udl assessment design: guiding matrix -...

UDL Assessment Design: GUIDING MATRIX MODIFICATION Address UDL

Principles

Linguistic Complexity in Item Questions

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Type of Modification

Recommendation/descriptor

Simplify Syntax • Use active subject-verb-object

constructions • Avoid complex causal sentence

structure

Grade 5 syntax examples and non examples Narrative Passage

Question – 2 Question – 3 Question – 5 Question – 6 Question – 7

Simplify Vocabulary

• Use common words or terms • Avoid unusual terms • Avoid contractions, • Provide definitions or simpler

word for key construct-irrelevant vocabulary

Grade 5 Vocabulary examples and non examples Narrative Passage

Question –1 Question –2 Question –3 Question –5 Question –6 Question –7 Question –8

Reduce Sentence Length

• Use basic sentence structure • Avoid compound or complex

sentences

Grade 5 Sentence Structure examples and non-examples Narrative Passage

Question –2 Question –3 Question –4

Clarify anaphoric references

• Limit use of pronoun references from sentence to sentence

• Limit use of pronoun references phrase to phrase

Grade 5 anaphoric references examples and non-examples Narrative Passage

Question –5

Provide alternate representations for vocabulary

• Visual representations of key non- construct relevant terms

• Language Translation (Spanish)

Grade 5 alternate representations examples and non-examples Narrative Passage

Question –3 Question –5

Information Density – proximity and access in Item Questions

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Recommendation/descriptor

Passage “Primer” • Simple and short statement of

topic and character or overarching event in the passage.

• Used as a strategy for Activating Prior Knowledge

• Activation is a research-validated approach for improving children's memory and comprehension of text

Grade 5 passage primer examples and non-examples Narrative Passage:

Stolen Smells Primer

Question Placement

• Reduce cognitive load for recall and search for context to respond to questions by placing question items in proximity to passage text where construct irrelevant.

• Visual display (arrow) to help direct student attention from passage to question.

Grade 5 question placement examples and non-examples Narrative Passage

Question –2 Question –4

Bolding Key Words

• Provide explicit cues or prompts that assist individuals in

Grade 5 key word examples and non-examples Narrative Passage

Question –7

attending to those features that matter most while avoiding those that matter least

• Key words to find in relation to item questions frequently printed with bold type face or underlined to assist word search.

Segmenting tasks

• Provide memory support by breaking or chunking questions, directions, and response options into separate steps

• Use format and cues such as bulleting or numbering to indicate essential components or steps of an item

Grade 5 Task structure examples and non-examples Narrative Passage

Question –2 Question –4 Question –5

Contextualize Skill (Skill Icons)

• Engage anticipatory set for students and prompt frame of reference for each assessment item

• Activation is a research-validated approach for improving children's memory and comprehension of text

• Include skill cluster icon above an item to contextualize skill and focus student on the skill evaluated in the task.

• Avoid text only labels • Avoid representational icons

Grade 5 anticipatory set examples and non-examples Narrative Passage

Question –1 Question –2 Question –3 Question –4 Question –5 Question –6 Question –7 Question –8

Contextualize Content (images)

• Provide images of construct

irrelevant concepts to help activate prior knowledge

• Images highlight salient features • Reduce potential barriers to

comprehension • When appropriate multiple

images help activate understanding and prior knowledge

Grade 5 Narrative Passage

Stolen Smells: bakers

Self Regulation-Executive Functioning and Visio-Spatial Information

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Definition/criterion

Progress key • Support motivation and

engagement • For many students, merely

recognizing that they are making progress toward greater independence is highly motivating.

Grade 5 anticipatory set examples and non-examples Narrative Passage

Stolen Smells: Progress Key

• Support students to recognize their own progress.

• Simple graphic (map) at beginning and end of passage which indicates “you are here”

Self Check • Process to guide effort, in

meeting standards and goals • Promote self-regulation with

checklists to guide students in task completion during assessment process

Grade 5 self check examples and non-examples Narrative Passage

Stolen Smells: Self Check

* * * * * * * *

This story is about a baker who wants people to pay for everything he makes. When he catches a poor man enjoying the smells coming from his shop, he decides he wants money for the bakery smells, too! Read on to find out what happens.

Read the following passage about a baker, circle the best answers for questions 1–8.

The Stolen Smells by Sharon Creeden

Once there was a baker who owned a shop in a small town. This baker was a stingy man, stingy with his greetings and smiles. In his shop, he never put out a small dish of samples or gave a cookie to a child.

But he was a skilled baker; his cinnamon rolls and his breads were finely made. The people of the town flocked to buy them. They were drawn into his shop by the sweet smells wafting into the street. The baker liked to watch the shoppers strolling down the avenue. One by one they sniffed and smiled and came into his shop.

But not everyone who smelled his delicious smells came inside and made a purchase. Some merely stood outside, smelling and peering into the windows. The baker thought, ‘‘They are filling their bellies on the scent of my bread. And here I am without a penny for all my hard work.’’ If only he

You are here You will answer these types of questions about this story:

Vocabulary Main Ideas Literary Elements

Caption: Bakers standing at counters filled with baked foods

<<Back to Item Detail




could have bottled and corked up those delicious smells, he would have placed them on the shelf to be bought and sold like bread.

