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.
  • By (date), after previewing a story's key vocabulary (e.g., the teacher provides a key word with a short definition, and the student draws an illustration), and a read aloud of a story, (name) will orally recall (2) details from the story by answering prompts from the teacher (e.g., “Was the ball in this story green or blue?”, “Was the main character a boy or a girl?" for (2 out of 3) fictional stories.
  • By (date), after a read aloud of a fictional story, (name) will orally recall (2) details from the story by answering verbal prompts from the teacher (e.g., “Was the ball in this story green or blue?”, “Was the main character a boy or a girl?") for (2 out of 3) fictional stories.
  • By (date), after watching an animation/video of a story in class, and given (2) options of sequences of events in the story, (name) will recall (1) detail from the story by selecting the correct picture sequence for (2 out of 3) fictional stories
  • By (date), after previewing a story's key vocabulary (e.g., the teacher provides the student with a vocabulary word and an illustration), and a read aloud of a story, (name) will respond to (2) prompts from the teacher (e.g., “Was the ball in this story green or blue?”, “Was the main character a boy or a girl?" by pointing to picture choices with hand-over-hand support for (2 out of 3) fictional stories.
  • By (date), after previewing a story's key vocabulary (e.g., the teacher provides the student with a vocabulary word and an illustration), and a read aloud of a story, when asked (2) "yes/no" questions about the text (e.g., "Was the ball blue?" "Was Spot a cat?"), (name) will use assistive technology (e.g., clicker) or nodding/shaking head to respond for (2 out of 3) fictional stories.

UDL-Aligned Strategies About UDL

  • Foster collaboration and communication
    The teacher may use real objects as a form of sensory support in order to enhance the meaning of new vocabulary. Allowing the student to manipulate the objects and becoming familiar with what specific object feels like, smells like, and/or sounds like can reinforce memory of the word associated with the object. The student may respond to teacher prompts by pointing to picture choices that best complete the prompt.
  • UDL II 5.3 Build fluencies with graduated levels of support for practice and performance
    The teacher may implement a choral reading activity for portions of the story. For example, students may re-read out loud as a group only the sentences that are key details from the story. Moreover, the student may produce his/her own illustration by using wiki-stix or clay. When applicable, the student may receive the vocabulary terms in Braille along with tactile pictures. In order to adapt the story for students with hearing impairment, the story may be told in ASL. After reading or signing the story with the student, the teacher may ask him/her to respond to written/signed prompts by completing a poster summary.
  • UDL I 2.3 Support decoding text, mathematical notation, and symbols
    The teacher may read aloud the fictional story in class while the students listen. During the read aloud, the teacher may point out key features of the story by emphasizing the details (e.g., repeating, changing the tone of voice) and pointing to those details on the pictures of the book. This concept may be further explored through a partner reading activity. The teacher assigns a partner to work with, and instead of reading through the sentences, the student will be asked to tell the story to his/her partner by simply interpreting what is on the pictures or illustrations of the story. Additionally the student may use pictures to respond to teacher prompts. This activity may be made more challenging by providing the student with more than one picture option from which he/she must choose.

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DLM Essential Elements

ELA-Literacy.RL.K.2
Key Ideas and Details
EE.RL.K.2 With guidance and support, identify major events in familiar stories.
ELA-Literacy.RL.1.2
Key Ideas and Details
EE.RL.1.2 With guidance and support, recount major events in familiar stories.
ELA-Literacy.RL.2.2
Key Ideas and Details
EE.RL.2.2 Using details from the text, recount events from familiar stories from diverse cultures.

NCSC Core Connectors

ELA-Literacy.K.HD.d2
Reading Standards for Literature
K.HD.d2 With prompting and support, retell a favorite story, including key details.
ELA-Literacy.1.HD.d4
Reading Standards for Literature
1.HD.d4 Retell a favorite text, including key details.
ELA-Literacy.2.RL.e1
Reading Standards for Literature
2.RL.e1 Use details to recount stories, including fables and folktales from diverse cultures.

Standards

RL.K.2 Key Ideas and Details
RL.K.2 Key Ideas and Details
With prompting and support, retell familiar stories, including key details.
RL.1.2 Key Ideas and Details
RL.1.2 Key Ideas and Details
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.2.2 Key Ideas and Details
RL.2.2 Key Ideas and Details
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Standard Staircase

Answer Questions About a Text Using Picture Choices Current Goal

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 Current Goal

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 Current Goal

By (date), given a read aloud of an illustrated story and (2) text-based questions (e.g., “Was the ball in this story green or blue?”, “Was the main character a boy or a girl?"), (name) will point to the pictures and orally answer with (1) word for (2 out of 3) fictional stories.

