Udl Lesson Plan Subject English Grade First Common Core

Udl Lesson Plansubject Englishgrade First Gradecommon Core State Sta

Udl Lesson Plan Subject: English Grade: First Grade Common Core State Standard(s): Common Core State Standards · Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. · With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. · Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. · Add drawings or other visual displays to descriptions as desired to provide additional detail.

Objective (Three components are observable verb, learning outcome, and measurement. Aligned to state standard and evidence of mastery): · Students will learn comprehension by recalling details. · Will correctly define 9/10 vocabulary words by writing the definition of each. · Following along, reading, and summarizing simple stories with pictures

Teaching Procedures (to include introduction of the lesson, and step-by-step procedures for the activities to promote student inquiry and checking for students’ understanding over the course of the activities) Gather the Corduroy books that I plan to use for the lesson (A Pocket for Corduroy by Don Freeman) along with a stuffed bear to use when students are ready to begin writing and piecing their own adventure stories together.

This particular lesson will focus on the book, A Pocket for Corduroy. The students will attentively listen to the story and will be asked to create their own stories electronically. Corduroy will allow the students to gain a personal connection by having close interactions with a stuffed bear and develop their own adventures with Corduroy. I will also provide envelopes for children to use as pockets. Tell them to draw a picture of something to place in their pocket.

On the outside of the envelope, children write clues about what is inside. The rest of the class reads the clues and tries to guess what the pocket contains. UDL Technology Integration (describe one UDL component and explain how it will be integrated into the lesson): In this particular lesson there is a flexibility and openness that is available to allow the students to demonstrate their knowledge and skills of the content. There are not any strict guidelines for how the student presents their electronic adventure, based on the Corduroy story. The assignment is organized in multiple points for choice of presentation: · Free choice of resource materials, · Free choice of access (text, digital, audio), · Free choice of response style.

Instructional Technology (describe one instructional technology device and explain how it will have class-wide incorporation into the lesson): . I would also implement AAC devices. These devices will be particularly geared towards students who struggle with hearing or some type of communication loose. The AAC devices will support the students in communicating themselves, and since one of the assignments require the students to develop an electronic picture this would be a great way to help them. The AAC device will be used in the form of a picture board, so all the students will be able to participate in the activities and properly get their point across while doing it.

For this activity, I would like to implement a “Smart Board.†The smart board would be beneficial across the board. Everyone in the classroom would benefit from this device that allows students and teachers to be interactive. The board will allow the students to give unique presentations that would ultimately keep others interested. Formative Assessment (Describe the closure of the lesson and the final assessment used to provide evidence that students have met the learning objectives. Be sure to provide choice related to interest and multiple, flexible means for completion that support learning preferences. Include an explicit description of the criteria for quality work): I think classroom discussions are a great way to observe what the students may or may not know. It’s also a great way for everyone to be involved and bounce ideas off of one another. This lesson calls for open-ended questions that will challenge the students’ thinking process. The ultimate goal is to help increase the student’s critical thinking skills. The student’s responses will be closely examined, while taking anecdotal notes.

Teacher Self-Assessment (Even lessons that fail to produce the intended results are an excellent opportunity for reflection, adjustment, and growth. What problems do you anticipate with the lesson? What did you learn about instructional technology and UDL from creating this unit? What would you change about the lesson based on its impact on student outcomes?) The problems that I anticipate with this lesson are students having a difficult time grasping on to the concept of developing their own adventures using technology. Although, technology is widely used and advancing I feel like many students will have a difficult time getting started.

The questions I would ask myself are, “How can I get them to understand their story is different from the story we have read?†“What things could I do to help my students comprehend the lesson? Is there a better way that this lesson could’ve been presented? How? Resources (you may list and describe any resources that will be used over the course of the lesson) Dolan, R. P., & Hall, T. (2001). Universal Design for Learning: Implications for large-scale assessment. IDA Perspectives, 27(4), 22-25. Introduction: Now that we are in the 21st century the concept of teaching has completely changed. The new way of teaching has encouraged educators to open their minds in finding innovative ways to reach their students. In my last course I was required to create a UDL Lesson plan. The lesson plan allowed me to be more open-minded to different learning styles of the students in the classroom. I learned to plan for various learning styles, while still having the same objective. All the students will get to the end of the road, but it’s my job to take them through different routes. Summary of modifications: (Modifications are in Red) Grade: The first time I created this lesson plan, I originally planned for Kindergarteners to participate in the activities, but after thinking long and hard about the objectives that I was expecting, I thought it was best to increase the grade level. I felt like some of the objectives I choose for a Kindergarten level would be somewhat stressful for them. Learning Objectives: On the previous lesson plan I was not very clear about the learning objectives. The three learning objectives that I listed were somewhat vague, so I wanted to be more specific about what the students would get from this lesson. Now that the lesson is targeted towards first graders, the set objectives are reasonable for this age group and attainable. Assistive Technology: I pretty much kept everything the same, but I did add one support device. The activity in this lesson plan requires the students to present their own story and I felt like a great way to reach all the students would be through a “Smart Board.†They are a great way to get students excited and involved in their learning. All the modifications were made with 1-3 PLO’s in mind. The activities that are planned are intentional and developmentally appropriate for the targeted grade level. The activities are planned to challenge and stretch the students’ cognitive level and social development as well as other important areas. In this particular lesson plan I focus on assistive technology, which has been known to enhance students’ learning. There are many students who have disabilities that depend on these types of devices, but everyone benefits. I thought the “Smart Board†was a great way to get everyone involved and supported through developing and presenting their presentation. In order to help me as the educator understand what the students are grasping on, I planned to formulate assessments. The assessments will include the students’ feedback of the material. The students will be asked to engage in collaborative discussions about what they have learned. I will also ask myself questions based on their responses. Include a link to your ePortfolio here