One winter morning, just after dawn, the baker was in his shop baking bread. He kneaded and twisted the dough in a big wooden trough. He did not sing while he worked. Instead, he muttered and complained about the price of flour and the cost of firewood. He looked up and saw someone peering in the window. It was a man in a worn coat. The man gazed at a row of warm raisin bread, and he hungrily breathed in great chunks of the fragrant air. The very sight of him angered the baker. ‘‘There’s a thief, stealing my smells, fill ing his belly, and not a penny for me.’’ When the man did not move but continued to linger near the window, the baker threw down his dough, marched across the shop, and flung open the door. He grabbed the man by his collar and demanded, ‘‘Pay me.’’

The startled man said, ‘‘Pay you for what?’’

‘‘For the smells you have stolen,’’ said the baker.

‘‘Please, sir. I have stolen nothing. I just breathed in the air. A ir is free,’’ replied the man.

‘‘It’s not free when it’s full of the smells from my shop. Pay me now or I will have you arrested!’’

When the man did not pay, the baker dragged him through the snow to the judge’s house. He pounded on the door. After a long time, the judge opened the door and peered into the

2. Read this sentence from the story:

“ When the man did not move but continued to linger near the window, the baker threw down his dough, marched across the shop, and flung open the door.”

In this sentence, what does linger mean?

A. stay

B. collect

C. glare

D. disturb

Vocabulary


1. The baker probably acts as he does because he does not have

A. talent.

B. popularity.

C. success.

Literary Elements

morning light. He was in his nightshirt, and his hair was sticking out from under his nightcap. He was surprised to see the baker holding a struggling man.

‘‘Arrest this thief. Throw him in jail. He stole the smells from my shop,’’ said the baker.

The sleepy judge said, ‘‘Come in and tell me the story. But give me time to get dressed.’’

The judge reappeared with his nightshirt sticking out from under his official robes and his hair sticking out from under his official wig. He had a twinkle in his eye. He sat the men down in his official chambers, where he settled the disputes of the town.

The judge said, ‘‘A ll right, tell me the whole story from beginning to end. Baker, you begin.’’ He listened patiently to the ranting of the aggrieved merchant about the theft of his smells. He listened to the plea of the man about free air.

And when he heard all the facts twice, and the men were ready to repeat the tale in even louder voices, the judge called a halt. ‘‘Stop! Silence! Just be quiet! I have reached a decision.’’

‘‘Sir,’’ the judge addressed the man. ‘‘Do you have any money?’’ The man reached into his pocket and brought out two copper coins of the smallest denomination.

‘‘Please, your honor,’’ said the man. ‘‘That’s all the money I have in the world.’’

But the judge held out his hand and said, ‘‘Give me your money.’’ The man put the coins into the judge’s hand.

4. Read this part of the story.

“. . . I find that the baker . . . owned the smells coming from his shop, and that this man . . . breathed in these smells without permission or payment. Therefore the baker is entitled to just compensation.”

What does the word compensation mean?

A. permission

B. knowledge

Vocabulary

The judge cleared his throat and announced, ‘‘A fter hearing all the evidence in the aforesaid case, I find that the baker, also called the plaintiff, owned the smells coming from his shop, and that this man, also called the defendant, breathed in these smells without permission or payment. Therefore the baker is entitled to just compensation.’’ The baker smiled, perhaps for the first time in his adult life, and held out his hand to receive the coins. ‘‘It’s not the money,’’ said the baker. ‘‘It’s the principle. Let this be an example.’’ The baker stood and waited for payment. But the judge did not drop the coins into the open palm. He said, ‘‘Listen and listen closely.’’ He shook the coins and they rattled and jingled together. ‘‘That is your full payment,’’ pronounced the judge.

The baker challenged the judge, ‘‘Give me my coins, your honor.’’

‘‘No,’’ replied the wise judge. ‘‘Punishment should fit the crime. I have decided that the price for the smell of bread shall be the sound of money.’’ Then the judge returned the coins to the man.

And so ends the tale of the baker, the man, and the judge.

Think about the story you have read as you answer the questions below. Circle the best answer for each question.

Vocabulary 3. Which part of the story best shows the idea that the baker is a stingy man? A. The people smelled the wonderful smells

from the bakery. B. The baker watched shoppers stroll down

the street. C. The judge listened carefully and decided

on a fair punishment. D. The baker would have bottled and sold

smells if he could.

stroll: walk in a calm, unhurried way en español: caminar


5. The story summary below is not finished. Read the summary.

SUM M ARY:

There was once a baker who thought people should pay for the smells from the bakery.

The baker caught a man stealing smells from the bakery and took him to a judge.

The judge said the baker should be paid for the stolen smells with the sound of money.

Find the best sentence to finish the summary:

A. The baker complained while he worked.

B. The baker disagreed with the judge’s decision.

C. The judge listened to each man’s side of the story.

D. The judge shook the coins so the baker could hear them.

Main Ideas

finish: complete en español : terminar


Literary Elements 6. The baker is like the man because they both A. enjoy making bread.

B. want to make money.

C. challenge the judge.

D. think they are right.


7. What happens at the end of the story?

A. The baker grabs the man and demands payment.

B. The judge shakes the coins so they rattle and jingle.

C. The baker watches people walking down the street.

D. The judge wakes up to find the baker and the man waiting.

Literary Elements


8. At the end of the story, the judge probably gives the coins back to the man because the judge wants the baker to

A. breathe air that is free.

B. learn to be fair.

C. share the bread he makes.

D. give his money to others.

Main Ideas

Go back and check each of your answers. For each of the questions, ask yourself:

Did I… Do my best work? Answer all the questions for this passage? Check my work to see if my answers match the information in the text? Make sure that my answer choices are clearly marked?

