Identify a Character in a Familiar Story

By (date), after reading an illustrated familiar story, shown an illustration of a given character, and asked to identify the given character (e.g.... “Point to Swimmy in the story.”), (name) will find and point to the character in the story, in (4 of 5) reading sessions.
  • By (date), after reading a preferred , illustrated, familiar story, shown an illustration of a given character, and asked to identify the given character (e.g. “Point to Swimmy in the story.”), (name) will find and point to the character in the story, in (4 of 5) reading sessions.
  • By (date), after reading an enlarged , illustrated, familiar story, shown an illustration of a given character, and asked to identify the given character (e.g. “Point to Swimmy in the story.”), (name) will find and point to the character in the story, in (4 of 5) reading sessions.
  • By (date), after reading an illustrated, familiar story, shown an illustration of a given character, and asked with visual cues to identify the given character (e.g. “Point to Swimmy in the story.” while flipping and pointing at illustrations), (name) will find and point to the character in the story, in (4 of 5) reading sessions.
  • By (date), after reading a preferred , illustrated, familiar story, shown an illustration of a given character, and asked to identify the given character (e.g. “Point to Swimmy in the story.”), (name) will find and select (e.g. adaptive-pointer, eye gaze, AAC device) the character in the story, in (4 of 5) reading sessions.
  • By (date), after reading a preferred , illustrated, familiar story, shown an illustration of a given character, and asked to identify the given character (e.g. “Point to Swimmy in the story.”), (name) will find and point to the character in the story, in (4 of 5) reading sessions.

UDL-Aligned Strategies About UDL

  • Optimize relevance, value, and authenticity
    Using a familiar story, or allowing students to choose stories on preferred topics or about preferred characters, may help to engage students in reading activities. Some students are more likely to pay attention to texts about a topic of interest and this may increase their comprehension. In this instance, the teacher may give the student a menu of stories from which to choose for the reading activity, some of which are on a topic the teacher knows is of interest to the student. Alternatively, the teacher may select a story that is known to be on a preferred topic for the student. The teacher may select for or allow the student to choose a passage from a familiar text, as students may be able to dig more deeply into the content of a familiar text, having already done the work of “getting to know” a text for the first time during a previous reading.
  • UDL II 4.1 Vary the methods for response and navigation
    For some students, it is helpful to provide options from which to choose as a response, rather than asking an open-ended question or one that requires them to generate an answer. Providing choices may help some students to recall information more easily. In this case, instead of having the student select the character out of other illustrations on a given page, the teacher might present the student with 2-3 pictures of characters to choose from, one of which is the selected character from the story. Alternatively, the teacher can point to a picture of the character in the story and ask the student “Is this Swimmy?” to which the student can respond yes or no using a preferred method (e.g. verbal response, nodding).
  • UDL I 1.1 Offer ways of customizing the display of information
    In order to make traditional text accessible to students with a variety of learning styles, it may be helpful to adapt the text. In this instance, the teacher may use a familiar story with enlarged font, a shortened or simplified text to match the student’s reading level, or a text presented in a multi-media format. Using adapted text enables students not only to read passages with increased fluency but also improved understanding, because they can focus more on text meaning. Specifically, students will be better able to pay attention to characters names and roles in the story and may be more likely to be able to identify them when asked to do so. The teacher can present the text in a read aloud or shared reading format, using a marker to track words for the student so that the student follows along during the activity.

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DLM Essential Elements

ELA-Literacy.RL.K.6
Craft and Structure
EE.RL.K.6 With guidance and support, distinguish between words and illustrations in a story.
ELA-Literacy.RL.1.6
Craft and Structure
EE.RL.1.6 With guidance and support, identify a familiar story.
ELA-Literacy.RL.2.6
Craft and Structure
EE.RL.2.6 Identify the speakers in a dialogue.

