Describe an Illustration

When given an text with illustrations, (name) will verbally provide (1) caption for (3) illustrations... demonstrating knowledge of its meaning in (4 out of 5 trials) as measured by (teacher observation).
  • When given an informational text with illustrations and sentence starters, (name) will verbally provide (1) caption for (3) illustrations demonstrating knowledge of its meaning in (4 out of 5 trials) as measured by (teacher observation).
  • After being read an instructionally appropriate story and shown (two) different illustrations from the story, when asked a question such as "Which picture shows _____?", student will point to the correct illustration for (3/4) questions shown.
  • After being shown a short video of the student's choice or preference, when shown an illustration and a question asking if the illustration is from the video or not, the student will indicate "Yes" or "No" using a communication device successfully for (2/3) questions asked.

UDL Strategies About UDL

  • UDL I 3.1 Activate or supply background knowledge
    Teachers can help students link the illustrations to the text by activating prior knowledge related to the text. For example, if the text is about fish, the teacher can ask the students if they have ever seen fish at an aquarium or have gone fishing.
  • UDL II 6.2 Support planning and strategy development
    Teachers can model a "think-aloud" when decribing an illustration from within a text before the student attempts to provide a caption.
  • Vary demands and resources to optimize challenge
    Teachers can provide key words such to students before they attempt to create a caption to the picture. Providing these key words will scaffolding their responses to include accurate information from the illustration/ text.

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Common Core Standards

K.RI.7 Integration of Knowledge and Ideas
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

Standard Staircase

Making Connections Between Self and a Story

By (date), during a read aloud of an illustrated story, after the teacher models making connections to his/her own life (e.g. "The dog in this story sleeps all day just like my dog Molly." or "My older brother used to tease me just like the character's older sister teases him."), (name) will make (2) spoken connections between him/herself and the story, for (2 out of 3) trials.

Describe an Illustration Current Goal

When given an text with illustrations, (name) will verbally provide (1) caption for (3) illustrations demonstrating knowledge of its meaning in (4 out of 5 trials) as measured by (teacher observation).

Describe Key Ideas Using an Illustration

By (date), when shown an illustration from a familiar informational text, (name) will verbally describe (3) key ideas from the text from which it appears in 1-3 sentences (in 4 out of 5 trials) as measured by (teacher observation).

Gain Information from a Diagram

By (date), when given informational text with a diagram, (name) will list (3) pieces of information gained from the diagram in (4 out of 5 trials).

Gain Information from a Map

By (date), when given a picture or map from a familiar informational text, (name) will verbally answer (5) "wh" questions using information from both the text and the picture/map, (in 4 out of 5 trials) as measured by (a teacher created quiz).

Gain Information from a Timeline

By (date), when given a timeline embedded in a text, (name) will be able to verbally explain the chronology of (5) events from the timeline in (4 out of 5) trials as measured by a (teacher created quiz).

Gather Information from Multiple Sources

By (date), when given (3) different sources of information about a topic, (name) will correctly answer (4 out of 5) questions using the information sources as measured by (teacher observation).

Integrate Information from Illustration

By (date) after reading a text at grade level accompanied by a detailed illustration, (name) will summarize the topic in (3-4) sentences with at least (1) supporting detail referencing the illustration and at least (1) supporting detail referencing the text in (4 out of 5) trials.

Compare and Contrast Different Mediums

By (date) after reading a text at grade level accompanied by (a video) about the same subject, (name) will compare and contrast the two mediums in (3-4) sentences with at least (1) similarity and at least (1) difference in (4 out of 5) trials.

Evaluate Advantages of Different Mediums

By (date), when assigned to present a topic, (name) will decide which medium to present their ideas (e.g. print, digital, video, multimedia) and write a short paragraph (4-5 sentences) explaining their decision with at least (2) advantages of their choice and (1) disadvantage or challenge of their choice in (2 out 3) presentations.

Referenced Strategies

  • Sentence Starters

    A sentence starter provides a frame for students to express their thoughts in writing. It can be used to assist students to focus and organi...

  • Alternate Text

    Instead of modifying a grade level text, an alternate text about the same topic is provided to the student. Alternate texts could be an abri...

  • Read Aloud

    Read Aloud refers to presenting written text in an auditory format. The teacher can read aloud to the class or students can take turns readi...

  • Picture Choices

    A type of multiple choice adaptation where the student answers a question or prompt by selecting or sequencing the correct picture(s) (optio...