Identify an Antonym or Synonym

By (date), during a read aloud of a familiar text, when verbally prompted by the teacher to identify (1) synonym or (1) antonym of a given word, (name) will select (e.g. point, state, eye gaze) a written and illustrated word... choice from (3) options, for (4 out of 5) synonyms or antonyms. Example target word: friendly Example synonym choices: kind, angry, intelligent Example Response: Student chooses the written word "kind," which is supported by a picture of one person helping another.
  • By (date), during a read aloud of a preferred text, when verbally prompted by the teacher to identify (1) synonym or (1) antonym of a given word, (name) will select (e.g. point, state, eye gaze) a written and illustrated word choice from (3) options, for (4 out of 5) synonyms or antonyms.
  • By (date), during a read aloud of a familiar text, when verbally prompted by the teacher to identify (1) synonym or (1) antonym of a given word, (name) will verbally select a word choice from (3) enlarged written and illustrated word options that are read aloud by the teacher, for (4 out of 5) synonyms or antonyms.
  • By (date), during an adapted read aloud of a familiar text (e.g. using a FM device, preferential seating, voice-to-text communication) and when verbally prompted by the teacher to identify (1) synonym or (1) antonym of a given word, (name) will select (e.g. point, state, eye gaze) a written and illustrated word choice from (3) options, for (4 out of 5) synonyms or antonyms.
  • By (date), during a read aloud of a familiar text, when verbally prompted by the teacher to identify (1) synonym or (1) antonym of a given word, (name) will select (e.g. blink, use purposeful gestures or verbalize the answer) an enlarged written and illustrated word choice from (3) options, for (4 out of 5) synonyms or antonyms.
  • By (date), during a read aloud of a familiar text, when verbally prompted by the teacher to identify (1) synonym or (1) antonym of a given word, (name) will use a communication device to select a written and illustrated word choice from (2) options, one correct and one incorrect, for (4 out of 5) synonyms or antonyms.

UDL-Aligned Strategies About UDL

  • Optimize individual choice and autonomy
    When a student needs additional support to stay engaged throughout an academic task, using a preferred text can help the student focus. If teachers cannot give students free reign to choose a text, they might consider allowing them to make a decision between three or four options that are more closely related to the curriculum. Even if the options aren't necessarily something the student may have chosen on his or her own, choice gives the learner a sense of ownership over the assignment.
  • UDL II 4.1 Vary the methods for response and navigation
    Students who need physical or visual support may have difficulty selecting an illustrated word choice that is too small in size. Therefore, enlarging the word choice options is a useful strategy. Making these items bigger enables students to more easily make selections. For example, the teacher can double the size of the pictures, making it easier for a student who needs physical support to gesture toward it or a student who needs visual support to see it.
  • UDL I 1.3 Offer alternatives for visual information
    When presenting students with task directions, written prompts may prove difficult due to decoding or comprehension challenges. Instead, the teacher can use verbal prompts to guide the students. When verbally prompting students to identify a synonym or antonym of a given word, there are several different ways teachers could communicate directions. For example, the teacher might say,"Point to the picture that shows an antonym for the word 'happy,'" or "Tell me which picture shows a synonym for the word 'big.'"

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DLM Essential Elements

ELA-Literacy.RL.6.4
Craft and Structure
EE.RL.6.4 Determine how word choice changes the meaning in a text.
ELA-Literacy.RL.7.4
Craft and Structure
EE.RL.7.4 Determine the meaning of simple idioms and figures of speech as they are used in a text.
ELA-Literacy.RL.8.4
Craft and Structure
EE.RL.8.4 Determine connotative meanings of words and phrases in a text.

NCSC Core Connectors

ELA-Literacy.6.RWL.e3
Reading Standards for Informational Text
6.RWL.e3 Determine the meaning of words and phrases as they are used in a text including figurative (i.e., metaphors, similes, and idioms) and connotative meanings.
ELA-Literacy.7.RWL.k4
Reading Standards for Informational Text
7.RWL.k4 Determine the meaning of words and phrases as they are used in a text including figurative (i.e., metaphors, similes, and idioms) and connotative meanings.
ELA-Literacy.8.RWL.k5
Reading Standards for Informational Text
8.RWL.k5 Determine the meaning of words and phrases as they are used in a text including figurative (i.e., metaphors, similes, and idioms) and connotative meanings.

