TPSP Universal Design for Learning Sample Primary: ACTIVITY
Animal Nation, Grade 1
1. Assess and read the Animal Nation TPSP Task from the TPSP website: http://www.texaspsp.org/primary/primary-tasks.php.
2. Access the Center for Applied Technology’s (CAST) Curriculum Barriers Finder:
http://www.cast.org/teachingeverystudent/tools/curriculumbarriers.cfm. Open/print the Curriculum Barriers Template (the Curriculum
Barriers Tool is an online applet of the same document, but cannot be printed). There is also a Curriculum Barriers Tutorial that can be
explored if desired.
3. Review the barriers identified for sample students in the Curriculum Barriers Template.
4. Access the Center for Applied Technology’s (CAST) UDL Solutions Finder:
http://www.cast.org/teachingeverystudent/tools/udlsolutionsfinder.cfm. Open/print the UDL Solutions Finder Template (the Solutions
Finder Tool is an online applet of the same document, but cannot be printed). There is also a Solutions Finder Tutorial that can be
explored if desired.
5. Review the solutions indentified for sample students in the UDL Solutions Template.
6. Review the UDL Solutions applied to the Animal Nation TPSP task below.
7. Access the Center for Applied Technology’s (CAST) UDL Solutions Finder:
http://www.cast.org/teachingeverystudent/tools/udlsolutionsfinder.cfm. Complete a UDL Solution for YOUR lesson. You can utilize the
online applet, type into the MS Word Version, or print a hard copy of the UDL Solutions Template and utilize the blanks on the last page.
Grade: 1 Teacher: 2E/GT Teacher Subject: TPSP Project
Standard: 1st Grade TEKS (Science 1, 2, 3, 4, 7, 9, 10; ELRA 1, 2, 3, 4 ,5, 13, 17, 18, 19, 24, 27, 28; Math 3, 17, 18, 19
Goal: Create an innovative product
Materials & Methods
Phase I— Learning Experiences:
Read a book to introduce animals;
group or independent
Potential Barriers/
Missed Opportunities
Kevin cannot see small text; Bill needs
graphic support; Brian and Jose have
difficulty decoding/understanding text
Network
UDL Solutions
R,S
Kevin — provide alternative format, preferential
seating, large print and/or magnification of hard copy;
Bill— provide stories with graphic support; Brian and
Jose — provide pre-learning vocabulary set, check for
R - Recognition
S - Strategic
A - Affective
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TPSP Universal Design for Learning Sample Primary: ACTIVITY
Materials & Methods
Potential Barriers/
Missed Opportunities
Network
R - Recognition
S - Strategic
A - Affective
UDL Solutions
understanding on a regular basis (orally, low, or high
tech group response systems), alternative formats
(text-to-speech)
Phase I— Learning Experiences:
Conduct a survey to determine
students' favorite animals; large
group
Jose has difficulty comprehending
meaning; Helen and Kiwa are
distracted, may miss info
S,A
Brian, Jose, Helen and Kiwa— check for understanding
on a regular basis (orally, low, or high tech group
response systems)
Phase I— Learning Experiences:
Discuss animal characteristics; small
group or individual; types of animals,
habitat, food, how does animal get
around
Kevin cannot see small text; Bill needs
graphic support; Brian has difficulty
decoding/understanding text; Jose has
difficulty comprehending meaning;
Helen and Kiwa are distracted, may
miss info
R,S,A
Kevin— provide alternative format, preferential
seating, large print and/or magnification of hard copy;
Bill— provide alternative formats through pictures
and/or topic websites with graphics; Jose, Kiwa and
Helen check for understanding on a regular basis
(orally, low, or high tech group response systems);
Kiwa and Helen— give them specific tasks with a clear
outline of what is expected and/or pair them with a
group that has strong task completion skills; provide
hardcopy or electronic graphic organizers
Phase I— Learning Experiences:
Discuss/Study an animal (basic
needs); small groups
Brian and Jose may have limited
knowledge/vocabulary in English;
Helen and Kiwa may be distracted
R,S,A
Brian and Jose—check regularly for understanding,
provide alternative formats with text-to-speech and/or
graphic support; provide websites with topic
vocabulary available; Helen and Kiwa— pair with
strong task oriented group; assign them specific tasks
within the group; provide graphic organizer or outline
of what is expected
Phase I— Learning Experiences:
Brine Shrimp cultures (experiment);
whole class, over time
Brian and Jose may miss content; Kiwa
and Helen may be distracted; Kevin
may not see results
R,S,A
Brian and Jose— provide vocabulary support and
regular check for understanding; Helen and Kiwa—
assign them specific tasks, provide graphic organizer
or outline of what is expected; Kevin— provide audio
description of results or magnification of items; Phillip
and Sarita— provide tasks that do not require writing
or provide writing supports with graphic organizers,
outlines or technology (word processors, word
prediction, voice recognition, etc.)
Phase II— Independent Research:
Independent research; select a topic
Brian— may have trouble keeping
track; Kiwa may not be able to
abstract the project's important
content; Jose and Brian may have
difficulty with vocabulary; Phillip— fine
R,S
Brian— provide graphic organizers (hard copy or
computer based); provide an expected timeline and
check it regularly; Kiwa— provide samples of expected
work, graphic organizers, check in regularly; Jose and
Brian— provide vocabulary support via web resources
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TPSP Universal Design for Learning Sample Primary: ACTIVITY
Materials & Methods
Potential Barriers/
Missed Opportunities
Network
R - Recognition
S - Strategic
A - Affective
motor problems, difficulty writing;
Sarita— difficult with mechanics of
writing and expressing ideas
UDL Solutions
or teacher created documents; Phillip and Sarita—
provide writing supports with graphic organizers,
outlines, or technology (word processors, word
prediction, voice recognition, etc.)
