UDL Guidelines Educator Evaluation Worksheet
Name of evaluator: Katie Bubenhofer
Title/location of material evaluated: Learn the Alphabet and the Colors of the Rainbow!
Aimee Sutherland
http://udlexchange.cast.org/lesson/3422096
Note: refer to the detailed guidelines for clarity on any category or subcategory.
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
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 said, it contains hands on activities on
the smartboard, as well as sing along songs that I as
the instructor will lead. Although the lesson is
provided in an electronic form, the author does not
provide details as to how the smartboard will benefit
the students during the lesson or what key parts will
be on the smartboard.
The author claims that the lesson will be an interactive
activity on the smartboard, but does not provide the
presentation. I would provide more details about the
smartboard presentation if you are not going to include it
as a resource.
There is not enough information provided. Although I
assume the smartboard presentation would have pictures
and other visuals for this activity. This lesson addresses
the visual learners the best I would find ways to
incorporate all learners maybe bring in shapes for the
students to manipulate.
The author does not mention defining any words
throughout this lesson. She only mentions starting out with
a sing along. The song could introduce/clarify certain
vocabulary words, but she did not provide enough
information. I would suggest reviewing what the alphabet
is with the class and talk about what a letter sound is first.
The UDL guide suggests that each lesson makes
connections to previously learned structuresthe
lesson is to review the letters of the alphabet and to
be able to match letters and sounds of the alphabet
to objects on the screen. So she has a plan to
connect the lesson to the students previous

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
knowledge.
The lesson does not provide enough information. I would
make the connection saying that each letter is a symbol for
our language.
There is no evidence that the lessonMake all key
information in the dominant language (e.g., English)
also available in first languages (e.g., Spanish) for
learners with limited-English proficiency and in ASL
for learners who are deaf.
The author provides the lesson on a smartboard and
incorporates sing along ..Present key concepts in
one form of symbolic representation (e.g., an
expository text or a math equation) with an
alternative form (e.g., an illustration,
dance/movement, diagram, table, model, video,
comic strip, storyboard, photograph, animation,
physical or virtual manipulative)
The author says to have a better understanding of the
noises letters of the alphabet make and to be able to
connect certain words with the matching letter of the
alphabet She plans to make a connection between
their prior knowledge of the alphabet to their sounds.
The author says the first is for the students to
have a better understanding of the noises letters of
the alphabet make and to be able to connect certain
words with the matching letter of the alphabet
Under this section is suggests that
educators should highlight previously learned skills
that can be used to solve unfamiliar problems. By
making this connection she is planning on doing so,
however she does not provide information.
Does not provide information
Prompt the use of mnemonic strategies and
devices the author is incorporating the smartboard
into her lesson about shapes, which it is assumed
that she will provide visual imagery.

II. Provide Multiple Means for Action and
Expression:
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
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
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 activity will require the students to engage using
the smartboard and song
The use of the smartboard is a form of ATstudents
with difficulties with fine motor or with CP will still be
able to participate because the screen is a
touchscreen as opposed to the students needed a
pencil or another small manipulative.
Compose in multiple media such as text, speech,
drawing, illustration, comics, storyboards, design,
film, music, visual art, sculpture, or video. The author
is incorporating illustrations and music in her lesson.
The author is planning on using the smartboard as a tool
to help guide her lesson.
Provide scaffolds that can be gradually released with
increasing independence and skills.. an activity
where students will use the smartboard to draw and
connect the correct letters to the correct image that
begins with that letter, they will do this activity for all
the letters of the alphabet The students will need to
sing along to the song as well as identify the letter
and its sound.
The author set multiple goals for the lesson first she
wants the lesson to give them a better understanding
of letter sounds. Second she wants them to be able to
identify colors and the order they go in the rainbow. I
like how the author set multiple goals for her students.
This was not well developed in my lesson. She had a
plan but did not provide an option of choices for the
students.
The author provides ideas of how she is going to
collect data, but does not provide strategies for
collecting the actual data. For both formative and
assessment I would use a checklist to mark what
letter sounds and colors they knew. The summative
assessment is using the smartboard to match shapes
I do not know if she is using an online quiz app to help
track the data, but that is what I would suggest.
The author does not provide information. I would ask
questions throughout the lesson to see if my students
were understanding the information.

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 This lesson was geared towards visual learners. There are
motivation
9.2 Facilitate personal coping skills and strategies
9.3 Develop self-assessment and reflection
CAST 2011
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.
To make the lesson a little more engaging for each student
I would do this activity in a small group. This way each
student can actively participate.
The author I assume led the presentation as well as going
over the letter sound, but gave her students a chance to
reply with the corresponding letter.
The use of the smartboard could be a distraction; however
she has a plan on how and when she is going to use it so
this may limit the distraction.
The author plans on ending the lesson with the summative
assessment using the smartboard. I would suggest she
adds in some time for discussion.
The use of smartboard is the only resource she mentions.
I assume this is a large group lesson where students work
individually. This does not allow students to work together.
I would suggest making teams and allowing students to
work together to identify letters and colors.
No information provided.
more opportunities for visual learners to engage.
There was no information provided. However, I would
suggest providing manipulatives so the students could see
and touch the letters and colors.
The final piece of the lesson is the summative assessment
conducted on the smartboard.