Standards

RL.6.4 Craft and Structure
RL.6.4 Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone
RL.7.4 Craft and Structure
RL.7.4 Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL.8.4 Craft and Structure
RL.8.4 Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Standard Staircase

Identify the Parts of a Book

By date, when given a familiar book and a verbally prompt (i.e. Teacher says “Where is the Title?”) to identify parts of a book, (name) will correctly point to indicated part of a book (i.e. cover, title, page), with no more than (1) repeated question in (4 out of 5) guided-reading lessons.

Distinguish Text from Illustrations

By (date), after completing a shared reading of an illustrated familiar passage at the student’s independent reading level and given a verbal prompt (e.g. “Point to the words in this story.”, “Point to the pictures in this story.”), (name) will point to (1) piece of text and (1) illustration from the passage, in (4 of 5) narrative reading sessions.

Describe Oneself with a Feeling Word

By (date), after a read aloud of an instructional level story and (1) question by the teacher (e.g. “Sophie was really angry in this story. Can you think about this morning or yesterday and describe how you felt?”), (name) will speak (1) sentence, including (1) feeling word (e.g. happy, sad, angry), for (4 of 5) self-reflections.

Recognize and Track an Object by Name

By (date), after a preview of an object and it’s name from a picture walk of an instructional-level, informational text (e.g. tractor in a book about construction), shown (2) objects (one that represents the previewed object and one that is different), and when prompted by the teacher (“Point to the tractor that looks like the one from the book.”), (name) will point to the object, in (4 of 5) reading sessions.

Recognize a Character's Name from a Story

By (date), when verbally asked to make a selection between (2) familiar stories (e.g. “Let’s read the book about the dog, which book is that?”, “Can you get the book about David to read?”), (name) will point to or pick up the correct text, in (4 out of 5) book selections.

Use Characteristics to Identify Objects

By (date), given (3) objects that are verbally labeled by the teacher and asked to choose which object has a specific physical or performance characteristic, (name) will select the object, for (4 out of 5) object identification activities.

Essential Concepts of Print

By (date), given a preferred book (e.g. hard copy or digital) that is no longer than (5) pages, (name) will independently handle the book (e.g. open it, turn the pages) and observably attend to each page (e.g. eye-gazing, pointing, vocalizing) for at least (3) seconds, for (4 out of 5) preferred books.

Make Requests Using Core Vocabulary Words

By (date), while participating in a classroom activity (e.g. shared reading, snack time, art), (name) will make (1) request to an adult or peer using a core vocabulary word (i.e. words that have a functional and academic purpose) through a preferred mode of communication (e.g. vocally, icons, sign language, eye gaze toward word cards), for (4 out of 5) classroom activities.

Identify the Parts of a Book

By date, when given a familiar book and a verbally prompt (i.e. Teacher says “Where is the Title?”) to identify parts of a book, (name) will correctly point to indicated part of a book (i.e. cover, title, page), with no more than (1) repeated question in (4 out of 5) guided-reading lessons.

Distinguish Text from Illustrations

By (date), after completing a shared reading of an illustrated familiar passage at the student’s independent reading level and given a verbal prompt (e.g. “Point to the words in this story.”, “Point to the pictures in this story.”), (name) will point to (1) piece of text and (1) illustration from the passage, in (4 of 5) narrative reading sessions.

Describe Oneself with a Feeling Word

By (date), after a read aloud of an instructional level story and (1) question by the teacher (e.g. “Sophie was really angry in this story. Can you think about this morning or yesterday and describe how you felt?”), (name) will speak (1) sentence, including (1) feeling word (e.g. happy, sad, angry), for (4 of 5) self-reflections.

Recognize and Track an Object by Name

By (date), after a preview of an object and it’s name from a picture walk of an instructional-level, informational text (e.g. tractor in a book about construction), shown (2) objects (one that represents the previewed object and one that is different), and when prompted by the teacher (“Point to the tractor that looks like the one from the book.”), (name) will point to the object, in (4 of 5) reading sessions.

Recognize a Character's Name from a Story

By (date), when verbally asked to make a selection between (2) familiar stories (e.g. “Let’s read the book about the dog, which book is that?”, “Can you get the book about David to read?”), (name) will point to or pick up the correct text, in (4 out of 5) book selections.

Use Characteristics to Identify Objects

By (date), given (3) objects that are verbally labeled by the teacher and asked to choose which object has a specific physical or performance characteristic, (name) will select the object, for (4 out of 5) object identification activities.

