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.
  • By (date), after a picture walk of a preferred 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 work with a classmate to select the chapter from (3) choices in the table of contents, in (4 of 5) chapter identifications.
  • By (date), after a picture walk of an adapted interactive informational electronic text with text-to-speech capabilities and hyperlinked table of contents, and asked to identify (1) chapter (e.g. “We just explored this e-book about farm animals. This is the table of contents. Which chapter is about cows?”), (name) will select the chapter from (2) choices in the table of contents, in (4 of 5) chapter identifications.
  • By (date), after a picture walk of a preferred informational chapter book with an illustrated table of contents and after reading a sentence starter (e.g. “The chapter about cows is chapter ___.”), (name) will select the chapter from (3) choices in the table of contents, in (4 of 5) chapter identifications.
  • 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 (e.g. eye gaze, pointer, switch) the chapter from (3) choices in the table of contents, in (4 of 5) chapter identifications.
  • By (date), after a picture walk of an informational chapter book with an illustrated table of contents, given a fill-in-the blank sentence (e.g. Chapter 2 is about ______.) and an illustrated word bank with (2) choices (e.g. dogs, chickens), (name) will point to the correct topic, in (4 of 5) topic identifications.

UDL-Aligned Strategies About UDL

  • Foster collaboration and communication
    For many students, reading activities that involve partnership with one or more peers can increase engagement. Students may be more attentive to tasks that they share with others, especially if the activities are structured in a game-like activity. The act of locating information in a text using chapter headings lends itself to a scavenger hunt or jigsaw activity. Students can be in same- or mixed-ability partnerships . The teacher may decide to engage the reading partners in a picture walk of the informational text, encouraging students to share with each other what they notice about the text features such as the book title, table of contents, and chapter titles. Then, the teacher may ask each student to work together to determine what certain chapters are about, reinforcing the relationship between chapter titles and the corresponding information. In order to assess each students’ ability to use chapter titles to find information, the teacher can present the task in the form of an investigation (e.g. “Now that we have explored this book together, I am going to see if you can use the clues we found to locate certain information. It is like a scavenger hunt for information! First, Jonah, find the chapter that teaches us about cats. Then, Catherine, find the chapter that teaches us about cows.”).
  • UDL II 5.2 Use multiple tools for construction and composition
    When students are asked to use visual heading labels to locate information in a text, it may be helpful to provide students a finite number of choices to answer a question about chapter topics. Others may benefit from the structure of a fill-in-the blank activity with the support of a word bank. This structure benefits students in multiple ways. Fill in the blank responses scaffold for students complete responses that they may not be ready to generate on their own. Instead of providing a single word answer to a given question, students are required to read, silently or aloud, a complete statement about a topic, completing the statement with the term they select. A word bank with possible response options may support students with word retrieval so they are better able to demonstrate their ability to locate information in a text.
  • UDL I 1.1 Offer ways of customizing the display of information
    When students are asked to use visual headings to locate information in a text, it may be helpful for the teacher to select or create a text that has an illustrated or interactive table of contents. Many online texts include tables of contents that are hyperlinked to particular chapters. Teachers can also create interactive texts that are individualized to students reading levels and interests (e.g. Powerpoint or Pages), which also include an outline mode that functions in the same way as an interactive table of contents. This feature may not only highly engage students, but may help them to better understand the connection between headings (chapter titles) and their corresponding passages. When using an interactive text for this activity, the teacher can preview the features with students, noting in a modified picture walk the title, table of contents and the chapters themselves. Some students may benefit from having the teacher model how to use the links in the interactive table of contents immediately before doing so independently. Another method of adapting a text’s table of contents is to enhance it with illustrations. Some texts for early readers include illustrated tables of contents, but the teacher may also create a modified table of contents with pictures, adding the page to a traditional text. In this case, the teacher may choose to introduce the table of contents, cueing students to the illustrations that correspond with each heading before asking students to locate a chapter on a specific topic.

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DLM Essential Elements

ELA-Literacy.RI.3.5
Craft and Structure
EE.RI.3.5 With guidance and support, use text features including headings and key words to locate information in a text.
ELA-Literacy.RI.4.5
Craft and Structure
EE.RI.4.5 Identify elements that are characteristic of informational texts.
ELA-Literacy.RI.5.5
Craft and Structure
EE.RI.5.5 Determine if a text tells about events, gives directions, or provides information on a topic.

NCSC Core Connectors

ELA-Literacy.3.RI.h3
Reading Standards for Informational Text
3.RI.h3 Use tools (e.g., sidebars, icons, glossary) to locate information relevant to a given topic.
ELA-Literacy.4.RI.j2
Reading Standards for Informational Text
4.RI.j2 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
ELA-Literacy.5.RI.b1
Reading Standards for Informational Text
5.RI.b1 Use signal words as a means of locating information (e.g., knowing that "because" or "as a result of" may help link a cause to a result).

Standards

RI.3.5 Craft and Structure
RI.3.5 Craft and Structure
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RI.4.5 Craft and Structure
RI.4.5 Craft and Structure
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RI.5.5 Craft and Structure
RI.5.5 Craft and Structure
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

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 Current Goal

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 Current Goal

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 Current Goal

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

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

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

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

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

  • Peer Buddies

    A peer buddy is a student or group of students who support a student with a disability to enhance or facilitate positive peer interactions, ...

  • 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...

  • 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 ...

  • Jigsaw

    Jigsaw is a form of cooperative learning where students become “experts” on the content or materials and teach each other the key terminolog...

  • Multiple Choice

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

  • Visual Aids

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

  • Shared Reading

    Shared reading is an interactive reading activity during which the teacher guides a group of students or the whole class through reading a c...

  • Teacher Modeling Academic Task

    Teacher modeling includes explicit instruction on how to complete a task. When tasks are modeled, students learn by multi-sensory observatio...

  • 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...

  • 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...

  • 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 ...

  • Picture Walk

    A picture walk is a pre-reading strategy where the teacher guides students through the pictures in a text. The teacher begins with the cover...