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UDL and Common Core Reading + Resource

Written by Katie Novak | 5/6/13 12:03 PM

Recently, a number of teachers and administrators have asked me if UDL aligns to the Common Core. The answer is unequivocally yes. UDL is built upon principles of effective instruction, or “the Guidelines,” which embody the Common Core State Standards (CCSS).


The Guidelines include the three primary principles:

  • Provide multiple means of representation
  • Provide multiple means of expression
  • Provide multiple means of engagement

To help make connections clear, I created the following chart to align the Guidelines with the CCSS. In the chart, I focus on the multiple means of representation and how the principles align to the anchor reading standards in English/language arts. Stay tuned for charts on additional guidelines and standards.

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
 1.1, 1.2, 1.3: CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
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 languages
  • 2.5 Illustrate through multiple media
 2.1 CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

2.2 CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

2.3 CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2.4 CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

2.5 CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
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 generalization and transfer
 3.2
  • CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
  • CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
  • CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3.3 CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

 

3.4 CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

 
These guidelines help to develop resourceful, knowledgeable learners  
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