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.
  • By (date), after listening to a preferred , 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.
  • 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 enlarged labeled illustration that reflects the main setting of the story, for (4 of 5) fictional story setting discussions.
  • By (date), after doing a shared reading of a familiar instructional level story and discussing the text’s setting with a small group via a personal FM device, (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.
  • 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.
  • By (date), after listening to a familiar instructional level story read aloud , discussing the text’s setting with a small group, and reminded of a previously introduced anchor chart on setting , (name) will select (e.g. verbal, point, eye-gaze) from (2) choices the labeled illustration that reflects the main setting of the story, for (4 of 5) fictional story setting discussions.

UDL-Aligned Strategies About UDL

  • Optimize individual choice and autonomy
    Engagement: Preferred topic or text - Utilizing a text on a preferred topic or selecting a familiar text 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. For this activity, the task centers around the main setting of the story. In this case, the teacher may choose a story that has a setting similar to one students enjoy in real life (e.g. the beach, a baseball game). Alternatively, the teacher may give the student a menu of texts from which to choose for the reading activity, some of which have settings the teacher knows may be of interest to the students. Another option is that the teacher may select for or allow the student to choose a passage from a familiar text, as students may be better able to identify and recall the story’s setting, having already done the work of “getting to know” a text for the first time during a previous reading.
  • UDL II 5.3 Build fluencies with graduated levels of support for practice and performance
    In this task, where students are asked to select responses from a menu of setting choices , it may be helpful to adjust the number of options provided, or to structure the task in the form of a yes or no question (e.g. “Does this show the setting for most of the story?”). The student may then choose a preferred method of response such as pointing to the correct answer, nodding yes or no, or providing a verbal response. The multiple options can be modified in their form (e.g. high-contrast or embossed illustrations, presented via interactive tablet or smart-board) as well as layout (e.g. horizontal or vertical choices, narrated choices).
  • 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, for a read aloud the teacher may use a familiar instructional level story that has been shortened or simplified to match students’ reading levels and thresholds for attention, a text with enlarged or enhanced illustrations, or a text presented in a multi-media format. For this activity, it will be important for students to hear the text as well as see illustrations that represent the setting. For a shared reading , the teacher may choose to use a story with enlarged font so all students can follow along. Using adapted text enables students to focus more on text meaning and on the elements the teacher wants to emphasize. Specifically, students will be better able to pay attention to a story’s main setting and the components that make up that setting.

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DLM Essential Elements

ELA-Literacy.RL.3.2
Key Ideas and Details
EE.RL.3.2 Associate details with events in stories from diverse cultures.
ELA-Literacy.RL.4.2
Key Ideas and Details
EE.RL.4.2 Identify the theme or central idea of a familiar story, drama or poem.
ELA-Literacy.RL.5.2
Key Ideas and Details
EE.RL.5.2 Identify the central idea or theme of a story, drama or poem.

NCSC Core Connectors

ELA-Literacy.3.RL.i1
Reading Standards for Literature
3.RL.i1 Identify the central message (theme), lesson, or moral within a story, folktale, or fable from diverse cultures.
ELA-Literacy.4.RL.k2
Reading Standards for Literature
4.RL.k2 Determine the theme of a story, drama, or poem; refer to text to support answer.
ELA-Literacy.5.RL.c3
Reading Standards for Literature
5.RL.c3 Determine the theme of a story, drama, or poem including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic.

Standards

RL.3.2 Key Ideas and Details
RL.3.2 Key Ideas and Details
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL.4.2 Key Ideas and Details
RL.4.2 Key Ideas and Details
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.5.2 Key Ideas and Details
RL.5.2 Key Ideas and Details
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

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 Current Goal

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 Current Goal

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 Current Goal

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

  • Vocabulary Preview

    Vocabulary preview is a strategy of introducing new and unfamiliar words to students prior to reading or writing. Vocabulary previews may in...

  • 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 Choice

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

  • 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...

  • 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...

  • Anchor Charts

    Anchor charts are a specific type of reference material created by the teacher and students during a lesson and are hung on the walls of the...

  • Guided Peer Discussions

    Guided Peer Discussions are discussions between students where the teacher provides scaffolding and specific tools to facilitate the discuss...