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.
  • 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, using a timer to complete the task with (15) minutes, in (3 out of 4) fill-in-the-blank reading passages.
  • By (date), when given a (3-5) sentence fill-in-the blank reading passage from a familiar text with enlarged, contrasted text and 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, using verbal cues (e.g. Teacher reads aloud each word choice in the bank]], in (3 out of 4) fill-in-the-blank reading passages.
  • 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.
  • 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.
  • 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, using verbal cues (e.g. Teacher reads aloud each word choice in the bank]], within (15) minutes, in (3 out of 4) fill-in-the-blank reading passages.

UDL-Aligned Strategies About UDL

  • Vary demands and resources to optimize challenge
    All learners can engage in work and be challenged in different ways. It is important to provide rigor for our students with scaffolded supports based on their individual needs, weaknesses and strengths. Use of sensory tools, task boards, schedules and multiple modalities of interaction can help students engage, stay motivated and continue to develop skills. For example, a student with attention deficits will benefit from given assignments which are broken into shorter tasks, so that the student can attend to the task based on his/her baseline attention span. If the student can only attend for 5 minutes, then a reading passage can be shortened or broken into parts so that the student works on it in increments of 5 minutes.
  • UDL II 4.1 Vary the methods for response and navigation
    The teacher vary the methods for response by teaching the student alternative ways to respond. For example, the teacher can teach the student to use adapted software (e.g. Clicker 6 on a touch-screen computer to complete a fill-in-the-blank reading passage. The same skill is being assessed, but rather than reading a hard copy passage, the student reads an interactive passage with pictures and photos on a preferred topic, so that the entire activity is tailored to the student's specific skill level and interests.
  • UDL I 2.5 Illustrate through multiple media
    Students with more severe cognitive disabilities will require text, words and information presented in a method that is more accessible and interactive. Providing alternatives to how new concepts, words and skills are presented can make information in text and development of new skills more comprehensible for all learners. Students will benefit from illustrations, interactive graphics, hands on activities and simulations. For example, students can use adapted software, such as Clicker 6 to fill-in-the-blanks in a reading passage, where visual and auditory feedback are built into the program.

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DLM Essential Elements

ELA-Literacy.W.11-12.2
Text Types and Purposes
EE.W.11-12.2 Write to share information supported by details. a. Introduce a topic clearly and write an informative or explanatory text that conveys ideas, concepts, and information including visual, tactual, or multimedia information as appropriate. b. Develop the topic with relevant facts, details, or quotes. c. Use complete, simple sentences, as well as compound and other complex sentences as appropriate. d. Use domain specific vocabulary when writing claims related to a topic of study or text. e. Not applicable f. Provide a closing or concluding statement.
ELA-Literacy.RL.11-12.4
Craft and Structure
EE.RL.11-12.4 Determine how words or phrases in a text, including words with multiple meanings and figurative language, impact the meaning.
ELA-Literacy.RL.9-10.4
Craft and Structure
EE.RL.9-10.4 Determine the meaning of words and phrases as they are used in a text, including idioms, analogies, and figures of speech.
ELA-Literacy.W.9-10.2
Text Types and Purposes
EE.W.9-10.2 Write to share information supported by details. a. Introduce a topic clearly and use a clear organization to write about it including visual, tactual, or multimedia information as appropriate. b. Develop the topic with facts or details. c. Use complete, simple sentences as appropriate. d. Use domain specific vocabulary when writing claims related to a topic of study or text. e. Not applicable f. Providing a closing or concluding statement.

NCSC Core Connectors

ELA-Literacy.910.RWL.d3
Reading Standards for Informational Text
910.RWL.d3 Determine the meaning of words and phrases as they are used in a text including figurative (i.e., metaphors, similes, and idioms) and connotative meanings.
ELA-Literacy.1112.RWL.d3
Reading Standards for Informational Text
1112.RWL.d3 Determine the meaning of words and phrases as they are used in a text including figurative (i.e., metaphors, similes, and idioms) and connotative meanings.
ELA-Literacy.1112.WI.d1
Writing Standards
1112.WI.d1 Use precise language, domain-specific vocabulary to manage the complexity of the topic.

Standards

RL.9-10.4 Craft and Structure
RL.9-10.4 Craft and Structure
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.11-12.4 Craft and Structure
RL.11-12.4 Craft and Structure
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
W.9-10.2 Text Types and Purposes
W.9-10.2 Text Types and Purposes
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  1. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  3. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  4. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
  5. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  6. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
W.11-12.2 Text Types and Purposes
W.11-12.2 Text Types and Purposes
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  1. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  3. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  4. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
  5. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  6. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Standard Staircase

Identify the Parts of a Book

By date, when given a familiar book and a verbally prompt (i.e. Teacher says “Where is the Title?”) to identify parts of a book, (name) will correctly point to indicated part of a book (i.e. cover, title, page), with no more than (1) repeated question in (4 out of 5) guided-reading lessons.

Distinguish Text from Illustrations

By (date), after completing a shared reading of an illustrated familiar passage at the student’s independent reading level and given a verbal prompt (e.g. “Point to the words in this story.”, “Point to the pictures in this story.”), (name) will point to (1) piece of text and (1) illustration from the passage, in (4 of 5) narrative reading sessions.

