Setting, Audience, and Instructional Goals:

In English 9, we start the year with a module titled The Art of Storytelling. In this module, we read a selection of short stories and practice with skills such as identifying, annotating, and analyzing narrative devices, theme, and author’s craft. The culminating assessment is an expository essay in which students select one of the stories we read and analyze the strategies the author uses to develop the theme in the text. To build students this, we use a strategy called Think Like a Writer when we read short texts.

Instructional Lesson Overview:

I want to reflect and revise the lesson in which we read “The Scarlet Ibis;” although the lesson was rich in many ways, I reflected and realized that there were a lot of concepts, topics, and texts for students to synthesize. This made it especially difficult for student who were absent or out on extended leave to make up the assignments because in order to do the first graded assignment of the year, they had to do a considerable amount of pre-reading and content building before they could complete it. My primary reason for wanting to conduct this UDL review is rooted in meeting the needs of all students.

UDL Improvements and Outcomes:

By reflecting on the UDL improvements, I want to how I can chunk this lesson further to allow access to the assignment and provide students with even more technology options for action and expression. I also want to encourage students to be more self-reliant and interact with peers to engage and make progress with the materials.

Specific Checkpoints for Improvement:

1.2 Provide alternatives for auditory information

As I mention in the checklist review, while I could find the audio recording or the online text, I could not find one with both on the same screen. This year, however, I found a recording that not only has the text on the screen but also highlights the chunk of text that is being read. In addition, the creator of the video incorporated various sound effects related to the content that allows for further comprehension.

See below for a screenshot from the video:

I could use this in a variety of ways:

1. Allow students to access it from their Chromebooks for self-paced learning
2. Project this on the SMART board for students to refer to and choose to read along as a whole-group
3. Provide small groups with time stamps/focused sections to analyze

6.4 Enhance capacity for monitoring progress

Previously, students would complete eight annotations, and then submit them for grading. Prior to me officially grading the assignment, there was no feedback provided or a rubric. Upon collection, I noted many patterns in their annotations. Some students simply summarized the text while others just wrote down the quotes from the text. Although we practiced annotating together and even completed a few models together, we did not analyze the point value breakdown.

This year, I did an activity that went over really well in which we “graded” paragraphs of some of my previous students. Through this activity, I realized that providing mentor texts and model examples are important, but it is equally if not more effective to provided non-examples for students to critique. To allow students to monitor their own progress, I would find a few examples of non-examples. Using my document camera, I would project some non-examples of annotations and have students critique the non-examples.

Then, I would provide students with their own checklist and rubric. After students complete one or two annotations, I would direct them to use this checklist and rubric to self-assess as I informally come around and check their progress. This will help to chunk the assignment and help them monitor along the way so that we can identify any problems long before the assessment is graded.

8.3 Foster collaboration and communication

The lesson was mostly completed in a whole-group setting or on an individual setting based on how they chose to complete the assignment. To better meet the needs of students, I would start with a whole-group instruction model. After we look at the non-examples, I would read the first paragraph of the text and complete a well-written annotation for the text in a think-aloud model. Afterwards, I would have students work together in a collaborative setting to practice with the next paragraph of the text.

One option would be to use Canva.com because it has premade templates that are visually pleasing, and students can collaborative live on the website.

Example of a mind map template:

Ultimately, the lesson I previously used provided lots of choice for students in terms of how they wanted to complete the assignment; however, I recognize that the what and the why are equally as important. By providing clearer guidelines, examples, scaffolds, feedback and collaborative opportunities, I think the students will feel more empowered and comfortable with the content. Using new technologies like the YouTube recording, the document camera, and Canva will help students access the story and the skills in different ways. It will also help me recognize their strengths and weaknesses to make adjustments in our lesson plans before we proceed with the culminating assessment.

UDL Guidelines Checklist:

UDL Guidelines – Educator Checklist Scoring Guidelines: 1 – Not present 2 – Somewhat present 3 – Effectively present
I.     Provide Multiple Means of Representation:	Your notes
1.      Provide options for perception
1.1 Customize the display of information	3 –  When we read “The Scarlet Ibis,” students had the opportunity to read the story through the printed packet I provided, listen to the audiobook version, and/or use the online PDF (with pictures) to read the story. With these options, students could control the rate of reading, zoom in on the digital options, and highlight.
1.2 Provide alternatives for auditory information	2 – The one thing I found lacking was the audio accessibility with Closed Captions on screen. Many students used headphones and followed along with their print or digital copy of the story, but having the words on screen is beneficial.
1.3 Provide alternatives for visual information	3 – There were many picture supports throughout the text.
2.      Provide options for language and symbols
2.1 Define vocabulary and symbols	2 – I could do more to pre-teach more vocabulary such as the in-context words that the author uses.
2.2 Clarify syntax and structure	2 – Many connections between past and present content are made in this lesson
2.3 Decode text and mathematical notation	1 – We do not use annotation symbols (but that could help)
2.4 Promote cross-linguistic understanding	3 – Before we began reading, we discussed what symbolism is as “The Scarlet Ibis” has a key symbol: the bird. To understand symbolism, I first presented them with a series of social media icons. Then, I pointed to different colors. We talked about what they could all mean above and beyond their literal meaning. Then, I pulled random items out of a suitcase for them to identify the item, its literal meaning, and its meaning in literature. Students had different perceptions of different items based on their different schemas and backgrounds.
2.5 Illustrate key concepts non-linguistically
3.      Provide options for comprehension
3.1 Provide or activate background knowledge	2 – As I mentioned earlier, I would have done more to activate their prior knowledge with words like pride, foreshadowing, theme, pity, etc., to maximize their transfer.
3.2 Highlight critical features, big ideas, and relationships	2 – The questions definitely helped relate to the big ideas, but I worry that there were so many features being discussed that those relationships weren’t easily noticed
3.3 Guide information processing	1 – It’s important to provide non-models too and provide more immediate feedback
3.4 Support memory and transfer	2 – The assignment blends many smaller concepts into their comprehension. Also, all of the questions directly tied back to “The Scarlet Ibis” with little room for further generalization.
II.    Provide Multiple Means for Action and Expression:	Your notes
4.      Provide options for physical actions
4.1 Provide varied ways to respond	3 – Students could use different means of physical action to complete the assignment. Students were able to use the tools they wanted to use. For the reading guide, students only had the paper version. However, for the assignment on the second day, the Reading Like a Writer annotations, students were able to complete this on paper, Post-its, Google Slides, etc. For the digital version, students could use speech-to-text instead of typing.
4.2 Provide varied ways to interact with materials	3 – Students could use technology to interact as they saw fit
4.3 Integrate assistive technologies	1 – Did not incorporate assistive technologies
5.      Provide options for expressive skills and fluency
5.1 Allow choices of media for communication	2 – Students mostly did paper or slides version based on what I provided
5.2 Provide appropriate tools for composition and problem solving	2 – Provided access tools but could provide more
5.3 Provide ways to scaffold practice and performance	1 – Provide scaffolds throughout
6.      Provide options for executive functions
6.1 Guide effective goal setting	1 – No true goal-setting
6.2 Support planning and strategy development	1 – Plans were too lofty for one lesson
6.3 Facilitate managing information and resources	2 – Provided organizer for students
6.4 Enhance capacity for monitoring progress	1 – Did not provide a rubric or checklist
III.  Provide Multiple Means for Engagement:	Your notes
7.      Provide options for recruiting interest
7.1 Increase individual choice and autonomy	2 – Students had some autonomy, but it was guided by my direction
7.2 Enhance relevance, value, and authenticity	2 – I used social media icons and discussions to engage them
7.3 Reduce threats and distractions	2 – The classroom itself is a safe space, but the assignment was overwhelming
8.      Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives	2 – I could have done more to highlight the purpose of the assignment and the why of it. I provided timely feedback, but I could focus it more on mastery rather than very specific elements that do not directly tie to the objectives.
8.2 Vary levels of challenge and support	2 – The assignment required that students completed four annotations. This was easy for some but very challenging for others. We ended up allowing some students to complete just two (if they mastered the annotations).
8.3 Foster collaboration and communication	2 – The assignment was primarily whole group or individual. I would utilize more small-group and paired work.
8.4 Increase mastery-oriented feedback	1 – Did not provide timely feedback
9.      Provide options for self-regulation
9.1 Guide personal goal-setting and expectations	1 – My kids really liked checklists, so I could have added one to help them guide their learning and completion of work. I could also ask them to review other peers’ work and rate their work.
9.2 Scaffold coping skills and strategies	1 – I did not incorporate coping skills
9.3 Develop self-assessment and reflection	1 – I did not provide a self-regulation tool. I would add one so that they were less focused on “Is this correct?” based on the teacher’s standards.

© CAST 2009

References

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org