NCSC Core Connectors

ELA-Literacy.K.RL.c3
Reading Standards for Literature
K.RL.c3 With prompting and support identify the author of a familiar story (e.g., Show me the author, Show me who wrote the book).
ELA-Literacy.1.RL.f1
Reading Standards for Literature
1.RL.f1 Identify who is telling the story in a text.
ELA-Literacy.2.RL.f2
Reading Standards for Literature
2.RL.f2 Identify different points of view different characters in a story. (e.g., who thinks it is a bad idea to play a joke on a friend?)

Standards

RL.K.6 Craft and Structure
RL.K.6 Craft and Structure
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
RL.1.6 Craft and Structure
RL.1.6 Craft and Structure
Identify who is telling the story at various points in a text.
RL.2.6 Craft and Structure
RL.2.6 Craft and Structure
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Standard Staircase

Answer Questions About a Text Using Picture Choices

By (date), given a read aloud of an illustrated story and (2) text-based questions (e.g., “Was the ball in this story green or blue?”, “Was the main character a boy or a girl?"), (name) will point to the pictures and orally answer with (1) word for (2 out of 3) fictional stories.

Sequence Events In A Story

By (date), after a read aloud of a familiar story, when given a series of (3) picture cards that represent the events in the story and a verbal prompt to sequence the cards (e.g. Teacher asks "What happened first?"), (name) will place the cards in the correct story order in (2 out of 3) sequencing activities.

Match Image/Object to Key Detail

By (date), after listening to a teacher read a familiar illustrated text on the student’s independent level, given (4) illustration choices (one of which represents a detail from the text), and verbally prompted by the teacher (e.g. “Point to the picture that shows something we read about in the text.”), (name) will point to the correct illustration, in (4 of 5) informational reading sessions.

Identify a Character in a Familiar Story Current Goal

By (date), after reading an illustrated familiar story, shown an illustration of a given character, and asked to identify the given character (e.g. “Point to Swimmy in the story.”), (name) will find and point to the character in the story, in (4 of 5) reading sessions.

Identify Person from Familiar Text

By (date), after reading a nonfiction text with the teacher, listening to the teacher model (1) question and answer (e.g. “Who is the postal carrier? The postal carrier is the person who delivers mail to people’s homes.”), and when asked (1) question about a person, object, or place from the text, (name) will verbally answer the question, for (4 of 5) nonfiction reading sessions.

Recognize Elements from a Familiar Story

By (date), after listening to a read aloud of a familiar text and given (1) verbal question about a story element (e.g. “Who is Spot?”, “Where is Spot’s ball?”), (name) will point to the text illustration that matches the given story element, for (4 out of 5) story element recognition exercises.

Attend to Specific Illustrations in a Book

By (date), during a shared reading of a familiar text, and when given a verbal prompt paired with a visual cue to look at a specific illustration (e.g. teacher points to illustration and says, "Look at the _____."), (name) will locate and attend to the illustration for at least (3) seconds (e.g. turn body or head toward the illustration, point to, eye-gaze), for (4 out of 5) illustrations.

Answer Questions About a Text Using Picture Choices

By (date), given a read aloud of an illustrated story and (2) text-based questions (e.g., “Was the ball in this story green or blue?”, “Was the main character a boy or a girl?"), (name) will point to the pictures and orally answer with (1) word for (2 out of 3) fictional stories.

Sequence Events In A Story

By (date), after a read aloud of a familiar story, when given a series of (3) picture cards that represent the events in the story and a verbal prompt to sequence the cards (e.g. Teacher asks "What happened first?"), (name) will place the cards in the correct story order in (2 out of 3) sequencing activities.

Match Image/Object to Key Detail

By (date), after listening to a teacher read a familiar illustrated text on the student’s independent level, given (4) illustration choices (one of which represents a detail from the text), and verbally prompted by the teacher (e.g. “Point to the picture that shows something we read about in the text.”), (name) will point to the correct illustration, in (4 of 5) informational reading sessions.

