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.
  • By (date), when asked to identify the main character from a preferred, familiar story, (name) will select the main character from (3) written and illustrated options, for (2 out of 3) character identification activities.
  • By (date), when asked to identify the main character from a familiar story, (name) will select the main character from (3) enlarged, written and illustrated options that are read aloud by the teacher, for (2 out of 3) character identification activities.
  • By (date), using a hearing support, 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. *Example hearing supports:*
    FM unit
    preferential seating
    voice-to-text communication
  • 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 (e.g. using a head switch, answering verbally), for (2 out of 3) character identification activities.
  • 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 (e.g. using a communication device, pointing/gesturing to the answer), for (2 out of 3) character identification activities.

UDL-Aligned Strategies About UDL

  • Optimize individual choice and autonomy
    Allow students to choose a preferred story to meet this character identification goal: they will feel a sense of ownership over the assignment and will be more likely to persevere to completion. For example, the teacher can provide three story options that have been observed to be a student’s favorite during academic tasks or free reading time. Then, those stories can be presented to the student, and he or she can choose which of the three is his or her *most* preferred.
  • UDL II 4.1 Vary the methods for response and navigation
    How a student selects the answer depends on what type of support he or she requires. For a student who needs physical adaptations, he or she can identify the main character by using a head switch or even verbally making his or her selection. If a student requires expressive supports, he or she can point or gesture towards the name and/or an illustration of the character. Another way is to use an eye gaze board; the teacher can place options on the board and then ask the student to look in the direction of the main character.
  • UDL I 1.1 Offer ways of customizing the display of information
    When a student who requires visual support is asked to identify an answer from a bank of written and illustrated options, it is important to make the options visually accessible. One way the teacher can do this is to enlarge both the character’s name and accompanying illustration. For example, if a teacher uses the story Leo the Late Bloomer by Robert Kraus, the (3) character options can be Mickey Mouse, Leo, and a baby. The teacher can enlarge the name of each character and also each associated illustration that the teacher can find online, from the story itself, or even that he or she draws. Using bright, contrasting colors and bold outlining can also help make the illustrations more visually accessible.

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DLM Essential Elements

ELA-Literacy.RL.3.3
Key Ideas and Details
EE.RL.3.3 Identify the feelings of characters in a story.
ELA-Literacy.RL.4.3
Key Ideas and Details
EE.RL.4.3 Use details from the text to describe characters in the story.
ELA-Literacy.RL.5.3
Key Ideas and Details
EE.RL.5.3 Compare two characters in a familiar story.

NCSC Core Connectors

ELA-Literacy.3.RL.l1
Reading Standards for Literature
3.RL.l1 Describe a character's traits in a story using details from the text and illustrations.
ELA-Literacy.4.RL.h1
Reading Standards for Literature
4.RL.h1 Answer questions related to the relationship between characters, setting, events, or conflicts (e.g., characters and events, characters and conflicts, setting and conflicts).
ELA-Literacy.5.RL.d1
Reading Standards for Literature
5.RL.d1 Compare characters, settings, events within a story; provide or identify specific details in the text to support the comparison.

Standards

RL.3.3 Key Ideas and Details
RL.3.3 Key Ideas and Details
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
RL.4.3 Key Ideas and Details
RL.4.3 Key Ideas and Details
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
RL.5.3 Key Ideas and Details
RL.5.3 Key Ideas and Details
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

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

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

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

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 Current Goal

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 Current Goal

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 Current Goal

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

  • 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...

  • Multiple Representations

    Multiple representations allow students to see the same mathematical expression or mathematical relationship presented in more than one form...

  • Multiple Choice

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

  • 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...

  • Adaptive Switches

    Adaptive Switches are access devices that enable people with significant motor limitations to use technology or operate other electronic dev...

  • 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...