* * * * * * * *

You are here <<Back to Item Detail


Item Details: Stolen Smells Subject: Reading “Stolen Smells” Grade: 5 Self-Regulation: Progress Key

Explanation: • Include progress map at beginning and end of passage to support self-monitoring

and self-regulation UDL Guidelines: Representation:

Options that provide alternatives for visual information (1.3) Expression and Action:

Options that support planning and strategy development (6.2) Options that enhance capacity for monitoring progress (6.4)

Engagement:

Options that guide personal goal-setting and expectations (9.1)

UDL Example:

<<See Example in Context-start <<See Example in Context-end Go to Guiding Matrix>>

* * * * * * * *

Do…

• Use contrasting colors to indicate questions completed, current questions, and upcoming questions

• Use non-color elements such as asterisks to indicate current questions

• Use visuals and text to indicate student progress

Subject: Reading “Stolen Smells” Grade: 5 Self-Regulation: Skill Icon Preview

Explanation : • provide skill icon ‘primer’ to focus students on essential skills evaluated by item

UDL Guidelines: Representation:

Options that illustrate key concepts non-linguistically (2.5) Options that provide or activate background knowledge (3.1) Options that highlight critical features, big ideas, and relationships (3.2) Options that guide information processing (3.3)

Expression and Action: Options that support planning and strategy development (6.2) Options that facilitate managing information and resources (6.3)

Engagement:

Options that heighten salience of goals and objectives (8.1)

UDL Example: <<See Example in Context Go to Guiding Matrix>>

Do…

• Provide students with a preview of the question types they will answer in the item.

Non-Example

Notes: The non-example below shows the skill preview box outlined in black. Outlining text-boxes and other elements causes reflexive eye movement and can interfere with working memory and information processing.

You will answer these types of questions about this story:

Vocab

Main

Literary

Subject: Reading “Stolen Smells” Grade: 5 Information Density: Passage Primer

Explanation: • provide story ‘preview’ to focus students and increase engagement with the subject

matter of the text


Options that provide or activate background knowledge (3.1) Options that highlight critical features, big ideas, and relationships (3.2) Options that guide information processing (3.3) Options that support memory and transfer (3.4)

Expression and Action: Engagement:

Options that enhance relevance, value, and authenticity (7.2) Options that heighten salience of goals and objectives (8.1)

UDL Example:

This story is about a baker who wants people to pay for everything he makes.

When he catches a poor man enjoying the smells coming from his shop, he decides he wants money for the bakery smells, too! Read on to find out what happens.

<<See Example in Context Go to Guiding Matrix>>

Do…

• Provide students with a preview of the story to prime background knowledge and increase engagement with the text.

• Make the preview short and confined to relevant details

• Make the preview interesting to peak interest in the passage

• avoid using construct-relevant

information in the story preview

• Use clear, simple language

• Highlight the passage primer with a low-contrast background color

• Avoid outlining the passage primer text box to reduce reflexive eye movement

Non-Example Notes: The non-example below is long, uses complex language and contains construct-relevant information This passage is a fictional account of a baker who is so stingy he demands payment for even the smells coming from his shop. When he catches a poor man smelling the air outside his bakery, he demands payment. When he doesn’t get it, he brings the man to a local magistrate to force the man to give him compensation. What happens next? Read on to find out!

Subject: Reading “Stolen Smells” Grade: 5 Information Density: Contextualizing Content

Explanation • Provide images of bakers, a key construct-irrelevant concept, to activate prior

knowledge UDL Guidelines: Representation:

Options that illustrate key concepts non-linguistically (2.5) Options that provide or activate background knowledge (3.1) Options that support memory and transfer (3.4)

Expression and Action: Engagement: Options that reduce threats and distractions (7.3)

UDL Example


Do… • use multiple images to highlight

key concepts • caption images to highlight salient

features

Non-Example 1 Notes: • This non-example shows a man

dressed in stereotypical baker clothing, but presents him out of context. In this context, the images should activate prior knowledge of what a baker does

Caption: Bakers standing at counters filled with baked foods

and what the scents of a bakery are, and this non-example fails to do this.

• This non-example is not captioned

Subject: Reading “Stolen Smells” Item number 1 Grade: 5 Anchors: B.1.1.1 – Explain, interpret, compare, describe, and/or analyze components of fiction and literary nonfiction; character, setting, plot ICON: Linguistic Complexity:

Explanation: • Simplify vocabulary by substituting more basic vocabulary for key, construct

irrelevant words to clarify question and reduce cognitive load and threats. UDL Guidelines: Representation:

Options that clarify syntax and structure (2.2) Options that support memory and transfer (3.4)

Literary Elements

Simplifying Vocabulary


Original PSSA Item B.1.1.1 1. The baker most likely behaves as he does because he lacks

A. talent.

B. popularity.

C. success.

D. generosity. *

UDL Example 1. The baker probably acts as he does because he does not have

A. talent.

B. popularity.

C. success.

D. generosity. *


Do… • avoid lengthening sentences • avoid complex sentence syntax • avoid contractions • avoid non-standard grammar • choose more common words over

complex words

Non-Example 1 notes: The non-example below uses contractions , which can be difficult for struggling readers to understand. 1. The baker may act the way he does because he doesn’t have A. talent.