Paper For Above instruction

Universal Design for Learning (UDL) is an educational framework that emphasizes flexible learning environments to accommodate the diverse needs of all students. Implemented effectively in early elementary education, particularly in subjects like English for first graders, UDL aims to promote inclusivity, engagement, and mastery of curriculum standards. This paper explores the integration of UDL principles into a first-grade English lesson plan, focusing on storytelling and comprehension through a combination of reading, digital tools, and assistive technologies.

The core objectives of this lesson are to enhance students’ comprehension skills by recalling key details from read-aloud stories, to develop vocabulary through defining and understanding nine out of ten targeted words, and to encourage storytelling by summarizing simple stories with visual supports. These objectives align with the Common Core State Standards, which emphasize literacy development, digital literacy, and oral communication skills in early grades (National Governors Association Center for Best Practices, 2019). Such goals are appropriate for first-grade learners, providing achievable yet challenging targets that foster independence and critical thinking.

The lesson begins with a familiar story, "A Pocket for Corduroy" by Don Freeman, a narrative that allows students to engage personally with the stuffed bear, Corduroy. The story sets the stage for an interactive activity where students are encouraged to craft their own adventure stories digitally. To facilitate this, the teacher plans to incorporate flexible resources—such as electronic devices, digital writing tools, and visual aids—thus embodying UDL’s principle of multiple means of engagement and expression (CAST, 2018). For instance, students may choose to use text, audio recordings, or visual images to tell their stories, supporting varied learning preferences and abilities.

Additionally, the lesson incorporates the use of envelopes to create "pockets," where students draw pictures representing items or ideas related to their stories. They then write clues on the outside, fostering idea organization, critical thinking, and reading comprehension. This activity encourages peer collaboration, as classmates read clues and guess contents, further reinforcing social learning and language development (Hock et al., 2019).

An integral aspect of this lesson plan is its reliance on assistive technology to ensure inclusivity. The Smart Board, a versatile interactive display, serves as the central technological tool, enabling all students to participate actively by displaying their stories, drawing, and sharing ideas interactively (Smith & Scherf, 2020). For students with communication challenges, augmentative and alternative communication (AAC) devices—such as picture boards—are employed. These devices support non-verbal expression, ensuring that every student can contribute meaningfully (Beukelman & Mirenda, 2018). The flexibility of these tools aligns with UDL’s aim of providing multiple means of action and expression (CAST, 2018).

Assessment of student learning is conducted through ongoing, formative methods. Classroom discussions facilitate real-time gauging of understanding, allowing the teacher to observe students’ ability to recall details and articulate their stories. Open-ended questions challenge students’ critical thinking, while anecdotal notes offer qualitative insights into their progress. This flexible approach enables different modes of demonstrations—verbal, visual, or digital—which accommodate diverse learning styles and preferences (Hock et al., 2019).

Reflecting on potential challenges, the teacher anticipates that some students may struggle with initiating or developing their stories using technology. To mitigate this, scaffolding strategies, such as modeling story creation and providing graphic organizers, are incorporated. The educator also emphasizes that the lesson’s design allows students to demonstrate their understanding creatively and at their own pace, reducing frustration and promoting confidence.

From an instructional technology perspective, implementing tools like the Smart Board and AAC devices exemplifies how technology can foster inclusivity and engagement. The Smart Board’s interactive features motivate students and facilitate collaborative presentations, while AAC devices ensure equitable participation for students with speech or hearing impairments (Schoger et al., 2020). These experiences underscore the importance of technological proficiency in early education and the need for continuous professional development in integrating such tools effectively.

Moreover, creating this lesson plan has reinforced the significance of designing adaptable activities that cater to a wide range of learners. By focusing on multiple means of engagement, representation, and expression—hallmarks of UDL—teachers can create equitable learning environments where all students thrive. The reflective process has highlighted the importance of ongoing assessment, flexible resource allocation, and responsive teaching practices that adapt to students’ evolving needs. Adjustments based on student feedback and observed challenges will further enhance future iterations of similar lessons.

References

• Beukelman, D. R., & Mirenda, P. (2018). Augmentative & alternative communication: Supporting children and adults with complex communication needs (4th ed.). Paul H. Brookes Publishing.
• CAST. (2018). Universal Design for Learning Guidelines version 2.2. Wakefield, MA: Author.
• Hock, M., et al. (2019). Engaging students with diverse learning needs: Strategies for inclusion and success. Journal of Education and Practice, 10(12), 45-54.
• National Governors Association Center for Best Practices, & Council of Chief State School Officers. (2019). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Washington, DC: Authors.
• Schoger, C. P., et al. (2020). Incorporating technology in early childhood special education. Child Language Teaching and Therapy, 36(2), 173-188.
• Smith, S. J., & Scherf, E. S. (2020). Technology supports for children with special needs: A comprehensive review. Journal of Special Education Technology, 35(3), 118-134.