UDL EVALUATION

Guideline Three: Provide Options for Comprehension:

Each lesson begins with an introduction, this is followed by modeling of key tasks by myself, students then will practice these tasks on their own with prompts and guidance from me, finally students will practice this skill independently.

Guideline

Three

Guideline Two: Provide options for language, mathematical expression, and symbols:

Guideline

Two

-At the beginning of each guided reading group, sight words and content vocabulary words that will be found in the book are introduced and practiced.

-In independent work stations students are using PebbleGo or Epic which is a virtual reading tool that will read unknown words out loud for them and define these words.

Guideline One: Provide Options for Perception:

Guideline

One

-Groups are shown on the white board in a visually appealing and easy to understand way.

-Images and words are used to show what each group should be working on.

-Auditory alarm and timer goes off when groups should change.

-Sight words for groups are given in a tactical manner using magnetic letters.

-Each student has their own book and materials.

Guideline Six: Provide Options for Executive Functions:

Guideline

Six

Feedback is provided immediately to students in small groups, objectives are posted in my classroom and purpose for reading is discussed and introduced at the beginning of each guided reading group.

Guideline Five: Provide Options for Expression and Communication:

Guideline

Five

-Each group will be given different prompts and starters for their independent work based on their needs. -Sentence starters, multiple choice, and fill in the blanks will be given to certain students for independent work.

-In small groups students will be using magnetic letters and sight word cards, these can also be used to complete independent work.

Guideline Four: Provide Options for Physical Action:

-Each guided reading group will be altered based on the level of that group.

-Speed and difficulty will change based on each student’s group.

-Students may also choose may do assignments when they are not working with me which adds variation and choice.

Guideline

Four

Guideline Nine: Provide Options for Self Regulation:

Guideline

Nine

While working independently students know that the fun and engaging activities such as the computer time and manipulatives can be taken away if classroom rules are not followed. This helps to motivate students to follow classroom rules. The exit slip helps to have students reflect on their own learning.

Guideline Eight: Provide Options for Sustaining Effort and Persistence:

Guideline

Eight

Students are working in small groups where collaboration and helping each other is encouraged. Learning goals are stated at the beginning of each group. Students are challenged by heightening the difficulty for higher reading groups.

Guideline Seven: Provide Options for Recruiting Interest:

Guideline

Seven

Students are given a choice of must do work when they are not working with me in small groups. Manipulatives and hands on materials are used during groups to hold students interests. Computer time and apps are also used to peak interests. Classroom rules are in place to minimize threats and distractions and music is played during rotations to keep a calm and hardworking environment.