Identify a Character in a Familiar Story Current Goal

By (date), after reading an illustrated familiar story, shown an illustration of a given character, and asked to identify the given character (e.g. “Point to Swimmy in the story.”), (name) will find and point to the character in the story, in (4 of 5) reading sessions.

Identify Person from Familiar Text

By (date), after reading a nonfiction text with the teacher, listening to the teacher model (1) question and answer (e.g. “Who is the postal carrier? The postal carrier is the person who delivers mail to people’s homes.”), and when asked (1) question about a person, object, or place from the text, (name) will verbally answer the question, for (4 of 5) nonfiction reading sessions.

Recognize Elements from a Familiar Story

By (date), after listening to a read aloud of a familiar text and given (1) verbal question about a story element (e.g. “Who is Spot?”, “Where is Spot’s ball?”), (name) will point to the text illustration that matches the given story element, for (4 out of 5) story element recognition exercises.

Attend to Specific Illustrations in a Book

By (date), during a shared reading of a familiar text, and when given a verbal prompt paired with a visual cue to look at a specific illustration (e.g. teacher points to illustration and says, "Look at the _____."), (name) will locate and attend to the illustration for at least (3) seconds (e.g. turn body or head toward the illustration, point to, eye-gaze), for (4 out of 5) illustrations.

Answer Questions About a Text Using Picture Choices

By (date), given a read aloud of an illustrated story and (2) text-based questions (e.g., “Was the ball in this story green or blue?”, “Was the main character a boy or a girl?"), (name) will point to the pictures and orally answer with (1) word for (2 out of 3) fictional stories.

Sequence Events In A Story

By (date), after a read aloud of a familiar story, when given a series of (3) picture cards that represent the events in the story and a verbal prompt to sequence the cards (e.g. Teacher asks "What happened first?"), (name) will place the cards in the correct story order in (2 out of 3) sequencing activities.

Match Image/Object to Key Detail

By (date), after listening to a teacher read a familiar illustrated text on the student’s independent level, given (4) illustration choices (one of which represents a detail from the text), and verbally prompted by the teacher (e.g. “Point to the picture that shows something we read about in the text.”), (name) will point to the correct illustration, in (4 of 5) informational reading sessions.

Identify a Character in a Familiar Story Current Goal

By (date), after reading an illustrated familiar story, shown an illustration of a given character, and asked to identify the given character (e.g. “Point to Swimmy in the story.”), (name) will find and point to the character in the story, in (4 of 5) reading sessions.

Identify Person from Familiar Text

By (date), after reading a nonfiction text with the teacher, listening to the teacher model (1) question and answer (e.g. “Who is the postal carrier? The postal carrier is the person who delivers mail to people’s homes.”), and when asked (1) question about a person, object, or place from the text, (name) will verbally answer the question, for (4 of 5) nonfiction reading sessions.

Recognize Elements from a Familiar Story

By (date), after listening to a read aloud of a familiar text and given (1) verbal question about a story element (e.g. “Who is Spot?”, “Where is Spot’s ball?”), (name) will point to the text illustration that matches the given story element, for (4 out of 5) story element recognition exercises.

Attend to Specific Illustrations in a Book

By (date), during a shared reading of a familiar text, and when given a verbal prompt paired with a visual cue to look at a specific illustration (e.g. teacher points to illustration and says, "Look at the _____."), (name) will locate and attend to the illustration for at least (3) seconds (e.g. turn body or head toward the illustration, point to, eye-gaze), for (4 out of 5) illustrations.

Understands Stories Read in Class

By (date), after a reader's theater of a story in class, (name) will demonstrate understanding of the story by role playing or acting out the answer for (2) comprehension questions (e.g. "What happens to the main character at the beginning of the story?") for (2 out of 3) stories.

