UDL Lesson Planning Template - Literacy

UCCS Special Education Generalist Licensure Program

Name: Kayla Little
UCCS Supervisors Name(s): Laura Marshall
Cooperating Teachers Name: Laura Grant
Date: February 13, 2017

Section 1 - THE STUDENTS & SUBJECT

A. Describe the Class:

School: Jack Swigert Aerospace Academy
Grade Level: 6th/8th Grade
Number of Students: 3
Information about your class: This day we will be working on a check point day. The students are broken up into three groups.
One group will be working on silent reading. Another group will be working on their software of System 44. The last group of
three will be up front with me and I will be giving them small group instruction.

B. Positive Student Learning Profile for 2 Students:

Include information such as 1) Learning preferences/strengths, 2) Communication and/or behavior supports, 3) Use of social
and/or peer supports 4) IEP goals, ELL needs or plans, READ Act or other plans or goals

Target Student 1: Student D. R.

Learning Preferences/strengths: He likes to have everything flow and be in order. He wants the lesson to move along, and he
will answer questions when asked, unless he is really excited about the subject. He also loves to move around.

Communication/ Behavior Support: Check to make sure that he is on task along with redirection if needed.

Peer Supports: Works well in the group setting, but if it is an off day for him then he will need redirection.

IEP: IDEA 300.320(a)(2)(i)

Student D.R. will achieve the 25th percentile (Spring benchmark) with no more than 5 errors on a standard, timed reading
comprehension measure at his instructional level over 3 out of 5 trials.
IDEA 300.320(a)(2)(i)
Given appropriate instruction, student D.R. will use conjunctions to break down and build complex sentences with 70%
accuracy over 3 consecutive sessions.

Target Student 2: Student V. M. T.

Learning Preferences/strengths: He enjoys being the leader, will answer questions and lead the rest of the group. He will do the
work, but sometimes go ahead of the teacher.

Communication/ Behavior Support: Making sure that he is on task, redirection if needed, and reminding him of personal
boundaries of the teacher, and where he needs to be.

Peer Supports: Works well with others and plays an important role in the group when he is having a good day.

IEP: IDEA 300.320(a)(3)(i)

Student V.M.T will achieve the 26th percentile on a nationally normed comprehension fluency measure at his grade level
over 3 out of 5 trials.

C. Content Area / Lesson Topic(s):

- Resources for Differentiated Instruction to reinforce double consonants.

D. Alignment:
Curriculum
Adapted from Causton-Theoharis & Theoharis, 2011 Literacy References: McKenna & Stahl, (2015), Johns (2012), Cheesman adaptation of
Blueprint for Intervention
 Grade 6: L.6.1e, SL.6. 1a, SL.6.1b, SL.6.1c, SL.6.1d, SL.6.6
Grade 7:L.7.3a, SL.7.1a, SL.7.1b, SL.7.1c, SL.7.1d, SL.7.6
Grade 8: SL.8.1a, SL.8.1b, SL.8.1c, SL.8.1d, SL.8.6
Grade 9-10: SL.9-10.1a, SL.9-10.1b, SL.9-10.1c, SL.9-10.1d, SL.9-10.6
Grade 11-12: SL.11-12.1a, SL.11-12.1b, SL.11-12.1c, SL.11-12.1d, SL. 11-12.6

Section 2 - INITIAL ASSESSMENT & BACKGROUND KNOWLEDGE

A. Assessment: Both of these students are below basic in their reading comprehension, both scored over an
85%. They both need work on topic progress monitoring, and also spelling in which both scored 80% or
below. With the check point day we will be working with double consonants and allow the students to see
how to break down sounds in words, and this can help them develop skills that they need to raise their
scores in these different areas. Both of these students have been working in small groups and working with
different reading competencies in System 44.