Essential Concepts of Print

By (date), given a preferred book (e.g. hard copy or digital) that is no longer than (5) pages, (name) will independently handle the book (e.g. open it, turn the pages) and observably attend to each page (e.g. eye-gazing, pointing, vocalizing) for at least (3) seconds, for (4 out of 5) preferred books.

Make Requests Using Core Vocabulary Words

By (date), while participating in a classroom activity (e.g. shared reading, snack time, art), (name) will make (1) request to an adult or peer using a core vocabulary word (i.e. words that have a functional and academic purpose) through a preferred mode of communication (e.g. vocally, icons, sign language, eye gaze toward word cards), for (4 out of 5) classroom activities.

Identify the Parts of a Book

By date, when given a familiar book and a verbally prompt (i.e. Teacher says “Where is the Title?”) to identify parts of a book, (name) will correctly point to indicated part of a book (i.e. cover, title, page), with no more than (1) repeated question in (4 out of 5) guided-reading lessons.

Distinguish Text from Illustrations

By (date), after completing a shared reading of an illustrated familiar passage at the student’s independent reading level and given a verbal prompt (e.g. “Point to the words in this story.”, “Point to the pictures in this story.”), (name) will point to (1) piece of text and (1) illustration from the passage, in (4 of 5) narrative reading sessions.

Describe Oneself with a Feeling Word

By (date), after a read aloud of an instructional level story and (1) question by the teacher (e.g. “Sophie was really angry in this story. Can you think about this morning or yesterday and describe how you felt?”), (name) will speak (1) sentence, including (1) feeling word (e.g. happy, sad, angry), for (4 of 5) self-reflections.

Recognize and Track an Object by Name

By (date), after a preview of an object and it’s name from a picture walk of an instructional-level, informational text (e.g. tractor in a book about construction), shown (2) objects (one that represents the previewed object and one that is different), and when prompted by the teacher (“Point to the tractor that looks like the one from the book.”), (name) will point to the object, in (4 of 5) reading sessions.

Recognize a Character's Name from a Story

By (date), when verbally asked to make a selection between (2) familiar stories (e.g. “Let’s read the book about the dog, which book is that?”, “Can you get the book about David to read?”), (name) will point to or pick up the correct text, in (4 out of 5) book selections.

Use Characteristics to Identify Objects

By (date), given (3) objects that are verbally labeled by the teacher and asked to choose which object has a specific physical or performance characteristic, (name) will select the object, for (4 out of 5) object identification activities.

Essential Concepts of Print

By (date), given a preferred book (e.g. hard copy or digital) that is no longer than (5) pages, (name) will independently handle the book (e.g. open it, turn the pages) and observably attend to each page (e.g. eye-gazing, pointing, vocalizing) for at least (3) seconds, for (4 out of 5) preferred books.

Make Requests Using Core Vocabulary Words

By (date), while participating in a classroom activity (e.g. shared reading, snack time, art), (name) will make (1) request to an adult or peer using a core vocabulary word (i.e. words that have a functional and academic purpose) through a preferred mode of communication (e.g. vocally, icons, sign language, eye gaze toward word cards), for (4 out of 5) classroom activities.

Find a Picture that Reflects an Action

By (date), after reading a familiar story with a classmate , given (3) illustration choices , and asked (1) question by the teacher (e.g. “Which of these pictures shows an action from the story you just read.”), (name) will verbally state the illustration (e.g. “Picture A”), for (4 of 5) fiction story reviews.

Use Visual Headings

By (date), after a picture walk of an informational chapter book with an illustrated table of contents and asked to identify (1) chapter (e.g. “We just explored this book about farm animals. Which chapter is about cows?), (name) will select the chapter from (3) choices in the table of contents, in (4 of 5) chapter identifications.

Recognize a Familiar Person

By (date), when presented with (2) images of people, one of whom is familiar and one of whom is a stranger, and asked to identify the familiar person, (name) will identify the familiar person (e.g. by stating, pointing, using eye gaze), in (4 of 5) recognition activities.

Identify Objects by Characteristics

By (date), given a verbal prompt to identify (1) object based on (1) physical characteristic, (name) will select which of (3) of the same objects has the specified characteristic, for (4 out of 5) object selection activities.