Answer Questions Based on a Text

By (date), immediately after reading a instructional-level text (e.g. graphic novel) of his/her choice, (name) will verbally answer at least (3) WH- questions (e.g. who, what, when, where), provided with the text, with no more than (1) sentence frame per question (e.g. Teacher says "The girl went to the..."), in (4 of 5) reading opportunities.

Identify Details from a Familiar Text

By (date), after reading with the teacher a familiar illustrated informational text, (name) will circle (1) detail from the text from (3) written choices , in (4 of 5) informational texts.

Identify the Main Setting of a Familiar Text

By (date), after listening to a familiar instructional level story read aloud and discussing the text’s setting with a small group, (name) will select (e.g. verbal, point, eye-gaze) from (3) choices the labeled illustration that reflects the main setting of the story, for (4 of 5) fictional story setting discussions.

Identify a Main Idea that is Explicitly Stated

By (date), after reading a familiar , illustrated, informational text (2) times in which the main idea is explicitly stated (e.g. “Dogs make great pets.”) and asked to identify the main idea, (name) will choose the main idea from (3) written and read options , for (4 of 5) informational texts.

Identify the Narrator of a Familiar Story

By (date), after listening to an illustrated, familiar story (2) times, given (3) illustrated choices and asked to identify the narrator (e.g. “Which of these characters tells the story?”), (name) will verbally identify the narrator, in (4 of 5) story readings.

Identify the Main Character

By (date), when asked to identify the main character from a familiar story, (name) will select the main character from (3) written and illustrated options, for (2 out of 3) character identification activities.

Identify Events in a Familiar Text

By (date), after reading a familiar , independent-level informational text and answering (1) previously-mastered question about the text, when verbally asked to state (1) event from the text, (name) will verbally state (1) event, in (4 of 5) informational text sessions.

Identify Key Details from a Text

By (date), after a shared reading of an illustrated excerpt from a familiar text, and when asked about a key detail from it, (name) will select the object that most corresponds with the key detail from a choice of (2) real objects, for (4 out of 5) key details.

Understands Stories Read in Class

By (date), after a reader's theater of a story in class, (name) will demonstrate understanding of the story by role playing or acting out the answer for (2) comprehension questions (e.g. "What happens to the main character at the beginning of the story?") for (2 out of 3) stories.

Answer Questions Based on a Text

By (date), immediately after reading a instructional-level text (e.g. graphic novel) of his/her choice, (name) will verbally answer at least (3) WH- questions (e.g. who, what, when, where), provided with the text, with no more than (1) sentence frame per question (e.g. Teacher says "The girl went to the..."), in (4 of 5) reading opportunities.

Identify Details from a Familiar Text

By (date), after reading with the teacher a familiar illustrated informational text, (name) will circle (1) detail from the text from (3) written choices , in (4 of 5) informational texts.

Identify the Main Setting of a Familiar Text

By (date), after listening to a familiar instructional level story read aloud and discussing the text’s setting with a small group, (name) will select (e.g. verbal, point, eye-gaze) from (3) choices the labeled illustration that reflects the main setting of the story, for (4 of 5) fictional story setting discussions.

Identify a Main Idea that is Explicitly Stated

By (date), after reading a familiar , illustrated, informational text (2) times in which the main idea is explicitly stated (e.g. “Dogs make great pets.”) and asked to identify the main idea, (name) will choose the main idea from (3) written and read options , for (4 of 5) informational texts.

Identify the Narrator of a Familiar Story

By (date), after listening to an illustrated, familiar story (2) times, given (3) illustrated choices and asked to identify the narrator (e.g. “Which of these characters tells the story?”), (name) will verbally identify the narrator, in (4 of 5) story readings.

Identify the Main Character

By (date), when asked to identify the main character from a familiar story, (name) will select the main character from (3) written and illustrated options, for (2 out of 3) character identification activities.

Identify Events in a Familiar Text

By (date), after reading a familiar , independent-level informational text and answering (1) previously-mastered question about the text, when verbally asked to state (1) event from the text, (name) will verbally state (1) event, in (4 of 5) informational text sessions.