Phase II— Independent Research:
asking guiding questions
Brian— may have trouble keeping
track; Kiwa may not be able to
abstract the project's important
content; Jose and Brian may have
difficulty with vocabulary; Phillip— fine
motor problems, difficulty writing;
Sarita— difficult with mechanics of
writing and expressing ideas
R,S,A
Brian— provide graphic organizers (hard copy or
computer based), provide an expected timeline and
check it regularly; Kiwa— provide samples of expected
work, graphic organizers, check in regularly; Jose and
Brian— provide vocabulary support via web resources
or teacher created documents; Phillip and Sarita—
provide writing supports with graphic organizers,
outlines, technology (word processors, word
prediction, voice recognition, etc.)
Phase II— Independent Research:
creating a research proposal
Brian— may have trouble keeping
track; Kiwa may not be able to
abstract the project's important
content; Jose and Brian may have
difficulty with vocabulary; Phillip— fine
motor problems, difficulty writing;
Sarita— difficult with mechanics of
writing and expressing ideas
S
Brian— provide graphic organizers (hard copy or
computer based); provide an expected timeline and
check in regularly; Kiwa— provide samples of
expected work, graphic organizers, check in regularly;
Jose and Brain— provide vocabulary support via web
resources or teacher created documents; Phillip and
Sarita— provide writing supports with graphic
organizers, outlines, technology (word processors,
word prediction, voice recognition, etc.)
Phase II— Independent Research:
conducting research
Kiwa may have problems grasping
main points and organizing; Phillip and
Sarita may have difficulty writing; Jake
may need alternate format for
representation; Brian may have
difficulty organizing; Helen may have
difficulty working alone
R,S,A
Brian— provide graphic organizers (hard copy or
computer based); provide an expected timeline and
check it regularly; Kiwa— provide samples of expected
work, graphic organizers; check in regularly; Jose and
Brain— provide vocabulary support via web resources
or teacher created documents; Phillip and Sarita—
provide writing supports with graphic organizers,
outlines or technology (word processors, word
prediction, voice recognition, etc.); Helen— check in
regularly, pair with a mentor; Jake— allow alternative
forms of completion
Phase II— Independent Research:
sharing findings
Kiwa and Helen may be distracted;
Brian and Jose may need vocabulary
support; Kevin may not be able to see
text/graphics; Sarita and Phillip may
have difficulty creating documents
S,A
Kiwa and Helen— provide a rubric to evaluate the
presentations; take short breaks between; Brain and
Jose— check for understanding after each
presentation; Kevin— provide alternative formats
and/or magnification; Sarita and Phillip— provide
computer access (voice recognition, word processing,
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TPSP Universal Design for Learning Sample Primary: ACTIVITY
Materials & Methods
Potential Barriers/
Missed Opportunities
Network
UDL Solutions
R - Recognition
S - Strategic
A - Affective
word prediction, etc.)
The Product
Kiwa may have problems grasping
main points and organizing; Phillip and
Sarita may have difficulty writing; Jake
may need alternate (artistic) format
for representation; Brian may have
difficulty organizing; Helen may have
difficulty working alone
R,S,A
Kiwa and Brian— provide samples of expected work,
graphic organizers, check in regularly; Helen— check
in regularly, pair with a mentor; Kevin provide
alternative formats and/or magnification; Jake— allow
alternate media formats
Communication/presentation
Kiwa may need support to stay
focused on topic, Helen may not be
comfortable presenting, Brian and Jose
may have difficult expressing depth of
thoughts in English, Jake and Jorge
may want to use media
R,S,A
Kiwa and Helen— provide a rubric to evaluate the
presentations, take short breaks between; Brain and
Jose— check for understanding after each
presentation; Kevin— provide alternative formats
and/or magnification; Sarita and Phillip— provide
computer access (voice recognition, word processing,
word prediction, etc.); Additionally— Provide practice
sessions, provide graphic organizers/outline for points
to be covered; allow video or audio resounding rather
than live presentations
Possible Technology Resources for Implementation
1: Text-to-Speech Tools on a computer (Write:OutLoud, Intellitalk, Word Talk, Read and Write Gold, etc.)
2: Computer-based Graphic Organizers (MS Word or Inspiration)
3: Text-to-Speech on websites (Wynn, Kuzweil, Word Talk [free], TTS built into iOS, Windows)
4: Tablet-based text-to-speech for documents or webpages (all platforms)
5: Voice Recognition to speech-to-text (Dragon or Voice Recognition built in to iOS and Windows)
6: Word Prediction Programs/predictive text (Co-Writer, built into tablet word processors)
7: Closed Circuit TV for enlarging hard copy
8: Screen Reader for reading screen to visually impaired student (JAWS)
9: Unitize customizable features of computers and mobile technologies (font size, background color, etc.)
10: Multimedia representations— images, video, sound, text, animation, graphic organizers
11: Templates and graphic organizers in MS Word, or fillable forms in Adobe
12: Multimedia presentation tools for “alternate formats”
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