B. popularity.

C. success.

D. generosity. *

Subject: Reading “Stolen Smells” Item number 1 Grade: 5 Anchors: B.1.1.1 – Explain, interpret, compare, describe, and/or analyze components of fiction and literary nonfiction; character, setting, plot ICON: Information Density: Contextualizing Skills

Explanation: • include skill cluster icon above item to contextualize skill and focus student on the

skill evaluated in the task UDL Guidelines: Representation:



Engagement:


Original PSSA Item 1. The baker most likely behaves as he does because he lacks

E. talent.

F. popularity.

G. success.

H. generosity. *

UDL Example 1. The baker probably acts as he does because he does not have

E. talent.

F. popularity.

G. success.

H. generosity. *

Do… • avoid text-only labels • avoid representational icons • use multiple, complimentary

means to represent skills evaluated by the item

Non-Example 1 Notes: The non-example below uses only text to label the skill evaluated by the item.

Literary Elements

Literary Elements

<<See Example in Context

Go to Guiding Matrix>>

Literary Elements


A. talent.

B. popularity.

C. success.

D. generosity. *

Non-Example 2 Notes: The non-example below uses a representational icon to convey information whose meaning may be clear only to the author of the icon.


A. talent.

B. popularity.

C. success.

D. generosity. *

Subject: Reading “Stolen Smells” Item number 2 Grade: 5 Anchors: A1.2.2 Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences. ICON: Linguistic Complexity: Simplifying Vocabulary Simplifying Syntax Reduce Sentence Length

Explanation: • Simplify syntax in question stem • Simplify vocabulary in question stem • Reduce sentence length in question stem



Expression and Action: Options that facilitate managing information and resources (6.3) Engagement: Options that enhance relevance, value, and authenticity (7.2)

Original PSSA Item A .1.2.2 2. Read the sentence from the passage. “ When the man did not move but continued to linger near the window, the baker threw down his dough, marched across the shop, and flung open the door.” As used in the sentence what does the

UDL Example 2. Read this sentence from the story:



Do… • avoid complex syntax • relate directions to the passage. • use simple, declarative or

interrogative sentence structure

• avoid lengthening sentences while simplifying language

Non-Example:

Vocabulary

word linger mean? A stay * B collect C glare D disturb

A. stay *

B. collect

C. glare

D. disturb


Notes: • Although wording is shorter, the

instructions below do not relate the sentence to the passage that has just been read.

• Although word use is simplified, the syntax is more complex and thus confusing.

--------------- 2. (a) Read the sentence: “ When the man did not move but continued to linger near the window, the baker threw down his dough, marched across the shop, and flung open the door.” (b) Which word means the same as the word linger in the sentence?

A. stay *

B. collect

C. glare

D. disturb

Subject: Reading “Stolen Smells” Item number 2 Grade: 5 Anchors: A1.2.2 Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences. ICON: Information Density: Segmenting Tasks

Explanation: a) Clarify format of question to distinguish story passage excerpt from item choices

with • indentation • color


Options for perception of information Options that clarify syntax and structure (2.2) Options that provide or activate background knowledge (3.1) Options that guide information processing (3.3) Options that support memory and transfer (3.4)

Expression and Action:

Options that support planning and strategy development (6.2) Options that facilitate managing information and resources (6.3)

Engagement: Options that reduce threats and distractions (7.3)

Original PSSA Item A .1.2.2 2. Read the sentence from the passage. “ When the man did not move but continued to linger near the window, the baker threw down his dough, marched across the shop, and flung open the door.”



Do… • use indentations AND color to

highlight text excerpts--avoid using color or indentation only

• avoid using two colors of shading within the same item

• avoid outlines around text segments

Vocabulary

As used in the sentence what does the word linger mean? A stay * B collect C glare D disturb


A. stay

B. collect

C. glare

D. disturb


Non-Example 1 Notes: • While the non-example below

uses purple and green shading to distinguish question item from passage excerpt, the color value of the shading makes the shading ineffective.

-------------



Non-Example 2 Notes: Using outlines around text can result in reflexive eye movement, interfering with student focus and working memory by taking reader attention away from the question. ------------- 2. Read this sentence from the story:


Subject: Reading “Stolen Smells” Item number 2 Grade: 5 Anchors: A1.2.2 Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences. ICON: Information Density: Question Placement

Explanation: • Place item next to relevant passage content


Options that provide or activate background knowledge (3.1) Options that guide information processing (3.3) Options that support memory and transfer (3.4)



Engagement:

Options that increase individual choice and autonomy (7.1) Options that reduce threats and distractions (7.3)

Vocabulary

Original PSSA Item A .1.2.2




A. stay

B. collect

C. glare

D. disturb


Do… • Place questions and responses

in proximity of the text in which the word, action or event questioned is located if the construct is not related to searching for the information.

Non-Example Notes:

• Do not change the location of a question when the construct of the question is related to locating information

• Do not change the location of a question when the question is not related to a specific word, action or event in the story.

Subject: Reading “Stolen Smells” Item number 2 Grade: 5 Anchors: A1.2.2 Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences. ICON: Information Density: Contextualizing Skills


skill evaluated in the task




Engagement:


Original PSSA Item A .1.2.2 2. Read the sentence from the passage. “ When the man did not move but continued to linger near the window, the baker threw down his dough, marched across the shop, and flung open the door.” As used in the sentence what does the word linger mean?






