UDL Instructional Planning Process

As a framework, UDL requires educators to think proactively about the needs of all learners. In
consideration of the UDL Critical Elements, educators implementing UDL should use a
backwards design instructional process that incorporates the following four steps.
Step 1: Establish Clear Outcomes
Step 2: Anticipate Learner Needs
Step 3: Measurable Outcomes and Assessment Plan
Step 4: Instructional Experience

Each of the Steps corresponds to a specific area on the Lesson Plan Template
Step 1 aligns with Objectives and Standards
Step 2 aligns with Audience Description: IEP Goals; Incorporation of other subject areas on the
Lesson Plan
Step 3 aligns with Assessment
Step 4 aligns with Resources; Introduction; Lesson Activities, Conclusion

Instructions:
1. Use the boxes below each bullet to complete the response to the prompt – pay close
attention to the UDL principles in Step 4.
2. After completing and submitting this UDL Planning Guide Template, you will receive
feedback.
3. Apply the feedback as you use each response to complete the Lesson Planning
Template for the Formal Lesson Plan.

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Step 1: Establish Clear Outcomes.
This informs the Objectives and Standards on the Lesson Plan Template.

Establish a clear understanding of the goal(s) of the lesson (or unit) and specific learner
outcomes related to:

 The desired outcomes and essential student understandings and performance

for every learner. (What does learning look like? What will students be able
to do or demonstrate?)
• The desired big ideas learners should come to understand and their alignment
to the established standards within the program of study.
•

I want these students to leave kindergarten with a solid foundation in letters names, letter
sounds, and how use these letters to create words. This is why I am teaching my students with
this methodology.

The potential misunderstandings, misconceptions, and areas where learners

may meet barriers to learning.
•

My students may think of words that begin with “soft c” that makes the /s/ sound instead of /s/. I
will anticipate making a separate column for those words to help them understand that these are
both ways to make /s/.

How will goals be clearly communicated to the learners, in ways that are
understandable to all learners.
Students will be told explicitly that their letter and sound goal this week is /s/. Directions and
expectations have been explicitly taught and are understood by all of the learners.

Step 2: Anticipate Learner Needs

This informs the Audience Description: IEP Goals; Incorporation of other subject areas on the Lesson
Plan.

Prior to planning the instructional experience teachers should have a clear understanding of
the learner needs within their environment, Understanding should minimally include:

 Learner strengths and weaknesses specific to lesson /unit goals

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 Finn has a harder time with the auditory portion (sand tray) than my other students. I will ensure
that I am paying close attention to him during this part of the lesson. Henry and Cameron tend to
write their letters backwards, and I will oversee this to give them meaningful feedback so that
they know when their letters are correctly formed.

 Learner background knowledge for scaffolding new learning.

Students have been explicitly taught each of the letters and sounds on the cards being used. This
has occurred in the same format. Reading the sentences that contain /s/ at the beginning of the
lesson will help them connect the content with real life.

 Learner preferences for representation, expression, and engagement.

I use visual, auditory, and kinesthetic aspects throughout the entire lesson to reach each learning
modality. I switch activities often so that the children are engaged and do not become board.

• Learner language preference.

My students all only speech English, so that is the language that is used. None of my students are
blind or deaf.

• Cultural relevance and understanding.

This is a letter and sound that my students will encounter in every reading or writing activity that
they go to complete for the remainder of their lives as readers.

 Curriculum barriers (e.g., physical, social, cultural, or ability-level) that

could limit the accessibility to instruction and instructional materials.

This lesson is at all of their instructional levels, so I do not see any curriculum barriers. Finn has
had the least exposure prior to kindergarten to reading skills, so he may have the most limited
access.

Step 3: Measurable Outcomes and Assessment Plan

This informs the Assessment area on the Lesson Plan Template

Prior to planning the instructional experience, establish how learning is going to be measured.
Considerations should include:

 Previously established lesson goals and learner needs.

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  Students will be able to accurately complete each of the phonics skills in a
group format with little to no prompting
 Students will be able to recall all pre-taught letters and sounds in multiple
formats
Students will learn a new letter sound and be able to apply it to reading.

 Embedding checkpoints to ensure all learners are successfully meeting their

desired outcomes.
Check points are provided after each portion of the lesson before transitioning to the next portion
to ensure that all students are learning the content provided.

 Providing learners multiple ways and options to authentically engage in the

process, take action, and demonstrate understanding.
Students are allowed to express themselves visually, auditorily, and kinesthetically multiple times
throughout the lesson to provide them with many opportunities in their desired format.

• Supporting higher-order skills and encouraging a deeper connection with the

content.
Students are now encouraged to write and read words with the letter /s/ in them to connect it to
reading.

Step 4: Instructional Experience

This informs the Resources; Introduction; Lesson Activities, Conclusion on the Lesson Plan Template

Establish the instructional sequence of events. At minimum, plans should include:

 Intentional and proactive ways to address the established goals, learner needs,
and assessment plan.
Explicit instruction and practice will be used to address the established goals. Frequent transitions
to new activities help address the students’ attention spans to gain the most productivity from the
lesson.

 Establish a plan for how instructional materials and strategies will be used to
overcome barriers and support learner understanding.
Instructional materials are all accessible and on their level. The font used on the letter cards is
best for those with reading disabilities. The bumpy boards and sand provide a kinesthetic
approach.

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  A plan that ensures high-expectations for all learners and that the needs of
the learners in the margins (i.e., struggling and advanced), anticipating that a
broader range of learners will benefit.
This lesson incorporates standards from their grade level and each of their IEP goals. Students
who are ready will be scaffolded to either continuing to sound out words, or to simply practice
writing the letter depending on what they are ready for.

• Integrate an assessment plan to provide necessary data.

Students will have an exit ticket to practice writing the letter as well as verbally tell me
information before exiting the classroom.

Considerations should be made for how to support multiple means of…

 Representation: Teacher purposefully uses a variety of strategies,

instructional tools, and methods to present information and content to
anticipate student needs and preferences
I will be utilizing Perception. Each of my learners absorbs information differently. I
want to provide my learners each a chance for them to learn visually, auditorily,
and kinesthetically. By incorporating all learning modalities into my lesson, each
of them has a chance to shine and learn with their primary learning modality.

 Expression and Action: Student uses a variety of strategies, instructional

tools, and methods to demonstrate new understandings.
I will be utilizing Sustaining Effort and Persistence. Writing and sounding out these words
are hard for these students. However, it is something that we practice because I
want them to be as prepared as possible for first grade. I want them to be able to
be resilient when presented with hard tasks, which includes repeatedly giving
these tasks to them in a format where they can succeed.

 Engagement: A variety of methods are used to engage students (e.g., provide

choice, address student interest) and promote their ability to monitor their
own learning (e.g., goal setting, self-assessment, and reflection)
I will be utilizing Recruiting Interest and Sustaining Effort and Persistence. It is important to
incorporate engagement at each and every portion of the lesson to ensure attention and
comprehension.

Reference:

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