Identify Key Details from a Text

By (date), after a shared reading of an illustrated excerpt from a familiar text, and when asked about a key detail from it, (name) will select the object that most corresponds with the key detail from a choice of (2) real objects, for (4 out of 5) key details.

Understands Stories Read in Class

By (date), after a reader's theater of a story in class, (name) will demonstrate understanding of the story by role playing or acting out the answer for (2) comprehension questions (e.g. "What happens to the main character at the beginning of the story?") for (2 out of 3) stories.

Answer Questions Based on a Text

By (date), immediately after reading a instructional-level text (e.g. graphic novel) of his/her choice, (name) will verbally answer at least (3) WH- questions (e.g. who, what, when, where), provided with the text, with no more than (1) sentence frame per question (e.g. Teacher says "The girl went to the..."), in (4 of 5) reading opportunities.

Identify Details from a Familiar Text

By (date), after reading with the teacher a familiar illustrated informational text, (name) will circle (1) detail from the text from (3) written choices , in (4 of 5) informational texts.

Identify the Main Setting of a Familiar Text

By (date), after listening to a familiar instructional level story read aloud and discussing the text’s setting with a small group, (name) will select (e.g. verbal, point, eye-gaze) from (3) choices the labeled illustration that reflects the main setting of the story, for (4 of 5) fictional story setting discussions.

Identify a Main Idea that is Explicitly Stated

By (date), after reading a familiar , illustrated, informational text (2) times in which the main idea is explicitly stated (e.g. “Dogs make great pets.”) and asked to identify the main idea, (name) will choose the main idea from (3) written and read options , for (4 of 5) informational texts.

Identify the Narrator of a Familiar Story

By (date), after listening to an illustrated, familiar story (2) times, given (3) illustrated choices and asked to identify the narrator (e.g. “Which of these characters tells the story?”), (name) will verbally identify the narrator, in (4 of 5) story readings.

Identify the Main Character

By (date), when asked to identify the main character from a familiar story, (name) will select the main character from (3) written and illustrated options, for (2 out of 3) character identification activities.

Identify Events in a Familiar Text

By (date), after reading a familiar , independent-level informational text and answering (1) previously-mastered question about the text, when verbally asked to state (1) event from the text, (name) will verbally state (1) event, in (4 of 5) informational text sessions.

Identify Key Details from a Text

By (date), after a shared reading of an illustrated excerpt from a familiar text, and when asked about a key detail from it, (name) will select the object that most corresponds with the key detail from a choice of (2) real objects, for (4 out of 5) key details.

Summarize a Fictional Story

By (date), after a read aloud of a familiar fictional story , (name) will use (4) sentence starters (e.g., " The main character of the story is ____", "At the beginning of the story _______", "Later in the story _______", "At the end of the story _______") to orally summarize the central ideas and significant details of the story for (3 out of 4) fictional stories.

Identify Evidence for a Text's Claim

By (date), after listening to a read aloud of a familiar text, when given a verbal claim about the text (e.g. Teacher says "How do you know that character A is upset with character B?"), (name) will identify at least (2) pieces of evidence from the text by pointing to a photo answer choice (e.g. photos portraying different scenes in the story) from a field of (4) picture answer choices within (10) seconds of the verbal prompt, for (4 out of 5) story comprehension activities.

Select Details to Support an Idea

By (date), after a familiar informational text is read aloud, and when asked a verbal or written question about a main idea in the text, (name) will identify (e.g. point, state, eye gaze) which of (3) written or illustrated explicit textual details support the idea, for (3 out of 3) ideas presented.

Identify a Story's Theme

By (date), after a read aloud of a familiar text and when asked a guiding question about the story's message or theme, (name) will identify which of (3) captioned picture choices represent the overall message or theme of the story, for (3 out of 3) theme analyses.