B. Background Knowledge and Information

This is a check point day and we are working with double consonant sounds. The students have worked with
different sounds and syllables on check point days. They work with the same materials as they have used before, and this will
be material they have seen before but a different lesson. The students work with System 44 and they are measured on the
skills they have based on what the preform on the software. This keeps up with the students and where they are in the
software, which skill sets they have mastered, and what they need to work on.
There has been other check point days where the students work with different consonants and vowels. A few days
ago we worked with the consonant blend sh, and the consonant s-blend. The students work with the different sounds and
consonants so they can master sounding out words and spelling them out. This will enable students to become stronger in
their phonics and understand the importance of sounding out their sounds.
Working with System 44 the students get small group instruction from the System 44 Instruction book that has
different modules that have new passages and real world activities/issues. An example is their on Module 3: Game On! and
this is a module that allows the students to see how video games are created and the sciences used to make their favorite video
games. This keeps this kids engaged, and allows them to practice their reading, writing, and critical thinking on finding
textual support.

Section 3 - THE LESSON

A. Lesson Objectives:
We will identify, blend, and read words with double consonants.
We will build and spell words with double consonants.
Language Goals:
Discuss texts using formal English
Identify and pronounce words

B. Student and Room Arrangement:

The students who will be working with silent reading and software will be placed in the tables either at the back of
the room or the tables behind our area. Then the students who are silent reading also have a choice to sit in the reading area,
or they will go into the computer lab next door to take quizzes on the books they have read.
The students I will be working with will be sitting at the half round table up front with me. It is a table facing the
SMART board so all of the students can see the work on the board, and they can focus on me and not the classmates behind
them. The board allows a visual stimulus for the students, so they can follow along with the work.

C. Lesson Assessment:
Formative Assessment: As we are working through the lesson I will be looking at each of the students and making
sure that their following along. I will state my expectations at the beginning so they know to raise their hands if they are
unsure of the lesson at any point of time. I will also ask them as I am working if their understanding the material.
Summative Assessment: The students will be continuing to work with System 44, and so we can monitor how much
they progress. I can also see when they work on the section with double consonants how well they do to see if they understood
the material and they remember what a double consonant is.
Adapted from Causton-Theoharis & Theoharis, 2011 Literacy References: McKenna & Stahl, (2015), Johns (2012), Cheesman adaptation of
Blueprint for Intervention
D. Materials:
What I will have: SMART board that has the curriculum on it, and my lesson
What students will have: Pencils, Work sheets that I will hand them, letter tiles and boards, System 44
book and Do Now log (at the beginning of the class), paper, and their thinking caps

E. Lesson Outline:
Time Sequence of Steps Principles of Accommodations
Estimate Write each step that will occur during your lesson. Include Universal Design & Modifications
time SPECIFIC DETAILS of your plan for grouping, directions, and Differentiation Identify any specific
needed assessment. Articulate where/how accommodations/
for each you are incorporating modifications that
section UDL; also articulate are needed for
essential, expected, and specific students to
enrichment learning and access the lesson
assessment targets (what
all, most, and some
students will know/do).

1:31- Lesson Opening - What I will say: Good afternoon class!

1:36 (Wait for Good Afternoon Miss Little)
At this point we will have a whole group where I will talk to all of I will be reading Check for
the class. All of the students should have their System 44 books and understanding
a Do Now log. This is where the students do their warm-up that I the Do Now aloud
have written on the board. so everyone has a Oral Presentation
clear
What I will have written on the board: The word fox has the short understanding of Peer partnership
o vowel sound. Write five more words with the same vowel what is expected.
sound. The word fax has the short a vowel sound. Write five Explicit
more words with the short vowel sound. modeling/direct
I will use the instruction
At this point I give the students two minutes to come up with these SMART board to
answers. I will walk around to make sure all of the students are write their
engaged, and writing down their answers. This will also enable me answers.
to see if there is any confusion.

When the timer goes of I will ask the students to give me their
answers. On the smart board I will draw an A column for the short
as, and then an O column for the short o. I will take a few answers
from the students. Then I will break them up into these groups:

Group 1- Allan, Isaiah B, and Angel will be on software.

Group 2- Quentin, Christian, and Isaiah S. will be independently
reading.
Group 3- Janessa, David, and Vincent will be coming up to small
group lesson with me.

The lesson is adapted from RDI book, (pages 196-199).

