I.
Provide Multiple Means of Representation:
1. Provide options for perception
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. Provide options for language, mathematical
expressions, and symbols
2.1 Clarify vocabulary and symbols
2.2 Clarify syntax and structure
2.3 Support decoding of text, mathematical
notation, and symbols
2.4 Promote understanding across language
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
Notes
Include summary of how principle is addressed, if
applicable. Suggest whether you think it should be
addressed, and how you recommend improving the
material.
The author talks about dividing the children into groups
according to their abilities. He does not mention any other
means of customizing the display of information. I would
say if he grouped them by different abilities and had the
student who understood the information the most explain
in to their small group.
The authors activity for the formative assessment allows
the students to use white boards to write down their
answer.
The author also offers a summative activity where the
children can do an art project to represent the different
seasons.
The author asks the students what season she is looking
for by giving multiple examples of familiar vocab. She does
not use enough symbols, but asks the students show
symbols.
The author does a good job at having the kids discuss
their prior knowledge, and then she does a Think Pair
Share activity followed by visual aids to represent their
knowledge.
The author has both visual and auditory means of
representation. Most of the instruction is the author talking,
but the children can talk and use pictures.
The author gives multiple examples to explain each
season, but could have given more than just auditory
examples, but visual ones as well.
There was no media, so the author could have included a
power point to illustrate visual media.
The students do a think pair share activity that allows them
to discuss background knowledge.
The author emphasizes throughout the lesson the different
characteristics of each season.
The students create visual aid to show a picture of what
each season would look like.
The students can show visual aids to and they can discuss
examples and non-examples of the seasons and their
different weather patterns.

Include summary of how principle is addressed, if
II. Provide Multiple Means for Action and
applicable. Suggest whether you think it should be
Expression:
addressed, and how you recommend improving the
4. Provide options for physical action
4.1 Vary the methods for response and navigation
4.2 Optimize access to tools and assistive
technologies
5. Provide options for expression and communication
5.1 Use multiple media for communication
5.2 Use multiple tools for construction and
composition
5.3 Build fluencies with graduated levels of support
for practice and performance
6. Provide options for executive functions
The author write in the comments under each section
6.1 Guide appropriate goal setting
INSTRUCTIONAL GOALS Information
6.2 Support planning and strategy development
6.3 Facilitate managing information and resources
6.4 Enhance capacity for monitoring progress
Notes
material.
The author does not provide varying ways the children
can use material. The children could have large paint
brushes when making their pictures at the end, if the
children need fine motor support.
The author does not provide access to tools or AT, so I
would suggest using iPad paint for children who may
lack fine motor skills.
The students show their knowledge of the seasons
through visual pictures as well as discussion.
The author does not have any tools, so they could use
geometric sketchpads to draw the pictures of the
seasons.
The author does not have other practices so they
could have the children also help their friends and
explain information instead of the teacher always
doing so.
their thoughts and what goals they want the
students to learn. The author also states at
the beginning of the lesson plan the
objectives and goals. \
The students will be able to identify each one of the
four seasons by name. They will understand the
typical weather patterns during each season as well.
OBJECTIVES Information
Identify each of the seasons by name
Know typical weather patterns for each season
The author does not provide enough dialogue to
support strategic development. The author could
include an error correction section to the lesson plan
to provide practice of what they may do if a child does
not respond as you wanted them to.
The author does not provide these resources, but
could have the children fill out checklists of different
characteristics of each season.
The author could have the children discuss afterwards
what they had learned with a KWL chart.
 Notes
Include summary of how principle is addressed, if
III. Provide Multiple Means for Engagement: applicable. Suggest whether you think it should be
addressed, and how you recommend improving the
material.
7. Provide options for recruiting interest
During the reflection discussion mentioned previously, the
author could have also had the children answer what they
7.1 Optimize individual choice and autonomy
did and did not like, to help the teacher further teach the
information.
The author does not mention any cultural relevance, but if
7.2 Optimize relevance, value, and authenticity a child spoke Spanish at homes the teacher could have
the information displayed in Spanish and English.
The author could have mentioned the kind of classroom
7.3 Minimize threats and distractions routine they have. There has to be an open
communication between the teachers and students.
8. Provide options for sustaining effort and
persistence
The children display the knowledge by answering
8.1 Heighten salience of goals and objectives questions, discussing with their peers, and drawing
pictures.
The author mentions having the children grouped by
8.2 Vary demands and resources to optimize
ability, but I think it would be more helpful to have children
challenge
of all different abilities working together to help each other.
As previously mentioned the author does mention creating
8.3 Foster collaboration and community
cooperating learning groups.
The author could have mentioned different praises and
8.4 Increase mastery-oriented feedback
feedback given throughout the lesson plan.
9. Provide options for self-regulation
The author does not having any activities or methods that
the children could use to be aware of their timing, but the
9.1 Promote expectations and beliefs that optimize
author could have a visual timer as one of the materials as
motivation
well as a checklist the children fill out to see if they have
completed everything.
The author could mention how the children can improve in
an area and focus on their strengths instead of focusing on
9.2 Facilitate personal coping skills and strategies
their weaknesses and saying they are bad at a certain
subject.
The children can reflect on their checklists at the end of
9.3 Develop self-assessment and reflection
the lesson.

CAST 2011