UDL Guidelines Educator Worksheet - v.

2
I.

Provide Multiple Means of Representation:

1.

Provide options for perception

Your notes

Had many options available!

1.1 Offer ways of customizing the display of information

1.2 Offer alternatives for auditory information

1.3 Offer alternatives for visual information

2.

The textHELP could be placed in a position comfortable

to the reader
Zoom in the window could be customized to control size
of text
Bot read the story at a good pace
Reader could highlight whatever they wanted in whatever
color they wanted
You could choose the automated speech-to-text or read
on your own
You could either have ALL of the content read or click
where you wanted the book to start being read
You could click where you wanted the book to start
reading the text
You could highlight information or words in different
colors
Current word being read was always highlighted
Pictures were provided with each page
Description of pictures could be read to you
Buttons that offered extra-curricular questions (i.e.
foreshadowing) stood out in bright colors to catch the
readers attention

Provide options for language, mathematical expressions, and

symbols

Provided links to resources that had background

information on the story

2.3 Support decoding of text, mathematical notation, and symbols

Text-To-Speech customization available

2.4 Promote understanding across language

Finding quick translation to Spanish available in the text

HELP box

Links to resources that provide background knowledge

provided (through the orange + button on each page of
the book)

Stop and Think! button that asked the reader to

interpret the foreshadowing
Even provided coaches that would guide the reader
and provide clues!

2.1 Clarify vocabulary and symbols

2.2 Clarify syntax and structure

2.5 Illustrate through multiple media

3.

Provide options for comprehension

3.1 Activate or supply background knowledge
3.2 Highlight patterns, critical features, big ideas, and relationships
3.3 Guide information processing, visualization, and manipulation

3.4 Maximize transfer and generalization

II. Provide Multiple Means for Action and Expression:

4.

Your notes

Provide options for physical action

limited options for physical action (depending on

type of device being used)

4.1 Vary the methods for response and navigation

keyboard, mouse, touchscreen (if available through

device being used. My laptop has touchscreen)

5.1 Use multiple media for communication

had text and pictures

option to explore word or phrases on the web (google)

5.2 Use multiple tools for construction and composition

provided text-to-speech software

5.3 Build fluencies with graduated levels of support for practice

and performance

varying levels of questions that assessed comprehension

with immediate feedback

4.2 Optimize access to tools and assistive technologies

5.

Provide options for expression and communication

6.

coaches available to break down the questions and

help the reader develop literary skills

6.1 Guide appropriate goal setting

reader or teacher can set difficulty level of questions

appropriate for the reader

6.2 Support planning and strategy development

Stop And Think button in bright orange to catch the

readers attention

Some of the Stop And Think! sections ask the reader to

highlight key information, copy and paste into a word
document, and then share information with peers

Assessment at end of story provides reader with

options to pick from for a project
o Create a song
o Create a sequel to the folktale

Provide options for executive functions

6.3 Facilitate managing information and resources

6.4 Enhance capacity for monitoring progress

III. Provide Multiple Means for Engagement:

7.

Your notes

Provide options for recruiting interest

7.1 Optimize individual choice and autonomy
7.2 Optimize relevance, value, and authenticity

the user can choose the level of difficulty they want in the
Stop and Think! questions (levels 1-3)

links, resources provided are relevant to the story

(provides background history of native americans,
information on chipmunks and coyotes, etc)

constantly asked the reader questions about

foreshadowing in the story clear goal is to develop the
users foreshadowing skills

some of the tasks invite the users to work in groups of

two or more
o i.e. share what you think the setting of the story
is with a partner! How did you come to this
conclusion? What clues did you use?
o Work with a partner to create a sequel
o Work with a partner to create a song

one of the coaches offers a some guidance to help the

user self-assess their work
for example: Create a question! (related to the book)
o Does your question:

Ask about something important, not

trivial?

Get to the point?

Often start with a question word (who,

what, when, why, how)?

Focus on parts of the text or

illustrations?

Require a substantive answer, not just

a yes or a no?

Ask about character, setting, key

events, lessons learned, objectivity,
bias, or perspective?

7.3 Minimize threats and distractions

8.

Provide options for sustaining effort and persistence

8.1 Heighten salience of goals and objectives
8.2 Vary demands and resources to optimize challenge

8.3 Foster collaboration and community

8.4 Increase mastery-oriented feedback

9.

Provide options for self-regulation

9.1 Promote expectations and beliefs that optimize motivation
9.2 Facilitate personal coping skills and strategies

9.3 Develop self-assessment and reflection

CAST 2011
Resource Used: UDL Editions by CAST
Book: How Coyote Stole Fire