Adapted from Causton-Theoharis & Theoharis, 2011 Literacy References: McKenna & Stahl, (2015), Johns (2012), Cheesman adaptation of
Blueprint for Intervention
1:36- Introduce
1:46 As the students become settled I will explain to them that we are Multiple means of Check for
going to do our best with answering, I want all eyes on me, and I representation understanding
want them to raise their hand when they know the answer or if they
have a question. In that, I also want them to use their fingers to use Students will be using Oral Presentation
sound articulation with this lesson, and I want them to say the technology (IPADS) to
sounds out loud. work on their software, Peer partnership
and I will be using a
State expectations: SMART board for the Explicit
Do your best in answering lesson. modeling/direct
Eyes on me instruction
Raise your hand when you know the answer or I will also be reading
have a question aloud the lesson and
Use your fingers for sound articulation and say having the students
sounds aloud following along.
I will then state the objectives:
We will identify, blend, and read words with
double consonants.
We will build and spell words with double
consonants.

I DO: Then I will start off the lesson:

Some consonants seem to like to come in twos.
In words like stuff, sell, and mess, the last letters f,
l, and s are doubled.
Its good to know about this when you read, but
even better when you spell.
So, lets focus on double consonants to help you
with your reading and spelling.

Today we will be working with words that end

with double consonants.
These are words that youll see two of the same
letter at the end of the words and the two letters stand for one
sound.

WE DO:
I want use to do is say these sounds.
( I will write /f/, /s/, and /l/ on the smart board. I
will point to each sound and have the students say each
sound twice).
Good, Im liking how we are really showing the
sound for each letter and making it strong on which sound
is which.
Now what I am going to do is I am going to say a
sentence and leave the ending sounds off of the last word.
I want all of you to say what that sound is that I
left off.
Are we ready?
(Make sure their ready and understand).
My backpack is full of stu__(/f/).
It is a secret, so please dont te__(/l/).
Clean up this big me__(/s/)!
( Make sure the students have a clear
understanding of this).

YOU DO:
Adapted from Causton-Theoharis & Theoharis, 2011 Literacy References: McKenna & Stahl, (2015), Johns (2012), Cheesman adaptation of
Blueprint for Intervention
 Each student will get a secret word which I will write on a sheet of
paper. They are to not tell each other of the words they are given.
The words are: stuff, skill, and less.
Tell students
say the word but leave off the ending sound, and
challenge the other students to complete the word
with either /f/, /s/, or /l/.
After they have guessed each others words we are
going to say the sounds using our fingers:
1. /s/ /k/ /i/ /l/
2. /s/ /t/ /u/ /f/
3. /l/ /e/ /s/

Adapted from Causton-Theoharis & Theoharis, 2011 Literacy References: McKenna & Stahl, (2015), Johns (2012), Cheesman adaptation of
Blueprint for Intervention
1:46- Letter-Sound Correspondence: Check for
1:56 understanding
I DO: Some words end with two of the same consonants together, Multiple means of
and the two consonants stand for a single sound. (I will write the representation Oral Presentation
word stuff on the board and underline letters ff.) This is the word
stuff and this has two ffs at the end. Although, when I sound it out I Students will be using Peer partnership
hear one sound /s/ /t/ /u/ /f/. I can also do this with the words sell, /s/ technology (IPADS) to
/e/ /l/, and mess, /m/ /e/ /s/. work on their software, Explicit
and I will be using a modeling/direct
WE DO: At this point I will open the Elkonin Boxes on the website SMART board for the instruction
for System 44. I will ask one student to come up and aurally say the lesson.
word less and segment the sound. I will also ask the students sitting
to do the sounds along with the student up at the board. Then I will I will also be reading
ask the student to write the word into the boxes, each box stands for aloud the lesson and
one sound. After they write it I will have the other students confirm having the students
if the answer is right, or if they think it should be different. I will following along.
point out there are four letters, but there are three sounds. I will then
have them do the words cuff, mess, sell, stuff, and skill.

YOU DO: I will list these words on the board: spell, stiff, dress. I
will have the students copy down the words on a sheet of paper and
underline the double consonants. I will then ask them about the
word spell and what they underlined. (l) and what sound does the
two ls stand for? (/l/) Whats the word? Now what about stiff, what
did we underline? (f) and what sound does two fs make? (/f/).
Whats the word? Last, what about dress, what did we underline in
this word? (s) and what sound does the two ss make? (/s/) and
whats the word?

