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.
  • By (date), given a set of (6) highly preferred objects or images belonging to two different categories (e.g., food, drinks), and a verbal and visual prompt (e.g., “Which one do we eat? Which one do we drink?” with a visual of same picture to match), (student) will sort at least (4) pictures/objects in (4 of 5) two-category sorting activities.
  • By (date), given a set of (10) objects or images with auditory scanning 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 correctly identify the category of at least (8) objects/images with his preferred mode of communication in (4 out of 5) two-category sorting activities.
  • By (date), given a set of (10) objects or images to two different categories (e.g., food, drinks), and a verbal and visual prompt (e.g., “Which one do we eat? Which one do we drink?”) and picture of same object to match, (student) will sort at least (8) pictures/objects in (4 of 5) two-category sorting activities.
  • By (date), given a set of (10) objects or images belonging to two different categories (e.g., food, drinks), (student) will sort at least (8) objects into two respective categories (e.g., pointing to, reaching for, eye gazing), and select the correct picture/object when given the verbal prompt(s): “Which one is a food?” or “Which one is a drink?”, in (4 of 5) two-category sorting activities.
  • By (date), given a set of (10) objects or images belonging to two different categories (e.g. food, drinks), and a verbal and visual prompt (e.g., “Which one do we eat? Which one do we drink?” with same visual, (student) will sort pictures/objects using low or high tech AAC as needed, in (4 of 5) two-category sorting activities.

UDL-Aligned Strategies About UDL

  • Foster collaboration and communication
    For your student with a physical impairment, foster collaboration and communication with social supports when practicing categorization. Mentoring through peers has benefits such as increased support, sustained engagement, and improved ability to work with others. For example, on a classroom unit in geometry class, have a peer support your student in completing a T-graph sorting images of real life objects that are sphere-shaped versus cylinder-shaped. A peer and your student can take turns pasting images that fall into respective categories. This will provide your student with a model to learn correct sorting while also giving him a break in between turns. Additionally, the peer can provide light support at the wrist or elbows if your student has challenges with the physical aspect of sorting.
  • UDL II 6.3 Facilitate managing information and resources
    For students with attention deficits, having organizational aids such as a graphic organizer can be especially useful in sorting activities because they provide visual and physical boundaries for sorting. Provide your student with a partially-completed T-Graph with the two category labels with pictures and one example for each category with with a picture underneath (e.g., food--apple, drink--milk). As an additional adaptation for students with attention deficits and severe cognitive delay, color code each category column (e.g., food--green, drink--red) and provide images to sort in their respective category's color (e.g., food--apple--green, drink--milk--red). This will allow students to begin the activity by sorting by color and can eventually be scaffolded by removing the color coding supports.
  • UDL I 3.2 Highlight patterns, critical features, big ideas, and relationships
    A great way to make information accessible is to provide explicit cues or prompts that assist your student in attending to specific features. Concept mapping is one such strategy that can be used when teaching categorization as it visually represents knowledge around a key concept (e.g., foods we eat at an Italian restaurant). For your student with a vision impairment, use a device that will allow for auditory scanning (e.g., GoTalk 9) by creating an overlay that includes the central theme and key vocabulary that fits within that category. Include pictures and their respective labels for students.

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DLM Essential Elements

ELA-Literacy.RL.9-10.6
Craft and Structure
EE.RL.9-10.6 Determine a point of view or cultural experience in a work of literature from outside the United States and compare it with own point of view or experience.
ELA-Literacy.RL.11-12.6
Craft and Structure
EE.RL.11-12.6 Determine the point of view when there is a difference between the author’s actual language and intended meaning.

NCSC Core Connectors

ELA-Literacy.910.RL.e1
Reading Standards for Literature
910.RL.e1 Compare and contrast works from different cultures with a common theme.
ELA-Literacy.1112.RL.d3
Reading Standards for Literature
1112.RL.d3 Differentiate from what is directly stated in a text from what is meant.

Standards

RL.9-10.6 Craft and Structure
RL.9-10.6 Craft and Structure
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
RL.11-12.6 Craft and Structure
RL.11-12.6 Craft and Structure
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

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

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

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

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 Current Goal

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 Current Goal

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 Current Goal

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 Current Goal

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

  • 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 ...

  • Realia

    Realia is incorporating real life representations such as objects into the classroom and learning environment to enhance the student's knowl...

  • Visual Aids

    Visual aids involve adding pictures and images to support learning. In math, this includes adding pictures to make word problems more concre...

  • Social Supports

    Social supports enhance students' skills in building relationships, responding to social cues and learning appropriate behaviors. For exampl...

  • Graphic Organizers

    Graphic Organizers are visual representations of text. They can be used to organize facts and/or specific features of fiction or non-fiction...

  • Labeled Diagram

    A labeled diagram is a drawing, chart or graph that is used to visualize a concept. Labeled diagrams can be used in math, science and langua...

  • Concept Mapping

    Concept mapping is a way of visually organizing and representing knowledge around a key term or concept. Concept mapping is a teaching tool ...

  • Choice Boards

    Choice Boards display images or icons of available options from which students can use to communicate their wants and needs with others. Whe...