UDL Guidelines Educator Worksheet - v.
2
How Coyote Stole Fire
By Lauren Poniatowski
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
II. Provide Multiple Means for Action and Expression:
4. Provide options for physical action
Your notes
Text size is large and readable but cannot be changed or
made larger; highlights text while it reads aloud so reader can
follow
Certain icons (i.e. icon for picture descriptions) are very small
and difficult to find/click
Stop and think, picture boxes only pop up when clicked on;
this way they do not distract or clutter the page
Includes audio recording of text at slow, easy pace with
pauses; cannot adjust speed of audio
Provides descriptions/alternative explanations for images;
some images describe have practical (non-aesthetic) function
of describing whats happening in text (i.e. page 2)
Reader can click any word and learn its definition; text
underlines difficult words to direct reader to look them up;
provides examples of usage of a certain word in a sentence
Directs readers attention to examples of figurative language
in the text (metaphor, alliteration) and defines the concept
Reader can click any word and read/hear Spanish translation
BUT can only translate one word, not full sentences
Any word can be read or heard aloud by reader; some
underlined words (i.e. blizzards) offer visual (non-linguistic)
descriptions as well as written ones that describe the word
Provides access to a background info page on Myths and
Folklore of Native American Traditions and Coyotes
(Includes links to webpages); also includes resources link
with story summary and character list
Stop and Think tab prompts reader to make predictions and
form questions about what will happen/what has happened in
the story as reader moves through; Monty, Hali, and Pedro
(the coaches) give cues to student responses
Students can click show to see clues (highlighted words)
that help them answer Stop and Think prompts
Stop and Think cues guide readers processing of story
events as they read; help reader make note of important
details
Your notes
There are two options for turning the page (top and bottom of
story) and two ways to learn definition of a word (highlight
word and click glossary or click underlined word if key word)

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
6.1 Guide appropriate goal setting
6.2 Support planning and strategy development
6.3 Facilitate managing information and resources
6.4 Enhance capacity for monitoring progress
III. Provide Multiple Means for Engagement:
7. Provide options for recruiting interest
7.1 Optimize individual choice and autonomy
7.2 Optimize relevance, value, and authenticity
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
Offers students the option of answering a question about the
text OR creating their own question about it
Stop and Think prompt at end of story allows students to
choose method of response (i.e. select the best summary of
the storys events OR create their own summary)
Students can use arrows to move forward and backward in
text OR can type page number in and jump to that page
Students can move through story at their own pace; can stop
and re-start audio recording
Uses both text and pictures to communicate
Varied/differentiated options of responding to enrichment
activities (Enrichment Activities allow students to choose
between writing a song, drawing a picture, or writing a
sequel to the story)
Stop and Think offers three levels that vary in difficulty
and method of response; each coach offers a different
type of advice
Stop and Think asks students to use multiple reading
strategies (making predictions, summarizing content, and
recognizing foreshadowing)
Feedback from coaches is instant (students know
progress right away)
Your notes
Stop and think allows students to choose which coach they
want to help; also allows them to choose between different
challenge activities (Choice)
Students can choose to complete Stop and Think without
coaches help (Autonomy)
Choice of Enrichment Activity at the end
Pictures are static and simple images (they enhance rather
than replace text)
Stop and Think offers three levels that increase in
difficulty/challenge; students can choose to challenge
themselves by opting not to use the coaches or show
feature for hints
Enrichment Activity suggests completion with partner or group
Feedback from the coaches is differentiated so students
know there are multiple approaches to answering a question
 9.2 Facilitate personal coping skills and strategies
Stop and Think serve as opportunities for students to self-
9.3 Develop self-assessment and reflection
assess their progress
CAST 2011