they lack visual assistance). These
students also struggle to form appropriate relationships with their peers for a variety
of reasons.

Step 3: Measurable Outcomes and Assessment Plan

This informs the Assessment area on the Lesson Plan Template

Prior to planning the instructional experience, establish how learning is going to be measured.
Considerations should include:

 Previously established lesson goals and learner needs.

The students will use the successive blending strategy to verbally read CVC words.
Because these students struggle to read on grade level, I want to make sure they
practice not only the input of reading but also the output of speaking until they
demonstrate the appropriate level of mastery.
 Embedding checkpoints to ensure all learners are successfully meeting their
desired outcomes.

For each word practiced during the "I Do" and "We Do" parts of instruction, students
will use successive blending to read that same word on their own as part of the "You
Do" portion. I will be up at the board still, so I am there to affirm students when they
use the strategy correctly, or offer reteaching and additional practice as needed. Once
students have used the strategy to correctly read the word on their own, we will move
on to the next word.
 Providing learners multiple ways and options to authentically engage in the
process, take action, and demonstrate understanding.

The entirety of instruction will be very hands-on in the sense that students will be
engaging with the content for the majority of the lesson. The "I Do" is very brief, as I
am modeling the use of the strategy only a couple of times and offering important tips
before students practice with me. The majority of the time is devoted to the "We Do"
and "You Do" portions of instruction.

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 • Supporting higher-order skills and encouraging a deeper connection with the
The end goal of teaching this strategy is for these students to become more independent
content.
readers, having one additional strategy to help them. By learning this strategy, these
students may then be better able to decode more complex grade-level words.

Step 4: Instructional Experience

This informs the Resources; Introduction; Lesson Activities, Conclusion on the Lesson Plan Template

Establish the instructional sequence of events. At minimum, plans should include:

 Intentional and proactive ways to address the established goals, learner needs,
and assessment plan.

The learning goal will be conveyed to the students in the form of a written and verbal
objective shared at the beginning of the lesson. I know these students benefit from
visuals and repetition, so both will be heavily used during the lesson. The lesson also
has repetetive scaffolds, with the "You Do" independent practice providing real-time
data on whether I can move on or need to offer some brief reteaching.
 Establish a plan for how instructional materials and strategies will be used to
overcome barriers and support learner understanding.

The strategy being taught, along with the materials being used, heavily incorporate
visuals and repetition, which support students' learning needs and help them overcome
barriers as they are learning something new.
 A plan that ensures high-expectations for all learners and that the needs of
the learners in the margins (i.e., struggling and advanced), anticipating that a
broader range of learners will benefit.

Because the learning goal/lesson objective is conveyed to students in the form of an I

Can statement, both the teacher and students are aware of the learning expectations
of the group. All students will recite the statement to the best of their abilities as a way
for them to take responsibility for their own learning.
• Integrate an assessment plan to provide necessary data.
The majority of the data collected will be formative: instructional decisions will be
informed by students' performance on the "You Do" portion of the lesson, both during
the practice part of the lesson as well as the closing activity.

Considerations should be made for how to support multiple means of…

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  Representation: Teacher purposefully uses a variety of strategies,
instructional tools, and methods to present information and content to
anticipate student needs and preferences

Perception: Offer alternatives for auditory and visual information

Students are not only hearing the strategy being implemented but are using the
accompanying visuals. The combination of both visual and auditory components
solidify understanding of the strategy.
 Expression and Action: Student uses a variety of strategies, instructional
tools, and methods to demonstrate new understandings.

Expression & Communication: Build fluencies with graduated levels of support for
practice and performance

Students are just learning the strategy for the first time, so they need lots of support
and scaffolds in order to move towards mastery.
 Engagement: A variety of methods are used to engage students (e.g., provide
choice, address student interest) and promote their ability to monitor their
own learning (e.g., goal setting, self-assessment, and reflection)

Recruiting Interest: Increase mastery-oriented feedback

Students are able to receive immediate feedback on their performance using the
strategy. With feedback and increase practice, students can move towards mastery.

Step 5:Reflection and New Understandings

This informs your Journal response.

Establish checkpoints for teacher reflection and new understandings.

Considerations should include:

• Whether the learners obtained the big ideas and obtained the desired
outcomes. (What data support your inference?)

Based on the responses during the lesson as well as the activity submissions, I would
say the majority of students achieved the objective. Students were able to successfully
use the strategy independently during the lesson and on the activity. Overall, they do
still need more practice but they did a great job for just learning the strategy and using
it for the first time.
• What instructional strategies worked well? How can instructional strategies be
improved?

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Overall, the scaffolding of the lesson worked well: the pacing was appropriate, the
group was engaged throughout, and the students were able to meet the learning goal.
The use of visuals and repetition also kept students engaged and limited the impact of
barriers on their learning.

However, because this is such a diverse group of learners, I would not say that all
learning needs were met to the best levels. I would want to individualize the learning
more to best meet each student's needs appropriately.
• What tools worked well? How could the use of tools be improved?

Overall, the use of technology worked well. Students were engaged, they could hear the
content presented auditorily in accompaniment with the visuals, and students were
able to practice together as a group and independently using the same resource. I do
wish the projector had worked a bit better to keep a better flow during instruction, but
the tool worked well in general for what I needed during the lesson.
• What strategies and tools provided for multiple means of representation,
The scaffolding during the lesson and the use of technology in the forms of the
action/expression, and engagement?
projector during instruction and student iPads for the closing activity met all the major
components of UDL. Content was represented in both visual and auditory forms, with
students being able to practice the skill as well. Students were engaged in the learning
and were active participants during the majority of the lesson.

• What additional tools would have been beneficial to have access to and why?

There are not any specific tools I wish I had during the lesson, but I do wish I had
additional tools to better meet the needs of all learners. I am not sure what those tools
would be. Going forward, I do want to find ways to meet each student where they are at
and make sure I am sensitive to their learning needs in order to further their
engagement and help them make faster progress.
• Overall how might you improve this lesson?
The main thing I want to improve on is how to better meet the learning needs of all
students. This group is very diverse in many ways, so I want to be more aware of that and
incorporate each student's individualities more into my teaching practices.

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