Identify a Synonym

By (date), given a written and illustrated word card, and asked to choose which of (3) other written and illustrated word cards has the same meaning as the given word, (name) will select the answer, for (4 out of 5) word comparisons.

Identify Words Associated with Feelings

By (date), when asked to identify which word from a familiar text is associated with a feeling, (name) will choose the answer from (3) written and illustrated word options, for (4 out of 5) vocabulary activities.

Attend to Text Features in a Book

By (date), given a preferred book, (e.g. hard copy or digital) that is no longer than (10) pages, (name) will handle the book (e.g. open it, turn the pages) and independently attend to at least (1) text feature on each page (e.g. words, illustrations) for at least (3) seconds (e.g touching, pointing, eye-gazing, pressing a pre-recorded AAC device), for (8 out of 10) pages or with (80)% accuracy.

Find a Picture that Reflects an Action

By (date), after reading a familiar story with a classmate , given (3) illustration choices , and asked (1) question by the teacher (e.g. “Which of these pictures shows an action from the story you just read.”), (name) will verbally state the illustration (e.g. “Picture A”), for (4 of 5) fiction story reviews.

Use Visual Headings

By (date), after a picture walk of an informational chapter book with an illustrated table of contents and asked to identify (1) chapter (e.g. “We just explored this book about farm animals. Which chapter is about cows?), (name) will select the chapter from (3) choices in the table of contents, in (4 of 5) chapter identifications.

Recognize a Familiar Person

By (date), when presented with (2) images of people, one of whom is familiar and one of whom is a stranger, and asked to identify the familiar person, (name) will identify the familiar person (e.g. by stating, pointing, using eye gaze), in (4 of 5) recognition activities.

Identify Objects by Characteristics

By (date), given a verbal prompt to identify (1) object based on (1) physical characteristic, (name) will select which of (3) of the same objects has the specified characteristic, for (4 out of 5) object selection activities.

Identify Opposites

By (date), when asked if a pair of written and illustrated words are opposites, (name) will state “yes” or “no,” for (4 out of 5) opposites identification activities.

Make a Comparison

By (date), when asked to describe a similarity or difference between (2) items from a familiar text that are within the same category, (name) will answer verbally with (1) or more words, for (4 out of 5) informational comparisons.

Attend to Text Features in a Book

By (date), given a preferred book, (e.g. hard copy or digital) that is no longer than (10) pages, (name) will handle the book (e.g. open it, turn the pages) and independently attend to at least (1) text feature on each page (e.g. words, illustrations) for at least (3) seconds (e.g touching, pointing, eye-gazing, pressing a pre-recorded AAC device), for (8 out of 10) pages or with (80)% accuracy.

Find a Picture that Reflects an Action

By (date), after reading a familiar story with a classmate , given (3) illustration choices , and asked (1) question by the teacher (e.g. “Which of these pictures shows an action from the story you just read.”), (name) will verbally state the illustration (e.g. “Picture A”), for (4 of 5) fiction story reviews.

Use Visual Headings

By (date), after a picture walk of an informational chapter book with an illustrated table of contents and asked to identify (1) chapter (e.g. “We just explored this book about farm animals. Which chapter is about cows?), (name) will select the chapter from (3) choices in the table of contents, in (4 of 5) chapter identifications.

Recognize a Familiar Person

By (date), when presented with (2) images of people, one of whom is familiar and one of whom is a stranger, and asked to identify the familiar person, (name) will identify the familiar person (e.g. by stating, pointing, using eye gaze), in (4 of 5) recognition activities.

Identify Objects by Characteristics

By (date), given a verbal prompt to identify (1) object based on (1) physical characteristic, (name) will select which of (3) of the same objects has the specified characteristic, for (4 out of 5) object selection activities.

Attend to Text Features in a Book

By (date), given a preferred book, (e.g. hard copy or digital) that is no longer than (10) pages, (name) will handle the book (e.g. open it, turn the pages) and independently attend to at least (1) text feature on each page (e.g. words, illustrations) for at least (3) seconds (e.g touching, pointing, eye-gazing, pressing a pre-recorded AAC device), for (8 out of 10) pages or with (80)% accuracy.

Sorts Pictures of Things that are Real or Fictional

By (date), given a set of (10) images (e.g., photographs or illustrations) from two categories (e.g., five images of real animals and five images of fictional animals) and a verbal prompt (e.g. “Which one is real? Which one is not real?”), (student) will sort at least (8) images into the correct group: “real” or “not real” for (4 out of 5) two-category sorting activities.

