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.
  • By (date), after a reader's theater of a preferred 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.
  • By (date), after listening to a read aloud of a familiar story in class, (name) will demonstrate understanding of the story by orally completing (2) sentence starters (e.g. "The main character of the story is_______ and ________,") given by the teacher for (2 out of 3) stories.
  • By (date), after viewing a closed- captioned animation or video of a familiar story, (name) will demonstrate understanding of the story by completing in writing (2) sentence starters (e.g. "The main character of the story is_______ and ________,") given by the teacher for (2 out of 3) stories.
  • By (date), after a reader's theater of a story in class, (name) will demonstrate understanding of the story by selecting (2) picture choices with hand-over-hand support, that complete (2) sentence starters (e.g. "The main character of the story is_______ and ________,") given by the teacher for (2 out of 3) stories.
  • By (date), after a reader's theater of a story in class, (name) will demonstrate understanding of the story by selecting from a word bank and completing in writing (2) sentence starters (e.g. "The main character of the story is_______ and ________,") given by the teacher for (2 out of 3) stories.

UDL-Aligned Strategies About UDL

  • Vary demands and resources to optimize challenge
    The teacher should allow the student to become familiar with the story that he/she will be dramatizing. Reading the the story multiple times, watching a video or even coming up with a song, will help the student perform his/her role in the play, thus showing comprehension and understanding of the story.
  • UDL II 5.1 Use multiple media for communication
    A reader's theater is an alternative method for imparting information to the student. This strategy builds up many other skills, such as cooperative work, memorization, class engagement, oral skills, reading skills, and reading comprehension in addition to giving the students the opportunity for movement in class, to be creative and have fun while learning. A reader's theater is also a great opportunity to make the use of realia in the classroom to introduce vocabulary and concepts with real, tangible objects.
  • UDL I 1.1 Offer ways of customizing the display of information
    The teacher may assign the roles on the play in different formats (e.g, written script, enlarged font, audio book, video, braille, text-to-speech software, etc.), allowing all learners the opportunity to participate.

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DLM Essential Elements

ELA-Literacy.RL.3.1
Key Ideas and Details
EE.RL.3.1 Answer who and what questions to demonstrate understanding of details in a text.
ELA-Literacy.RI.3.1
Key Ideas and Details
EE.RI.3.1 Answer who and what questions to demonstrate understanding of details in a text.
ELA-Literacy.RL.4.1
Key Ideas and Details
EE.RL.4.1 Use details from the text to recount what the text says.
ELA-Literacy.RI.4.1
Key Ideas and Details
EE.RI.4.1 Identify explicit details in an informational text.
ELA-Literacy.RL.5.1
Key Ideas and Details
EE.RL.5.1 Identify words in the text to answer a question about explicit information.
ELA-Literacy.RI.5.1
Key Ideas and Details
EE.RI.5.1 Identify words in the text to answer a question about explicit information.

NCSC Core Connectors

ELA-Literacy.3.RL.h1
Reading Standards for Literature
3.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.4.RL.i1
Reading Standards for Literature
4.RL.i1 Refer to details and examples in a text when explaining what the text says explicitly.
ELA-Literacy.5.RL.b1
Reading Standards for Literature
5.RL.b1 Refer to details and examples in a text when explaining what the text says explicitly.

Standards

RL.3.1 Key Ideas and Details
RL.3.1 Key Ideas and Details
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.4.1 Key Ideas and Details
RL.4.1 Key Ideas and Details
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.1 Key Ideas and Details
RL.5.1 Key Ideas and Details
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.3.1 Key Ideas and Details
RI.3.1 Key Ideas and Details
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.5.1 Key Ideas and Details
RI.5.1 Key Ideas and Details
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.1 Key Ideas and Details
RI.4.1 Key Ideas and Details
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from 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 Current Goal

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

Answer Questions Based on a Text

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

Identify Details from a Familiar Text

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

Identify the Main Setting of a Familiar Text

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

Identify a Main Idea that is Explicitly Stated

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

Identify the Narrator of a Familiar Story

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

Identify the Main Character

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

Identify Events in a Familiar Text

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

Identify Key Details from a Text

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

Understands Stories Read in Class Current Goal

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

Answer Questions Based on a Text

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

Identify Details from a Familiar Text

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

Identify the Main Setting of a Familiar Text

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

Identify a Main Idea that is Explicitly Stated

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

Identify the Narrator of a Familiar Story

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

Identify the Main Character

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

Identify Events in a Familiar Text

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

Identify Key Details from a Text

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

Understands Stories Read in Class Current Goal

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

Answer Questions Based on a Text

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

Identify Details from a Familiar Text

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

Identify the Main Setting of a Familiar Text

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

Identify a Main Idea that is Explicitly Stated

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

Identify the Narrator of a Familiar Story

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

Identify the Main Character

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

Identify Events in a Familiar Text

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

Identify Key Details from a Text

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

Summarize a Fictional Story

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

Identify Evidence for a Text's Claim

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

Select Details to Support an Idea

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

Identify a Story's Theme

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

Sequence Events in Narrative Text

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

Select the Most Relevant Detail

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

Identify a Supporting Detail

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

Summarize a Fictional Story

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

Identify Evidence for a Text's Claim

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

Select Details to Support an Idea

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

Identify a Story's Theme

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

Sequence Events in Narrative Text

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

Select the Most Relevant Detail

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

Identify a Supporting Detail

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

Summarize a Fictional Story

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

Identify Evidence for a Text's Claim

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

Select Details to Support an Idea

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

Identify a Story's Theme

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

Sequence Events in Narrative Text

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

Select the Most Relevant Detail

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

Identify a Supporting Detail

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

Recount Details From Stories

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

Determine Sequence of Events

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

Select Relevant Details

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

Identify an Author's Claim

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

Summarize an Informational Text

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

Identify the Views of Others

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

Identify a Character’s Feelings

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

Recount Details From Stories

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

Determine Sequence of Events

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

Select Relevant Details

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

Identify an Author's Claim

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

Summarize an Informational Text

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

Identify the Views of Others

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

Identify a Character’s Feelings

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

Recount Details From Stories

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

Determine Sequence of Events

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

Select Relevant Details

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

Identify an Author's Claim

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

Summarize an Informational Text

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

Identify the Views of Others

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

Identify a Character’s Feelings

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

Recount Details From Stories

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

Determine Sequence of Events

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

Select Relevant Details

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

Identify an Author's Claim

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

Summarize an Informational Text

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

Identify the Views of Others

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

Identify a Character’s Feelings

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

Referenced Strategies

  • Songs, Raps and Chants

    Songs, raps and chants provide a fun and engaging method of teaching content to children while building oral language. Songs, raps and chant...

  • Role Play and Dramatization

    Role play is a method in which students may assume the role of a person or character and act out scenarios. Role play may be applied in diff...

  • 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...

  • Realia

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

  • 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...

  • Modified Text

    Modified Texts are grade level reading passages that have been simplified both in language, length, and complexity to meet the instructional...

  • Picture Choices

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

  • Video

    Using video in the classroom brings a non-print, audio-visual-accessible form of content to students. Video can enhance content and concepts...

  • Word Bank

    A word bank is a list of words that is created by the teacher or student that relates to the core content and academic material the student ...

  • 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...

  • Sentence Starters

    A sentence starter provides a frame for students to express their thoughts in writing or speaking. It can be used to assist students to focu...

  • Animations

    Animations can help visually explain concepts that a static illustration or text description might not capture. Animations can also be repla...

  • Reader's Theater

    Reader’s Theater is when students read aloud from a script adapted from literature without requiring a set, props, or memorized lines. Stude...