1:56- Practice:
2:06 Multiple means of
I DO: I will open the flip chart 27. Model blending the first two representation
target words, Stuff and skill.
Students will be using
WE DO: I will have the students repeat after me with the same two technology (IPADS) to
words, pronouncing each sound and then blending the whole word. work on their software,
and I will be using a
YOU DO: At this moment I will have the students blend on their SMART board for the
board. The words I will read off to them are as follows: lesson.
1. mess
2. spell I will also be reading
3. stuff aloud the lesson and
4. skull having the students
following along.

Adapted from Causton-Theoharis & Theoharis, 2011 Literacy References: McKenna & Stahl, (2015), Johns (2012), Cheesman adaptation of
Blueprint for Intervention
2:06- Build Words:
2:16
I will give each student their own bad that contains a blending Multiple means of
board and letter tiles. representation

I DO: I will model the word pill with the letter tiles, and pronounce Students will be using
it for the students. Then I will change the word pill to mill which technology (IPADS) to
changes the (/p/) to (/m/). Then I will change the m tile with an s and work on their software,
a p to change the word to spill. Then replace the p tile with a t tile to and I will be using a
make still. I will ask the students what stayed the same? (/l/) SMART board for the
lesson.
As we can see you can change the beginning sound, or the middle
sound to create a whole new word, but keep the double consonant at I will also be reading
the end. aloud the lesson and
having the students
WE DO: I will form the word less with the tiles, and model how we following along.
will say it as I move the tiles. /l/ /e/ /s/- less. How do I change less to
mess? (replace the l with an m) Say it with me: /m/ /e/ /s/- mess.
Both less and mess end with -ss am I right? Now I am going to
remove the ss tile and add an s at the beginning to create sme-, what
tile should I add to make the word smell? (two l tiles)

YOU DO: I will say each of these words:

1. past 2. pass 3. kiss 4. kill 5. yell 6. sell 7. fell 8. fill 9. stuff 10.
stiff
Then I will monitor how the students do with each word and which
words they struggle with. I will also ask them was it the beginning,
middle, or last sound they changed. I also ask them as they move the
tiles to say the sound then say the full word.

2:16- Dictation and Spelling: Multiple means of

2:25 representation
I will pronounce these words and have the students write them
down. I will discuss meaning if needed. Students will be using
technology (IPADS) to
1. skill- the ability to do something well work on their software,
2. skull- the skeleton of a person's or animal's head. and I will be using a
3. cuff-the end part of a sleeve, where the material of the sleeve is SMART board for the
turned back or a separate band is sewn on. lesson.
4. fuss- a display of unnecessary or excessive excitement, activity,
or interest. I will also be reading
After we have discussed the four different vocabulary words I will aloud the lesson and
hand out a work sheet that I will go over with the students in the having the students
SMART board. There are two parts, on part is circling words thats following along.
end with the two same consonants, and the second part is replacing
words.

Adapted from Causton-Theoharis & Theoharis, 2011 Literacy References: McKenna & Stahl, (2015), Johns (2012), Cheesman adaptation of
Blueprint for Intervention
2:25- Lesson Closure/Summary: Multiple means of
2:28 representation
At the end I will ask the students to tell me what a double
consonant is and how do they know when they see one. I will ask Students will be using
each of them to write one sentence that incorporates one word technology (IPADS) to
with a double consonant. Then they will read their sentence out work on their software,
loud and it will allow them to show each other what they know, and I will be using a
and show off their sentence structure skills. SMART board for the
lesson.

I will also be reading

aloud the lesson and
having the students
following along.