Sequence Events in Narrative Text

By (date), after a read aloud of a familiar narrative text, (name) will sequence (3) captioned picture choices to reflect the text’s beginning, middle and end events, for (3 out of 3) text structure activities.

Select the Most Relevant Detail

By (date), after reviewing the central idea of a previously-read informational text, (name) will select which of (3) written details is the most relevant, for (3 out of 3) informational texts.

Identify a Supporting Detail

By (date), after a reminder of the main idea of a previously-read informational text, (name) will choose (1) written detail that supports the main idea from (3) options, for (3 out of 3) informational texts.

Summarize a Fictional Story

By (date), after a read aloud of a familiar fictional story , (name) will use (4) sentence starters (e.g., " The main character of the story is ____", "At the beginning of the story _______", "Later in the story _______", "At the end of the story _______") to orally summarize the central ideas and significant details of the story for (3 out of 4) fictional stories.

Identify Evidence for a Text's Claim

By (date), after listening to a read aloud of a familiar text, when given a verbal claim about the text (e.g. Teacher says "How do you know that character A is upset with character B?"), (name) will identify at least (2) pieces of evidence from the text by pointing to a photo answer choice (e.g. photos portraying different scenes in the story) from a field of (4) picture answer choices within (10) seconds of the verbal prompt, for (4 out of 5) story comprehension activities.

Select Details to Support an Idea

By (date), after a familiar informational text is read aloud, and when asked a verbal or written question about a main idea in the text, (name) will identify (e.g. point, state, eye gaze) which of (3) written or illustrated explicit textual details support the idea, for (3 out of 3) ideas presented.

Identify a Story's Theme

By (date), after a read aloud of a familiar text and when asked a guiding question about the story's message or theme, (name) will identify which of (3) captioned picture choices represent the overall message or theme of the story, for (3 out of 3) theme analyses.

Sequence Events in Narrative Text

By (date), after a read aloud of a familiar narrative text, (name) will sequence (3) captioned picture choices to reflect the text’s beginning, middle and end events, for (3 out of 3) text structure activities.

Select the Most Relevant Detail

By (date), after reviewing the central idea of a previously-read informational text, (name) will select which of (3) written details is the most relevant, for (3 out of 3) informational texts.

Identify a Supporting Detail

By (date), after a reminder of the main idea of a previously-read informational text, (name) will choose (1) written detail that supports the main idea from (3) options, for (3 out of 3) informational texts.

Summarize a Fictional Story

By (date), after a read aloud of a familiar fictional story , (name) will use (4) sentence starters (e.g., " The main character of the story is ____", "At the beginning of the story _______", "Later in the story _______", "At the end of the story _______") to orally summarize the central ideas and significant details of the story for (3 out of 4) fictional stories.

Identify Evidence for a Text's Claim

By (date), after listening to a read aloud of a familiar text, when given a verbal claim about the text (e.g. Teacher says "How do you know that character A is upset with character B?"), (name) will identify at least (2) pieces of evidence from the text by pointing to a photo answer choice (e.g. photos portraying different scenes in the story) from a field of (4) picture answer choices within (10) seconds of the verbal prompt, for (4 out of 5) story comprehension activities.

Select Details to Support an Idea

By (date), after a familiar informational text is read aloud, and when asked a verbal or written question about a main idea in the text, (name) will identify (e.g. point, state, eye gaze) which of (3) written or illustrated explicit textual details support the idea, for (3 out of 3) ideas presented.

Identify a Story's Theme

By (date), after a read aloud of a familiar text and when asked a guiding question about the story's message or theme, (name) will identify which of (3) captioned picture choices represent the overall message or theme of the story, for (3 out of 3) theme analyses.

Sequence Events in Narrative Text

By (date), after a read aloud of a familiar narrative text, (name) will sequence (3) captioned picture choices to reflect the text’s beginning, middle and end events, for (3 out of 3) text structure activities.

