UDL Lesson Plan Form Background Information: Names of Group Members: Kelley Wier, Alyssa Towns, Kelsey Langlois,

Taylor Sandweg, Andrea Grafstein Name of Lesson: The Big Green Monster Teaches Phonics in Reading and Writing URL for Lesson: http://www.readwritethink.org/classroom-resources/lesson-plans/green-monster-teaches-phonics-250.html UDL Lesson Plan Describe the barrier in detail Explain why the students in this classroom are likely to encounter this barrier. Students with learning disabilities, those who read below grade level, and students who struggle with memorizing and recalling basic facts may encounter difficulties when attempting to identify vocabulary throughout the lesson. This information may be hard to recall for students who struggle with reading skills and tasks. Explain the feature(s) of this lesson that create or contribute to this barrier. One of the major lesson focuses is on vocabulary development. The features of the lesson that create or contribute to the barrier are the initial identification of sight words, teacher led discussion about the words in the story, connecting the words in the story with word wall words, and the literacy center activities that Describe a UDL solution and explain how to implement it. Explain why this solution can eliminate the barrier

Barrier The students 1 ability or inability to recognize and identify highfrequency words, sight words, and color words throughout the lesson may create learning boundaries.

One UDL solution would be to provide definitions of words to students via posters and through resources in the computer audio reading (hyperlinks, definitions, etc.). This could be implemented by creating color chart and sight word posters that go along with the story, and also by creating an online glossary for the computer reading. It would be implemented during the introduction of

This solution can eliminate the barrier by providing a resource to help students recognize and identify the vocabulary words necessary to be successful in the lesson. By providing multiple means of representation, students with all types of learning needs will be able to be successful in the lesson.

involve generating word families using these words and reading on the computer. Barrier The amount of 2 group work and necessary communication needed to be successful in the lesson may affect students ability to meet lesson objectives. This can create a barrier for all students in the classroom, but especially for the student with ASD who struggles socially. Without proper guidance, group work can create barriers for learning. The features that create and contribute to the barrier are the literacy center activities that include group work, including; the memory game, retelling activity, and pairing up to listen to the online audio version of the story.

the story, choral reading of the story, and the computer audio reading during literacy center activities. One UDL solution would be to provide clear goals, roles, and responsibilities for group work, as well as choices they have (who they can work with, how many students for each group activity) on the literacy center worksheet. This would be implemented during the instruction time for the literacy centers, as well as during the students completion of these activities. One UDL solution would be to provide written text directions on the board and on worksheets to provide to students. This solution would be implemented by using the directions on the board while providing instruction, and by passing This solution can eliminate the barrier by providing students with the resources and information needed for successfully working in groups. Students may also be aware that they have choices in their group work. They can choose to work with students they know they will be successful with, and can choose how many students they work with. Choice is a major factor in student success. This solution can help to eliminate the barrier by providing additional resources to allow students multiple means of accessing the directions needed in order to complete the lesson activities.

Barrier Complex small 3 group literacy center activities that involve complex instructions may pose difficulties for students.

This can create a barrier for all students, and especially for students with ADHD who struggle to focus for extended amounts of time. The amount of detailed instructions that need to be followed and the

The features of the lesson that create and contribute to the barrier are the teacher-led directions and the multiple literacy center activities.

number of activities involved in the lesson can affect the students success in meeting lesson objectives. Barrier Anxiety as a 4 result of choral reading and oral reading fluency tasks may affect student success. This can be a barrier for all students, but especially those with learning disabilities, ASD, and who read below grade level. Students who struggle with reading may get frustrated or anxious when attempting to complete an oral reading fluency task in front of their peers. The main feature of this lesson that creates and contributes to the barrier is the teacher guided choral reading of the story at the beginning of the lesson. The teacher guides a choral reading, and then assigns other shared reading formats (girls and boys, left side and right side, popcorn style, etc.)

out instructions for students to use before and during the activities. This is an example of using multiple means of representation to aid in student success. One UDL solution would be to provide students with choice when it comes to oral reading activities. Allow students to choose a style in which they dont have to read aloud on their own, but can whisper read or follow along with their finger and mouth the words. Allowing students a choice in their means of expression or action in a lesson can create high levels of engagement and success. This solution would be implemented during the first part of the lesson during the shared reading activities. The teacher may create a list on the board or orally give students these choices during the lesson. This solution can eliminate the barrier because students will be working at their comfort level. They will still be pushed academically in other aspects of the lesson, but at the beginning they can choose their type of expression and initial involvement in the shared reading. This will also help to subdue anxiety and frustration that may result from oral reading tasks.

Barrier Retelling the 5 story using sequence strips during the literacy center activities may be difficult for students to complete.

This could be a barrier for students who have trouble remembering and recalling basic facts. This could also be a barrier for students with learning disabilities or who read below grade level who do not have the necessary reading skills and strategies to be successful in the lesson.

The main feature of the lesson that creates and contributes to this barrier is one of the literacy center activities; retelling and working in groups to place sequence sentence strips in the correct order

One UDL solution for this would be to support students by providing them with a text version of the story, as well as a picture style or comic book representation of the story while completing the activity. This would be implemented by creating these materials and allowing students to use them during this specific literacy center activity in their groups. One UDL solution would be to allow students to produce their answers in a variety of ways. Students could create word families by writing, speaking, recording, drawing, working in pairs, typing, or through another tool for construction or composition. Providing multiple means of action and expression is important in aiding all students success.

This solution can eliminate the barrier by giving students multiple representations of the text that will aid in their completion of the task. Students who struggle with retelling can build this skill by working in groups, problem solving, and using the materials provided.

Barrier Anxiety from the 6 task of generating word families by differentiating between onset and rime may pose difficulties for students.

This could be a barrier for all students who have limited background knowledge about rhyming words, and especially for students with learning disabilities and reading/writing difficulties. Students who lack necessary vocabulary and reading skills will struggle with this activity.

The main feature of the lesson that creates and contributes to this barrier is the literacy center activity that involves students working individually to write out word families using sight words from the story.

This solution can help eliminate the barrier by giving students choice in the way they produce the information. Students will be more likely to be successful in reading lesson objectives if they are able to produce work in a way that is conducive with their learning styles and needs.