Non-Example 1 Notes: The non-example below uses only text to label the skill evaluated by the item.

Vocabulary

Vocabulary

A . stay *

B. collect

C. glare

D. disturb

A . stay *

B. collect

C. glare

D. disturb


------------------ Vocabulary 2. Read this sentence from the story:


Non-Example 2 Notes: The non-example below uses a representational icon to convey information whose meaning may be clear only to the author of the icon. ------------------


“ When the man did not move but continued to linger near the window, the baker threw down his dough, marched

across the shop, and flung open the door.”

Subject: Reading “Stolen Smells” Item number: 3 Grade: 5 Anchors: A1.3.2 Cite evidence from text to support generalizations.

Explanation • Simplify syntax in question stem • Simplify vocabulary in question stem • Reduce sentence length in question stem

ICON: Linguistic Complexity: Simplifying Syntax Simplifying Vocabulary Reduce Sentence Length




Original PSSA Item A .1.3.2. 3. Which detail from the passage best supports the generalization that the baker is a stingy man?

A. The people smelled the wonderful smells from the bakery.

B. The baker watched the shoppers stroll down the street.

C. The judge listened carefully and decided on a fair punishment.

D. The baker would have bottled and sold smells if he could. *

UDL Example 3. Which part of the story best shows the idea that the baker is a stingy man?






Do… • use simple, declarative or

interrogative sentence structure • avoid complex syntax • avoid lengthening sentences while

simplifying language • make sure that simplified language

conveys the same meaning as the original

Non-Example 1 Notes: While the changes can lower the overall readability level, they may result in a syntactically complex sentence which is difficult for struggling readers to process. ------------------ 3. The idea that the baker is stingy is

Main Ideas

Main Ideas



represented best by which of these story details?

Non-Example 2 Notes: • In the non-example below, word

changes alter the meaning of the question-- ‘mean’ for ‘stingy’ changes meaning of question.

• The word “generalization” needs a simpler synonym.

------------------ 3. Which detail from the story best supports the generalization that the baker is mean?

Subject: Reading “Stolen Smells” Item number: 3 Grade: 5 Anchors: A1.3.2 Cite evidence from text to support generalizations. ICON:

Explanation: • provide student-friendly definition and translation of key construct irrelevant

words or terms UDL Guidelines: Representation:

Options that define vocabulary and symbols (2.1) Options that promote cross-linguistic understanding (2.4)

Main Ideas

Linguistic Complexity: Provide alternate representations for vocabulary: Definition and Language Translation of Construct-Irrelevant Vocabulary

Options that provide or activate background knowledge(3.1) Options that support memory and transfer (3.4)


Options that enhance relevance, value, and authenticity(7.2) Options that reduce threats and distractions (7.3)

Original PSSA Item A .1.3.2. 3. Which detail from the passage best supports the generalization that the baker is a stingy man?











Do… • support key construct-irrelevant

words • provide brief student-friendly

definitions • provide translations • display support in contrasting

shading • avoid using challenging vocabulary

within definitions

Non-Example 1 Notes: Non-example 1 uses an outlined text-box to highlight vocabulary. High-contrast outlines can cause reflexive eye movement which take attention away from the relevant task and interfere with working memory processes. ------------------ 3. Which part of the story best shows the idea that the baker is a

Main Ideas




stingy man?




D. The baker would have bottled and sold smells if he could.

Non-Example 2 Notes: • Non-example 2 shows the ‘stroll’ in

italicized text. Italicized text is more difficult for many students to read.

• Text appearance in the box should match the text appearance in the text.

• “Leisurely” is a challenging vocabulary word.

------------------

3. Which part of the story best

stroll: a slow, leisurely walk en español: caminar

shows the idea that the baker is a stingy man?




D. The baker would have bottled and sold smells if he could.

Subject: Reading “Stolen Smells” Item number: 3 Grade: 5 Anchors: A1.3.2 Cite evidence from text to support generalizations. ICON: Information Density: Contextualize Skill


skill evaluated in the task UDL Guidelines: Representation:



Engagement:


Original PSSA Item A .1.3.2 3. Which detail from the passage best supports the generalization that the baker is a stingy man?


B. The baker watched the shoppers




C. The judge listened carefully and



Non-Example 1 Notes: • The non-example below uses only

text to label the skill evaluated by the item.

Main Ideas

Main Ideas


stroll down the street.



decided on a fair punishment.



Main Ideas

3. Which part of the story best shows the idea that the baker is a stingy man?

Non-Example 2 Notes: • The non-example below uses a

representational icon to convey information whose meaning may be clear only to the author of the icon.

3. Which part of the story best shows the idea that the baker is a stingy man?

Subject: Reading “Stolen Smells” Item number 4 Grade: 5 Anchors: A.1.2.2 Define and/or apply how the meaning of words or phrases

Explanation: • Place item next to relevant passage content

changes when using context clues given in explanatory sentences. ICON: Information Density: Question Placement


Options that provide or activate background knowledge (3.1) Options that guide information processing (3.3) Options that support memory and transfer (3.4)



Engagement:

Options that increase individual choice and autonomy (7.1) Options that reduce threats and distractions (7.3)

Original PSSA Item A.1.2.2 4. Read the sentences from the passage. “ . . . I find that the baker . . . owned the smells coming from his shop, and that this man . . . breathed in these smells without permission or payment. Therefore the baker is entitled to just compensation.” What is the meaning of the word compensation?