Determine a Word's Meaning

By (date), when asked to define a specific word in a familiar text, after (1) guiding question from the teacher, (name) will choose the definition from (3) written and/or verbal definition choices, for (3 out of 3) context clue exercises.

Describe the Meaning of Common Idioms

By (date), immediately after watching a video clip of what each idiom looks like in context (e.g. video of a man paying for a car using a bucket of money with the caption "It costs an arm and a leg"), when given (5) common idioms (e.g. costs an arm and a leg, blessing in disguise, feeling blue), (name) will verbally describe the meaning, using no more than (1) verbal prompts (e.g. Teacher says "Remember what it looked like in the video") and verbal choices (e.g. Teacher says "When something costs an arm and a leg, it means it is expensive or cheap?") in (3 of 5) idioms, for (4 of 5) idiom activities.

Identify an Antonym or Synonym Current Goal

By (date), during a read aloud of a familiar text, when verbally prompted by the teacher to identify (1) synonym or (1) antonym of a given word, (name) will select (e.g. point, state, eye gaze) a written and illustrated word choice from (3) options, for (4 out of 5) synonyms or antonyms.

Select Content-Specific Vocabulary

By (date), when given a previously-taught topic (e.g. weather, animal behaviors, money) and a bank of (5) related and unrelated words, (name) will circle the words related to the topic, for (3 out of 3) content-specific vocabulary exercises.

Sorts Pictures of Things that are Real or Fictional

By (date), given a set of (10) images (e.g., photographs or illustrations) from two categories (e.g., five images of real animals and five images of fictional animals) and a verbal prompt (e.g. “Which one is real? Which one is not real?”), (student) will sort at least (8) images into the correct group: “real” or “not real” for (4 out of 5) two-category sorting activities.

Determine a Word's Meaning

By (date), when asked to define a specific word in a familiar text, after (1) guiding question from the teacher, (name) will choose the definition from (3) written and/or verbal definition choices, for (3 out of 3) context clue exercises.

Describe the Meaning of Common Idioms

By (date), immediately after watching a video clip of what each idiom looks like in context (e.g. video of a man paying for a car using a bucket of money with the caption "It costs an arm and a leg"), when given (5) common idioms (e.g. costs an arm and a leg, blessing in disguise, feeling blue), (name) will verbally describe the meaning, using no more than (1) verbal prompts (e.g. Teacher says "Remember what it looked like in the video") and verbal choices (e.g. Teacher says "When something costs an arm and a leg, it means it is expensive or cheap?") in (3 of 5) idioms, for (4 of 5) idiom activities.

Identify an Antonym or Synonym Current Goal

By (date), during a read aloud of a familiar text, when verbally prompted by the teacher to identify (1) synonym or (1) antonym of a given word, (name) will select (e.g. point, state, eye gaze) a written and illustrated word choice from (3) options, for (4 out of 5) synonyms or antonyms.

Select Content-Specific Vocabulary

By (date), when given a previously-taught topic (e.g. weather, animal behaviors, money) and a bank of (5) related and unrelated words, (name) will circle the words related to the topic, for (3 out of 3) content-specific vocabulary exercises.

Sorts Pictures of Things that are Real or Fictional

By (date), given a set of (10) images (e.g., photographs or illustrations) from two categories (e.g., five images of real animals and five images of fictional animals) and a verbal prompt (e.g. “Which one is real? Which one is not real?”), (student) will sort at least (8) images into the correct group: “real” or “not real” for (4 out of 5) two-category sorting activities.

Determine a Word's Meaning

By (date), when asked to define a specific word in a familiar text, after (1) guiding question from the teacher, (name) will choose the definition from (3) written and/or verbal definition choices, for (3 out of 3) context clue exercises.

Describe the Meaning of Common Idioms

By (date), immediately after watching a video clip of what each idiom looks like in context (e.g. video of a man paying for a car using a bucket of money with the caption "It costs an arm and a leg"), when given (5) common idioms (e.g. costs an arm and a leg, blessing in disguise, feeling blue), (name) will verbally describe the meaning, using no more than (1) verbal prompts (e.g. Teacher says "Remember what it looked like in the video") and verbal choices (e.g. Teacher says "When something costs an arm and a leg, it means it is expensive or cheap?") in (3 of 5) idioms, for (4 of 5) idiom activities.

