Analyze a Text

By (date), after reading a grade level story that contains illustrations, (name) will verbally describe the main character using at least (1)... piece of information from the text, and (1) piece of information gained from looking at the illustration (in 4 out of 5 trials).
  • By (date), after reading a grade level story that contains illustrations, then (name) will make a list of information learned from the illustrations on a graphic organizer, (name) will verbally describe the main character using at least (1) piece of information from the text, and (1) piece of information gained from looking at the illustration (in 4 out of 5 trials).
  • By (date), after reading an instructional level story that contains illustrations and highlighted text about the main character, then (name) will make a list of information learned from the illustrations on a graphic organizer, and (name) will verbally describe the main character using at least (1) piece of information from the text, and (1) piece of information gained from looking at the illustration (in 4 out of 5 trials).
  • By (date), after listening to an instructional level story that contains illustrations and highlighted text about the main character, (name) will point to an illustration of the main character (in 4 out of 5 trials).

UDL Strategies About UDL

  • UDL I 1.3 Offer alternatives for visual information
    Instead of students simply viewing illustrations to gather information, some students may benefit from listing the pieces of information learned through a graphic organizer. This will make the description of the character at the end of the activity more concrete when they are able to refer to their graphic organizer.
  • UDL II 5.2 Use multiple tools for construction and composition
    Instead of students describing the main character from memory, some students may benefit from highlighting information in the text about the main character as they read. Teachers can assist students in finding key information about the main characters in the text as well as discussing illustrations with students.
  • Heighten salience of goals and objectives
    Students may benefit from having the goal of describing the main character be very clear from the beginning. This will bring the student's attention and focus to looking for descriptions of the main character while reading.

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Common Core Standards

2.RL.7 Integration of Knowledge and Ideas
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Staircase Goals

Relationship between Illustrations and Story

By (date), when shown an illustration from a familiar grade level story, (name) will verbally describe the part of the story from which the illustration appears in (1-3) sentences (in 4 out of 5 trials) as measured by (teacher observation).

Describe Using Illustrations

By (date), when shown an illustration from a familiar grade level story, (name) will verbally describe the characters and setting of the story from which it appears in 1-3 sentences each (in 4 out of 5 trials) as measured by (teacher observation).

Analyze a Text Current Goal

By (date), after reading a grade level story that contains illustrations, (name) will verbally describe the main character using at least (1) piece of information from the text, and (1) piece of information gained from looking at the illustration (in 4 out of 5 trials).

Illustration Contributions to a Story

By (date), after reading a grade level story with illustrations, (name) will list (3) ways in which the illustration contributes to the meaning of the text (ex. The illustration of a character emphasizes that he is really mean, or the illustration of the town emphasizes that it is really small) in (4 out of 5 trials) as measured by (a teacher created quiz).

Oral/Visual Presentation of a Text

By (date), after reading a grade level text with illustrations, (name) will cite 3 aspects of an illustration that are taken from the text (e.g. In this illustration, they show Suzy as having red hair. This is taken from the text because in paragraph 3 the author mentioned that all the members of Suzy's family have red hair.) as measured by (a teacher created quiz) (in 4 out of 5 trials).

Multimedia Contributions to a Text

By (date), after reading a grade level graphic novel, (name) will write a multiple paragraph composition describing (3) ways that the illustrations in the graphic novel add to the meaning of the text as measured by (a teacher-created rubric).

Compare Text to a Video

By (date), after reading a grade level story/poem and then watching a video about the same topic, (name) will make (4) observations comparing and contrasting the two in terms of what they saw and heard as measured by a (teacher created quiz).

Analyze Film Techniques

By (date), after reading a grade level story/poem then watching a filmed version of the same story, (name) will make (4) observations comparing and contrasting the two in terms of what made each version unique (sound, color, lighting, etc.) as measured by (teacher observation).

Evaluate a Film's Authenticity to a Text

By (date), after reading a grade level story/drama and then watching a filmed or live production of the same story, (name) will identify 3 significant differences found in the film and provide a possible reason explaining why the director/actors chose to differ from the written work as measured by a (teacher created quiz).

Referenced Strategies

  • Graphic Organizers

    Graphic Organizers are visual representations of text. They can be used to organize facts and/or specific features of fiction or non-fiction...

  • Highlighting

    Highlighting could include highlighting key words/phrases, key points or arguments or text structures such as headings. This adaptation can ...

  • Modified Text

    Modified text is grade level text that has been simplified to meet the instructional level and needs of the reader. It can involve altering ...