A. permission

B. knowledge

UDL Example 4. Read this part of the story.



A. permission

Do… • Place questions and responses

in proximity of the text in which the word, action or event questioned is located if the construct is not related to searching for the information.

Non-Example Notes:

• Do not change the location of a question when the construct of the question is related to locating information

• Do not change the location of a question when the question

Vocabulary

Vocabulary

C. reward *

D. arrangement

B. knowledge

C. reward *

D. arrangement


is not related to a specific word, action or event in the story.

Subject: Reading “Stolen Smells” Item number 4 Grade: 5 Anchors: A.1.2.2 Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences. ICON: Information Density: Segmenting Tasks

Explanation: • Clarify format of question to distinguish story passage excerpt from item

choices with • indentation • color





Engagement:

Vocabulary

Options that reduce threats and distractions (7.3)


A. permission

B. knowledge

C. reward *

D. arrangement




A. permission

B. knowledge

C. reward *

D. arrangement






Non-Example 1 Notes: • Using outlines around text can

result in reflexive eye movement, interfering with student focus and working memory by taking reader attention away from the question.

---------- 4. Read the sentences from the passage.

“ . . . I find that the baker … owned the smells coming from his shop, and that this man . . . breathed in these smells without permission or payment. Therefore the

Vocabulary

baker is entitled to just compensation.”


uses purple and green shading to distinguish question item from passage excerpt, the color value of the shading makes the shading ineffective.

------------------


. . I find that the baker …owned the smells coming from his shop, and that this man . . . breathed in these smells without permission or payment. Therefore the baker is entitled to just compensation.”

Subject: Reading “Stolen Smells” Item number 4 Grade: 5 Anchors: A.1.2.2 Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences. ICON: Linguistic Complexity: Simplifying Vocabulary Reduce Sentence Length

Explanation: • Simplify vocabulary in question stem • Reduce sentence length in question stem







Do… • use simple, declarative or

interrogative sentence structure • make sure that simplified language


• avoid complex syntax • avoid lengthening sentences while

simplifying language

Non-Example 1

Notes: • While changes can lower the

Vocabulary

Vocabulary

E. permission

F. knowledge

G. reward *

H. arrangement


E. permission

F. knowledge

G. reward *

H. arrangement


overall readability level, they may result in a multi-step process which can be difficult for struggling readers to process.

4. These sentences are from the story. Read them and then answer the question below. ----------

Non-Example 2 Notes: • While simply asking what a key

word means is direct, words have many meanings. Make clear that the definition is in relation to the reading passage

------------------ What does compensation mean?

Subject: Reading “Stolen Smells” Item number 4 Grade: 5 Anchors: A.1.2.2 Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences. ICON: Information Density: Contextualizing Skills






Engagement: Options that heighten salience of goals and objectives (8.1)









Vocabulary

Vocabulary

A. permission

B. knowledge

C. reward *

D. arrangement

A. permission

B. knowledge

C. reward *

D. arrangement


------------------ Vocabulary 4. Read this part of the story.



------------------


Subject: Reading “Stolen Smells” Item number 5 Grade: 5 Anchors: A.1.5.1

Summarize the key details and events of a fictional text as a whole.

ICON: Information Density: Segmenting Tasks

Explanation: • Clarify format of question to distinguish story content from question item choices

o add ‘Summary’ label o distinguish summary with color and indentation





Engagement: Options that reduce threats and distractions (7.3)

Original PSSA Item A.1.5.1 5. Read the incomplete summary of the passage. There was once a baker who thought people should pay for the smells from the bakery. He caught a man stealing smells from the bakery and took him to a judge.

UDL Example 5. The story summary below is not finished. Read the summary.

SUM M ARY:


The baker caught a man





• avoid using italics

Non-Example 1 Notes: • While the non-example below uses

Main Ideas

Main Ideas

The judge decided that payment for the stolen smells should be the sound of money. Which sentence best completes the summary?



C. The judge listened to each man’s side of the story. *


stealing smells from the bakery and took him to a judge.








shading to differentiate story summary from question, shading alone is not sufficient. Use indentation and labeling to segment information from question.

---------- 5. The story summary below is not finished. Read the summary. There was once a baker who thought people should pay for the smells from the bakery.



Non-Example 2 Notes: • The non-example below uses italics

to segment summary information from question. Italics can be difficult for many readers, particularly for those struggling with decoding, and should be avoided.

finish: to fill out, to end en español : terminar

---------- 5. The story summary below is not finished. Read the summary. There was once a baker who thought people should pay for the smells from the bakery.





Explanation: • provide definition and translation of key construct irrelevant words or terms

ICON: Linguistic Complexity: Provide alternate representations for vocabulary: Definition and Language Translation of Construct-Irrelevant Vocabulary


Options that define vocabulary and symbols (2.1) Options that promote cross-linguistic understanding (2.4) Options that provide or activate background knowledge(3.1) Options that support memory and transfer (3.4)


Options that enhance relevance, value, and authenticity(7.2) Options that reduce threats and distractions (7.3)

Original PSSA Item A.1.5.1 5. Read the incomplete summary of the passage. There was once a baker who thought people should pay for the smells from the bakery. He caught a man stealing smells from the bakery and took him to a judge. The judge decided that payment for the stolen smells should be the sound of money. Which sentence best completes the summary?