Identify an Antonym or Synonym Current Goal

By (date), during a read aloud of a familiar text, when verbally prompted by the teacher to identify (1) synonym or (1) antonym of a given word, (name) will select (e.g. point, state, eye gaze) a written and illustrated word choice from (3) options, for (4 out of 5) synonyms or antonyms.

Select Content-Specific Vocabulary

By (date), when given a previously-taught topic (e.g. weather, animal behaviors, money) and a bank of (5) related and unrelated words, (name) will circle the words related to the topic, for (3 out of 3) content-specific vocabulary exercises.

Word Choice for Sentence Completion

By (date), when given a (3-5) sentence fill-in-the blank reading passage from a familiar text with picture supports (e.g. adapted text with pictures replacing select words), (name) will correctly select the missing word a choice of (10) words in a word bank to fill in each blank in the passage, within (15) minutes, in (3 out of 4) fill-in-the-blank reading passages.

Sort Objects or Images Based on Two Distinct Categories

By (date), given a set of (10) real objects or images representing two different categories (e.g., food, drinks), and a verbal prompt (e.g., “Which one do we eat? Which one do we drink?”), (student) will sort at least (8) objects/images in (4 out of 5) two-category sorting activities.

Recognize a Synonym

By (date), when given (1) word from a familiar text, after the teacher asks a guiding question, (name) will identify which of (3) word options is a synonym for the given word, for (3 out of 3) synonym activities.

Word Choice for Sentence Completion

By (date), when given a (3-5) sentence fill-in-the blank reading passage from a familiar text with picture supports (e.g. adapted text with pictures replacing select words), (name) will correctly select the missing word a choice of (10) words in a word bank to fill in each blank in the passage, within (15) minutes, in (3 out of 4) fill-in-the-blank reading passages.

Sort Objects or Images Based on Two Distinct Categories

By (date), given a set of (10) real objects or images representing two different categories (e.g., food, drinks), and a verbal prompt (e.g., “Which one do we eat? Which one do we drink?”), (student) will sort at least (8) objects/images in (4 out of 5) two-category sorting activities.

Recognize a Synonym

By (date), when given (1) word from a familiar text, after the teacher asks a guiding question, (name) will identify which of (3) word options is a synonym for the given word, for (3 out of 3) synonym activities.

Word Choice for Sentence Completion

By (date), when given a (3-5) sentence fill-in-the blank reading passage from a familiar text with picture supports (e.g. adapted text with pictures replacing select words), (name) will correctly select the missing word a choice of (10) words in a word bank to fill in each blank in the passage, within (15) minutes, in (3 out of 4) fill-in-the-blank reading passages.

Sort Objects or Images Based on Two Distinct Categories

By (date), given a set of (10) real objects or images representing two different categories (e.g., food, drinks), and a verbal prompt (e.g., “Which one do we eat? Which one do we drink?”), (student) will sort at least (8) objects/images in (4 out of 5) two-category sorting activities.

Recognize a Synonym

By (date), when given (1) word from a familiar text, after the teacher asks a guiding question, (name) will identify which of (3) word options is a synonym for the given word, for (3 out of 3) synonym activities.

Word Choice for Sentence Completion

By (date), when given a (3-5) sentence fill-in-the blank reading passage from a familiar text with picture supports (e.g. adapted text with pictures replacing select words), (name) will correctly select the missing word a choice of (10) words in a word bank to fill in each blank in the passage, within (15) minutes, in (3 out of 4) fill-in-the-blank reading passages.

Sort Objects or Images Based on Two Distinct Categories

By (date), given a set of (10) real objects or images representing two different categories (e.g., food, drinks), and a verbal prompt (e.g., “Which one do we eat? Which one do we drink?”), (student) will sort at least (8) objects/images in (4 out of 5) two-category sorting activities.

Recognize a Synonym

By (date), when given (1) word from a familiar text, after the teacher asks a guiding question, (name) will identify which of (3) word options is a synonym for the given word, for (3 out of 3) synonym activities.

Referenced Strategies

  • Modified Assignment

    Teachers may provide modified assignments when grade-level work is inappropriate for students. Modified assignments assess the same skill(s)...

  • 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 ...

  • 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...

  • Oral Presentation

    Oral presentations provide an alternative to written language. Students may answer questions from a teacher or peer in an interview format, ...

  • 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...