Sequence Events In A Story

By (date), after a read aloud of a familiar story, when given a series of (3) picture cards that represent the events in the story and a verbal prompt to sequence the cards (e.g. Teacher asks "What happened first?"), (name) will place the cards in the correct story order in (2 out of 3) sequencing activities.

Match Image/Object to Key Detail

By (date), after listening to a teacher read a familiar illustrated text on the student’s independent level, given (4) illustration choices (one of which represents a detail from the text), and verbally prompted by the teacher (e.g. “Point to the picture that shows something we read about in the text.”), (name) will point to the correct illustration, in (4 of 5) informational reading sessions.

Identify a Character in a Familiar Story

By (date), after reading an illustrated familiar story, shown an illustration of a given character, and asked to identify the given character (e.g. “Point to Swimmy in the story.”), (name) will find and point to the character in the story, in (4 of 5) reading sessions.

Identify Person from Familiar Text

By (date), after reading a nonfiction text with the teacher, listening to the teacher model (1) question and answer (e.g. “Who is the postal carrier? The postal carrier is the person who delivers mail to people’s homes.”), and when asked (1) question about a person, object, or place from the text, (name) will verbally answer the question, for (4 of 5) nonfiction reading sessions.

Recognize Elements from a Familiar Story

By (date), after listening to a read aloud of a familiar text and given (1) verbal question about a story element (e.g. “Who is Spot?”, “Where is Spot’s ball?”), (name) will point to the text illustration that matches the given story element, for (4 out of 5) story element recognition exercises.

Attend to Specific Illustrations in a Book

By (date), during a shared reading of a familiar text, and when given a verbal prompt paired with a visual cue to look at a specific illustration (e.g. teacher points to illustration and says, "Look at the _____."), (name) will locate and attend to the illustration for at least (3) seconds (e.g. turn body or head toward the illustration, point to, eye-gaze), for (4 out of 5) illustrations.

Understands Stories Read in Class

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

Answer Questions Based on a Text

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

Identify Details from a Familiar Text

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

Identify the Main Setting of a Familiar Text

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

Identify a Main Idea that is Explicitly Stated

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

Identify the Narrator of a Familiar Story

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

Identify the Main Character

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

Identify Events in a Familiar Text

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

Identify Key Details from a Text

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

Understands Stories Read in Class

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

Answer Questions Based on a Text

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

Identify Details from a Familiar Text

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

Identify the Main Setting of a Familiar Text

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

Identify a Main Idea that is Explicitly Stated

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

Identify the Narrator of a Familiar Story

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

Identify the Main Character

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

Identify Events in a Familiar Text

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

Identify Key Details from a Text

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

Understands Stories Read in Class

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

Answer Questions Based on a Text

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

Identify Details from a Familiar Text

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

Identify the Main Setting of a Familiar Text

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

Identify a Main Idea that is Explicitly Stated

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

Identify the Narrator of a Familiar Story

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

Identify the Main Character

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

  • Visual Cueing

    Visual Cueing is a nonverbal communication tool that conveys messages to an audience through body movements, hand gestures, facial expressio...

  • 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 ...

  • Choral Reading

    Choral reading is when a teacher models fluently reading a short text as students follow along with eyes or fingers (e.g. text is either pr...

  • Picture Sequencing

    Picture sequencing is a technique that can be used with students for narrating, retelling and creating stories as well as sequencing events ...

  • Realia

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

  • Illustration

    As an alternative to written or verbal language, students are given the option of producing image-based class work, projects or tests. Commo...

  • Modeling Behaviors

    Modeling behaviors is specific direct instruction of behaviors that students need to learn. Modeling behaviors can be for behavior in the c...

  • Sensory Supports

    Sensory supports are strategies for helping students who struggle with arousal state regulation or other problems in sensory processing to g...

  • Read Aloud

    Read Aloud refers to presenting written text in an auditory format. The teacher can read aloud to the class or students can take turns readi...

  • Picture Choices

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

  • Poster Summary

    A Poster Summary is used to visually represent or summarize information learned from a text. Posters can be pictures, pictures with words an...

  • Partner Reading

    Rather than reading independently, students can be divided into pairs or small groups and read the text aloud together or take turns reading...

  • Animations

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

  • Preteaching

    Preteaching is the teaching of vocabulary, language or content knowledge to students in preparation of an academic activity. Preteaching as ...

  • Literacy Manipulatives

    Literacy manipulatives are physical objects that aid understanding of concepts or processes by allowing students to physically demonstrate a...

  • 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...