SUM M ARY:



The judge said the baker should be paid for the stolen smells with the sound of

Do… • support key construct-irrelevant

words • provide brief student-friendly

definitions • provide translations • display support in contrasting

shading • avoid using challenging vocabulary

within definitions

Non-Example 1 Notes: • Non-example 1 uses an outlined

text-box to highlight vocabulary. High-contrast outlines can cause reflexive eye movement which take attention away from the relevant

Main Ideas

Main Ideas

A. The baker complained while he

worked.




money.







task and interfere with working memory processes.

_________

Non-Example 2 Notes:

• Non-example 2 shows defined word in italicized text. Italicized text is more difficult for many students to read.

• Text appearance in the box should match the text appearance in the text.

------------------



finish: to fil l out, to end en español : terminar



ICON: Linguistic Complexity: Simplifying Syntax Simplifying Vocabulary

Explanation: • simplify vocabulary of key construct-irrelevant words • simplify syntax




Original PSSA Item A.1.5.1 5. Read the incomplete summary of the passage. There was once a baker who thought people should pay for the smells from the bakery. He caught a man stealing smells from the bakery and took him to a judge. The judge decided that payment for the stolen smells should be the sound of money.


SUM M ARY:



The judge said the baker should be paid for the stolen

Do… • reduce the syntactic complexity of

items • choose more common words over

complex words • avoid increasing sentence length • avoid increasing syntactic

complexity • avoid contractions


simplifies language and syntax, the use of contractions reduces sentence clarity for many learners.

_________

Main Ideas

Main Ideas

Which sentence best completes the summary? A The baker complained while he worked. B The baker disagreed with the judge’s decision. C The judge listened to each man’s side of the story. * D The judge shook the coins so the baker could hear them.

smells with the sound of money.







5. The summary of the story isn’t complete. Which sentence best completes the summary?


Summarize the key details and events of a fictional

Explanation: • Make pronoun referents clear and specific


text as a whole.

ICON: Linguistic Complexity: Clarify Anaphoric References


Options that clarify syntax and structure (2.2) Options that provide or activate background knowledge(3.1) Options that highlight critical features, big ideas, and relationships(3.2) Options that guide information processing(3.3) Options that support memory and transfer (3.4)


Original PSSA Item A.1.5.1 5. Read the incomplete summary of the passage. There was once a baker who thought people should pay for the smells from the bakery. He caught a man stealing smells from the bakery and took him to a judge. The judge decided that payment for the stolen smells should be the sound of money. Which sentence best completes the summary?

A. The baker complained while he


SUM M ARY:





Do… • use names or specific referents

when possible • make pronoun referents clear • avoid using pronouns for multiple

and different referents


avoids using pronouns throughout, the use of ‘the man’ is not essential, and a pronoun could be effectively used in this case.

_________ There was once a baker who thought people should pay for the smells from the bakery.

Main Ideas

Main Ideas

worked.









The baker caught a man stealing smells from the bakery and took the man to a judge.



Summarize the key details and events of a fictional



finish: to fill out, to end en español :terminar

text as a whole.

ICON: Information Density: Contextualizing Skills




Engagement:


Original PSSA Item A.1.5.1 5. Read the incomplete summary of the passage. There was once a baker who thought people should pay for the smells from the bakery. He caught a man stealing smells from the bakery and took him to a judge. The judge decided that payment for the stolen smells should be the sound of money.


SUM M ARY:



The judge said the baker

Do… • avoid text-only labels • avoid representational icons • use multiple, complimentary means

to represent skills evaluated by the item



_________ Main Ideas

Main Ideas

Main Ideas

Which sentence best completes the summary?





should be paid for the stolen smells with the sound of money.








5. The story summary below is not finished. Read the summary.



_________ 5. The story summary below is not finished. Read the summary.

finish: to fill out, to end en español :terminar

Subject: Reading “Stolen Smells” Item number 6 Grade: 5 Anchors: B1.1.1 Explain, interpret, compare, describe, and/or analyze components of fiction and literary nonfiction; character, setting, plot ICON: Linguistic Complexity: Simplifying Vocabulary Simplifying Syntax





Original PSSA Item B1.1.1 6. The baker and the man are alike because they both

A. enjoy making bread.



D. think they are right. *

UDL Example 6. The baker is like the man because they both

A. like making bread.







complex words • avoid increasing sentence length • avoid increasing syntactic

complexity • avoid contractions

Non-Example 1 Notes: • The non-example below uses

simpler words, but results in a more complex and confusing sentence for 5th grade level readers

Literary Elements

Literary Elements


_________ 6. The baker and the man are alike in that they both

Non-Example 2 Notes: • The non-example below is more

precise, but uses more demanding words.

_________ 6. The baker and the man are similar to one another because

Subject: Reading “Stolen Smells” Item number 6 Grade: 5 Anchors: B1.1.1 Explain, interpret, compare, describe, and/or analyze components of fiction and literary nonfiction; character, setting, plot ICON: Information Density: Contextualizing Skills





Literary Elements



Engagement:


Original PSSA Item B1.1.1 6. The baker and the man are alike because they both

A. enjoy making bread.




UDL Example 6. The baker is like the man because they both

A. like making bread.









_________ Literary Elements 6. The baker is like the man because they both


representational icon to convey information whose meaning may

Literary Elements

be clear only to the author of the icon.

