1. Using Carlos Goes to School
in a ESOL Preschool
Classroom
Based on the Universal
Design for Learning (UDL)
Approach

2. Purpose of Carlos Goes to
School
There are many ESL students
entering our schools. They need much
assistance learning English and
transitioning into the school
environment. Books like ours are
needed because they provide students
with both language translations,
provide new information, & identify
with the students.

3. Carlos Goes to School
• Our book will help students
learn important English words
they will use daily in school.
It will describe basic
classroom objects and people.
The book will help students
communicate these words
correctly as well. Social skills
will be addressed to help
students make friends and
work well with others.

4. Why is UDL the best approach
for Carlos Goes to School?
• UDL understands learners with
disabilities are vulnerable to learning
barriers
• Our learner has a language barrier and
a developmental delay

5. Why is UDL the best approach
for Carlos Goes to School?
• UDL meets the challenges of diversity
by:
– using flexible instructional materials
– using varied instructional strategies
– providing educators with tools to meet
learners’ needs

6. Carlos Goes to School provides
multiple means of representation
• The book provides an
audio option.
• The book provides
graphics that children
can relate to.
• The book provides text
and audio in both English
and Spanish

7. Story Coaches
• Coaches are provided
to help with Spanish
translation, social
interaction, and to
introduce classroom
objects.

8. Implementation
• The teacher will orient students to the
classroom with games such as the name
game to learn to communicate their name
with others and make friends.

9. Implementation
• For optimal
instruction, the book
should be presented on
a SMART Board for
the students to easily
view and interact.

10. Implementation
• Once the book is open,
the teacher should use
coaches at his/her
discretion according to
students’ needs.

11. Implementation
Teachers are encouraged
to have flash cards with
visual aids on them as
well as the English and
Spanish translations. If
these are used throughout
the day with the schedule
and when interacting with
objects, students will learn
their routine and objects
quickly and become
comfortable in their new
environment.

12. Implementation
After the story is complete,
pages are provided at the end
for assessment. The teacher
will ask students which objects
they recognize and if they
remember their names in
English or Spanish. The teacher
will use review pages to remind
students of the objects
introduced throughout the
story and to reinforce skills.

13. Implementation
Our team has also included an
interactive game to assess the
students ability to recognize
classroom objects.

14. Implementation
It is also recommended that
teachers use a sensory activity
that allows students to touch
objects in the classroom and
discuss the texture. This will
help students with
communication skills and English
language reinforcement.