Select the Most Relevant Detail

By (date), after reviewing the central idea of a previously-read informational text, (name) will select which of (3) written details is the most relevant, for (3 out of 3) informational texts.

Identify a Supporting Detail

By (date), after a reminder of the main idea of a previously-read informational text, (name) will choose (1) written detail that supports the main idea from (3) options, for (3 out of 3) informational texts.

Recount Details From Stories

By (date), after reading a preferred fictional story in class, (name) will complete a paragraph template which recounts (2) details/events of the story, (2) characters in the story, the main idea of the story and the resolution of the story, for (2 out of 3) fictional stories.

Determine Sequence of Events

By (date), when given (3) pictures and (3) captions from a familiar narrative text, (name) will match the pictures to the captions and arrange them in sequence to reflect the text’s beginning, middle, and end events, for (3 out of 3) text structure activities.

Select Relevant Details

By (date), after reviewing the central idea of a previously-read informational text, (name) will select the (2) most relevant details from (4) written options, for (3 out of 3) informational texts.

Identify an Author's Claim

By (date), after a shared reading of a familiar informational text, when asked to identify a claim made by the author (e.g. “What does the writer tell us is true about all snakes?”), (name) will choose which of (3) written claims is present in the text, for (3 out of 3) informational text analyses.

Summarize an Informational Text

By (date), when asked to summarize a familiar informational text, (name) will write a (4-7)-word summary with words and/or phrases chosen from a bank of (8) choices, for (3 out of 3) summaries.

Identify the Views of Others

By (date), after a social scenario about a preferred topic and a follow-up prompt is read aloud, (name) will verbally identify how the person in the scenario views the topic, for (3 out of 3) social scenarios.

Identify a Character’s Feelings

By (date), after a read aloud of a literary text, when asked to identify a character’s feelings in a specific excerpt, (name) will choose which of (3) images represents the character’s feelings, for (3 out of 3) literary analyses.

Recount Details From Stories

By (date), after reading a preferred fictional story in class, (name) will complete a paragraph template which recounts (2) details/events of the story, (2) characters in the story, the main idea of the story and the resolution of the story, for (2 out of 3) fictional stories.

Determine Sequence of Events

By (date), when given (3) pictures and (3) captions from a familiar narrative text, (name) will match the pictures to the captions and arrange them in sequence to reflect the text’s beginning, middle, and end events, for (3 out of 3) text structure activities.

Select Relevant Details

By (date), after reviewing the central idea of a previously-read informational text, (name) will select the (2) most relevant details from (4) written options, for (3 out of 3) informational texts.

Identify an Author's Claim

By (date), after a shared reading of a familiar informational text, when asked to identify a claim made by the author (e.g. “What does the writer tell us is true about all snakes?”), (name) will choose which of (3) written claims is present in the text, for (3 out of 3) informational text analyses.

Summarize an Informational Text

By (date), when asked to summarize a familiar informational text, (name) will write a (4-7)-word summary with words and/or phrases chosen from a bank of (8) choices, for (3 out of 3) summaries.

Identify the Views of Others

By (date), after a social scenario about a preferred topic and a follow-up prompt is read aloud, (name) will verbally identify how the person in the scenario views the topic, for (3 out of 3) social scenarios.

Identify a Character’s Feelings

By (date), after a read aloud of a literary text, when asked to identify a character’s feelings in a specific excerpt, (name) will choose which of (3) images represents the character’s feelings, for (3 out of 3) literary analyses.

Recount Details From Stories

By (date), after reading a preferred fictional story in class, (name) will complete a paragraph template which recounts (2) details/events of the story, (2) characters in the story, the main idea of the story and the resolution of the story, for (2 out of 3) fictional stories.

Determine Sequence of Events

By (date), when given (3) pictures and (3) captions from a familiar narrative text, (name) will match the pictures to the captions and arrange them in sequence to reflect the text’s beginning, middle, and end events, for (3 out of 3) text structure activities.