________

6. The baker is like the man because they both

Subject: Reading “Stolen Smells” Item number 7 Grade: 5 Anchors: B1.1.1 Explain, interpret, compare, describe, and/or analyze components of fiction and literary nonfiction; character, setting, plot ICON: Linguistic Complexity: Simplifying Vocabulary Simplifying Syntax





Original PSSA Item B1.1.1 7. Which event describes the resolution of the passage?

UDL Example 7. What happens at the end of the story?



complex words • avoid increasing sentence length

Literary Elements

Literary Elements

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A . The baker grabs the man and demands payment.

B. The judge shakes the coins so they rattle and jingle. *








• avoid increasing syntactic complexity

• avoid contractions


simplifies vocabulary, the use of contractions and complicated syntax reduces sentence clarity.

7. What happens at the passage’s end?

Non-Example 2 Notes: • The non-example below simplifies

the language and syntax of the sentence, but these changes result in a sentence with ambiguous meaning.

7. What goes on at the end of the passage?

Subject: Reading “Stolen Smells” Item number 7 Grade: 5 Anchors: B1.1.1 Explain, interpret, compare, describe, and/or analyze components of fiction and literary nonfiction; character, setting, plot ICON: Information Density: Bolding Key Words

Explanation: • highlight key words (in this case, ‘end,’ to delineate task)


Options that highlight critical features, big ideas, and relationships (3.2) Options that guide information processing (3.3) Options that support memory and transfer(3.4)



Engagement:






D. The judge wakes up to find the

UDL Example 7. What happens at the end of the story?




D. The judge wakes up to find the

Do… • highlight key process words • avoid using formatting used for

other supports (glossary, vocabulary, etc)

Non-Example 1 Notes: • The non-example below shows

‘end’ underlined. While this delineates the task, underlining is the convention used to highlight vocabulary words and could cause

Literary Elements

Literary Elements

baker and the man waiting. baker and the man waiting.


confusion. 7. What happens at the end of the story?

Subject: Reading “Stolen Smells” Item number 7 Grade: 5 Anchors: B1.1.1 Explain, interpret, compare, describe, and/or analyze components of fiction and literary nonfiction; character, setting, plot ICON: Information Density Contextualizing Skills


skill evaluated in the task •




Engagement:


Literary Elements






UDL Example

7. What happens at the end of the story?










_________ Literary Elements 7. What happens at the end of the story?



________

7. What happens at the end of the

Literary Elements

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story?

Subject: Reading “Stolen Smells” Item number 8 Grade: 5 Anchors: A.1.3.1 Make inferences and/or draw conclusions based on information from text. ICON Linguistic Complexity: Simplifying Vocabulary

Explanation: • simplify vocabulary of key construct-irrelevant words


Options that clarify syntax and structure (2.2) Expression and Action: Engagement:

Options that reduce threats and distractions (7.3)

Original PSSA Item A.1.3.1 8. At the end of the passage, the judge most likely gives the coins back to the man because the judge wants the baker to


B. learn to be fair. *

UDL Example 8. At the end of the story, the judge probably gives the coins back to the man because the judge wants the baker to


Do… • avoid lengthening sentences while

simplifying language • make sure that simplified language


Non-Example1 Notes: • The non-example below simplifies

language, but lengthens the

Main Ideas

Main Ideas







sentence, increasing information density. This non-example also increases syntactical density by placing an interrogative within the item stem, adding unnecessary complexity.

_________ 8. At the end of the story, the judge gives the coins back to the man. Why do you think he does this? He probably gives the coins back because he wants the baker to





Subject: Reading “Stolen Smells” Item number 8 Grade: 5 Anchors: A.1.3.1 Make inferences and/or draw conclusions based on information



from text. ICON Information Density Contextualizing Skills




Engagement:


Original PSSA Item A.1.3.1 8. At the end of the passage, the judge most likely gives the coins back to the man because the judge wants the baker to





UDL Example 8. At the end of the story, the judge probably gives the coins back to the man because the judge wants the baker to







Non-Example 1

Notes: • The non-example below uses only


---------- Main Ideas

8. At the end of the story, the

Main Ideas

Main Ideas


judge probably gives the coins back to the man because the judge wants the baker to



---------- 8. At the end of the story, the judge probably gives the coins back to the man because the judge wants the baker to

Subject: Reading “Stolen Smells” Grade: 5 Self-Regulation: Self-Check Checklist

Explanation: • Self check checklist to prompt students to check work

UDL Guidelines: Representation: Expression and Action:

Options that support planning and strategy development (6.2)

Options that enhance capacity for monitoring progress (6.4) Engagement:

Options that guide personal goal-setting and expectations (9.1)

UDL Example: Go back and check each of your answers. For each of the questions, ask yourself:

Did I… Do my best work? Answer all the questions for this

passage? Check my work to see if my

answers match the information in the text?

Make sure that my answer choices are clearly marked?


Do…

• Provide a checklist to prompt students to self-check answers

• Avoid long or complicated lists

Non-example Notes:

• While the checklist below guides students to re-check their work, the directions are too long and complex. Use simple interrogative sentences and keep steps to a minimum.

Did you answer all the questions? If not, go back and make sure you have answered each of the questions.

Did you double check and make sure that your answer is accurate, based on information in the passage? If not, go back and check your work.

Did you circle each of the answers you chose clearly? If not, go back and make sure ONE answer is circled clearly for each question.

udl assessment design: guiding matrix -...

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