Teaching Strategies to use during the stages of the lesson: Consider: think-pair-share, graffiti,
talk-walk, questioning, cueing, pre-teaching, foreshadowing, adjust pacing, sequence, periodically check
performance, reduce or increase complexity, physical guidance, pair verbal instruction with visuals, adjust
behavior management.
UDL and Accommodations and Modifications: Ensure that your lesson incorporates the
principles of Universal Design for Learning (multiple means of Representation, Engagement, and
Expression)
Only consider use of Accommodations/Modifications after incorporating elements of UDL/differentiation
Objective: How will you ensure students know the lesson objective (what they will learn or did
learn in the lesson)?
Directions: Describe step by step how you will explain the various concepts or activities to the
students.
Behavior Expectations: Describe the behavior expectations for different parts of the lesson
Transitions: Include how you will transition students (activity to activity, location to location,
whole class/small group, etc.).
Pacing: Have you practiced so that your timing is correct? What will you do if some students
finish early? What will you do if students dont finish?

Section 3 - REFLECTION

After Teaching the Lesson Reflect Considering the Following:

Student participation and learning
Were all students were actively participating in the lesson? How do you know?
I was only working with two students, but I felt that they were both in the lesson. This went on about 20 minutes
longer than it normally would, but the kids did a great job at contributing to the lesson. There were times one
student wouldn't want to do it, but he would join after awhile. Both students were answering my questions, and
they were doing the lesson as they were told. There were moments when one student would move ahead, but he
would come back and look at his answers with us. They both did a great job and they were showing their
understanding of the material.
Did all students meet the lesson objective or modified objective? How do you know?
I feel as if the students understood the objective. They were able to ask the questions the lesson provided, and they
were able to think on their own. They had little to no questions when they were doing their work. The students
Adapted from Causton-Theoharis & Theoharis, 2011 Literacy References: McKenna & Stahl, (2015), Johns (2012), Cheesman adaptation of
Blueprint for Intervention
 worked hard and they kept up with the lesson as well. They were able to do the worksheet and they were able to
preform well with the Elkonin boxes. They had little to no questions, and only needed a little prompting.
In what parts of the lesson did the students struggle and what parts did they do well?
I don't think there were many parts where the students struggled. When we were playing with the letter tiles they had a
little trouble. After some modeling then they were able to do it easily. They do a great job with segmenting the
sounds using their fingers to count how many sounds there are. There wasn't any mistakes with their spelling, and
they were able to do all the work easily. Even when we did the decodable text they followed along with the We
do, and breezed through on the You do. I am impressed with both of these boys!

Teaching materials and processes (preparation, presentation, management)

What parts went well?
I feel as if the lesson as a whole went well. The students did a great job following along, segmenting sounds, using the
boxes, using the letter tiles, and working with the book. I was able to come up with spur of the moment when I
was missing a letter tile, and I let the kids know I made a mistake. I feel as if the students are comfortable with
me which makes me happy to be where I am. I know the students more and I know when they work with me there
is a respect. They may play games with me, but I need to learn how to talk with them so they know when it is the
time and place. I feel better because I knew the content really well, and I was able to work comfortably with the
students. This was a great lesson for me, and I hope to continue this on.
What would you change?
What I would change is learning my lesson plan a bit more so I don't have to worry about a student taking it
from me. I would also like to become more assertive so the students know I am their teacher. I also
made the mistake of telling the students that I am learning too, and I need them to know that I am there
to teach them. One suggestion made was that I stand while their sitting so they understand that I am the
adult and I am there for them to learn. This is something that I will continue to work on as I do my other
lessons. I want to be able to feel a bit more confident when I am showing them the work, especially
when their goofing off.

Adapted from Causton-Theoharis & Theoharis, 2011 Literacy References: McKenna & Stahl, (2015), Johns (2012), Cheesman adaptation of
Blueprint for Intervention
Adapted from Causton-Theoharis & Theoharis, 2011 Literacy References: McKenna & Stahl, (2015), Johns (2012), Cheesman adaptation of
Blueprint for Intervention
Adapted from Causton-Theoharis & Theoharis, 2011 Literacy References: McKenna & Stahl, (2015), Johns (2012), Cheesman adaptation of
Blueprint for Intervention
Adapted from Causton-Theoharis & Theoharis, 2011 Literacy References: McKenna & Stahl, (2015), Johns (2012), Cheesman adaptation of
Blueprint for Intervention
Adapted from Causton-Theoharis & Theoharis, 2011 Literacy References: McKenna & Stahl, (2015), Johns (2012), Cheesman adaptation of
Blueprint for Intervention