Select Relevant Details

By (date), after reviewing the central idea of a previously-read informational text, (name) will select the (2) most relevant details from (4) written options, for (3 out of 3) informational texts.

Identify an Author's Claim

By (date), after a shared reading of a familiar informational text, when asked to identify a claim made by the author (e.g. “What does the writer tell us is true about all snakes?”), (name) will choose which of (3) written claims is present in the text, for (3 out of 3) informational text analyses.

Summarize an Informational Text

By (date), when asked to summarize a familiar informational text, (name) will write a (4-7)-word summary with words and/or phrases chosen from a bank of (8) choices, for (3 out of 3) summaries.

Identify the Views of Others

By (date), after a social scenario about a preferred topic and a follow-up prompt is read aloud, (name) will verbally identify how the person in the scenario views the topic, for (3 out of 3) social scenarios.

Identify a Character’s Feelings

By (date), after a read aloud of a literary text, when asked to identify a character’s feelings in a specific excerpt, (name) will choose which of (3) images represents the character’s feelings, for (3 out of 3) literary analyses.

Recount Details From Stories

By (date), after reading a preferred fictional story in class, (name) will complete a paragraph template which recounts (2) details/events of the story, (2) characters in the story, the main idea of the story and the resolution of the story, for (2 out of 3) fictional stories.

Determine Sequence of Events

By (date), when given (3) pictures and (3) captions from a familiar narrative text, (name) will match the pictures to the captions and arrange them in sequence to reflect the text’s beginning, middle, and end events, for (3 out of 3) text structure activities.

Select Relevant Details

By (date), after reviewing the central idea of a previously-read informational text, (name) will select the (2) most relevant details from (4) written options, for (3 out of 3) informational texts.

Identify an Author's Claim

By (date), after a shared reading of a familiar informational text, when asked to identify a claim made by the author (e.g. “What does the writer tell us is true about all snakes?”), (name) will choose which of (3) written claims is present in the text, for (3 out of 3) informational text analyses.

Summarize an Informational Text

By (date), when asked to summarize a familiar informational text, (name) will write a (4-7)-word summary with words and/or phrases chosen from a bank of (8) choices, for (3 out of 3) summaries.

Identify the Views of Others

By (date), after a social scenario about a preferred topic and a follow-up prompt is read aloud, (name) will verbally identify how the person in the scenario views the topic, for (3 out of 3) social scenarios.

Identify a Character’s Feelings

By (date), after a read aloud of a literary text, when asked to identify a character’s feelings in a specific excerpt, (name) will choose which of (3) images represents the character’s feelings, for (3 out of 3) literary analyses.

Referenced Strategies

  • Visual Cueing

    Visual Cueing is a nonverbal communication tool that conveys messages to an audience through body movements, hand gestures, facial expressio...

  • Adapted Text

    Adapted text is any text that has been changed from its original print format. This includes a variety of strategies to make traditional tex...

  • Verbal Prompting

    A verbal prompt is an auditory cue that can be used in the classroom to increase the likelihood that the student will respond appropriately ...

  • Multiple Choice

    Before students are comfortable generating a free-form response, they can demonstrate their knowledge by selecting the correct answer(s) fro...

  • Reading Guide Strips

    Reading guide strips are practical assistive reading tools designed to help readers better see, focus and remember what they read. They usua...

  • Shared Reading

    Shared reading is an interactive reading activity during which the teacher guides a group of students or the whole class through reading a c...

  • Preferred Topic or Text

    Allowing students to select a preferred topic or text for a project increases engagement and balances the cognitive load when students are l...

  • 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 communication that allows students to respond using a picture, symbol, or illustration. Picture choices can be used for multiple c...

  • Familiar Text

    Teachers may provide a previously-taught book or passage as a practice text when students are learning a new skill. Using a familiar text cr...