Describe Oneself with a Feeling Word

By (date), after a read aloud of an instructional level story and (1) question by the teacher (e.g. “Sophie was really angry in this story. Can you think about this morning or yesterday and describe how you felt?”), (name) will speak (1) sentence, including (1) feeling word (e.g. happy, sad, angry), for (4 of 5) self-reflections.

Recognize and Track an Object by Name

By (date), after a preview of an object and it’s name from a picture walk of an instructional-level, informational text (e.g. tractor in a book about construction), shown (2) objects (one that represents the previewed object and one that is different), and when prompted by the teacher (“Point to the tractor that looks like the one from the book.”), (name) will point to the object, in (4 of 5) reading sessions.

Recognize a Character's Name from a Story

By (date), when verbally asked to make a selection between (2) familiar stories (e.g. “Let’s read the book about the dog, which book is that?”, “Can you get the book about David to read?”), (name) will point to or pick up the correct text, in (4 out of 5) book selections.

Use Characteristics to Identify Objects

By (date), given (3) objects that are verbally labeled by the teacher and asked to choose which object has a specific physical or performance characteristic, (name) will select the object, for (4 out of 5) object identification activities.

Essential Concepts of Print

By (date), given a preferred book (e.g. hard copy or digital) that is no longer than (5) pages, (name) will independently handle the book (e.g. open it, turn the pages) and observably attend to each page (e.g. eye-gazing, pointing, vocalizing) for at least (3) seconds, for (4 out of 5) preferred books.

Make Requests Using Core Vocabulary Words

By (date), while participating in a classroom activity (e.g. shared reading, snack time, art), (name) will make (1) request to an adult or peer using a core vocabulary word (i.e. words that have a functional and academic purpose) through a preferred mode of communication (e.g. vocally, icons, sign language, eye gaze toward word cards), for (4 out of 5) classroom activities.

Identify the Parts of a Book

By date, when given a familiar book and a verbally prompt (i.e. Teacher says “Where is the Title?”) to identify parts of a book, (name) will correctly point to indicated part of a book (i.e. cover, title, page), with no more than (1) repeated question in (4 out of 5) guided-reading lessons.

Distinguish Text from Illustrations

By (date), after completing a shared reading of an illustrated familiar passage at the student’s independent reading level and given a verbal prompt (e.g. “Point to the words in this story.”, “Point to the pictures in this story.”), (name) will point to (1) piece of text and (1) illustration from the passage, in (4 of 5) narrative reading sessions.

Describe Oneself with a Feeling Word

By (date), after a read aloud of an instructional level story and (1) question by the teacher (e.g. “Sophie was really angry in this story. Can you think about this morning or yesterday and describe how you felt?”), (name) will speak (1) sentence, including (1) feeling word (e.g. happy, sad, angry), for (4 of 5) self-reflections.

Recognize and Track an Object by Name

By (date), after a preview of an object and it’s name from a picture walk of an instructional-level, informational text (e.g. tractor in a book about construction), shown (2) objects (one that represents the previewed object and one that is different), and when prompted by the teacher (“Point to the tractor that looks like the one from the book.”), (name) will point to the object, in (4 of 5) reading sessions.

Recognize a Character's Name from a Story

By (date), when verbally asked to make a selection between (2) familiar stories (e.g. “Let’s read the book about the dog, which book is that?”, “Can you get the book about David to read?”), (name) will point to or pick up the correct text, in (4 out of 5) book selections.

Use Characteristics to Identify Objects

By (date), given (3) objects that are verbally labeled by the teacher and asked to choose which object has a specific physical or performance characteristic, (name) will select the object, for (4 out of 5) object identification activities.

Essential Concepts of Print

By (date), given a preferred book (e.g. hard copy or digital) that is no longer than (5) pages, (name) will independently handle the book (e.g. open it, turn the pages) and observably attend to each page (e.g. eye-gazing, pointing, vocalizing) for at least (3) seconds, for (4 out of 5) preferred books.

Make Requests Using Core Vocabulary Words

By (date), while participating in a classroom activity (e.g. shared reading, snack time, art), (name) will make (1) request to an adult or peer using a core vocabulary word (i.e. words that have a functional and academic purpose) through a preferred mode of communication (e.g. vocally, icons, sign language, eye gaze toward word cards), for (4 out of 5) classroom activities.

Identify the Parts of a Book

By date, when given a familiar book and a verbally prompt (i.e. Teacher says “Where is the Title?”) to identify parts of a book, (name) will correctly point to indicated part of a book (i.e. cover, title, page), with no more than (1) repeated question in (4 out of 5) guided-reading lessons.

Distinguish Text from Illustrations

By (date), after completing a shared reading of an illustrated familiar passage at the student’s independent reading level and given a verbal prompt (e.g. “Point to the words in this story.”, “Point to the pictures in this story.”), (name) will point to (1) piece of text and (1) illustration from the passage, in (4 of 5) narrative reading sessions.

Describe Oneself with a Feeling Word

By (date), after a read aloud of an instructional level story and (1) question by the teacher (e.g. “Sophie was really angry in this story. Can you think about this morning or yesterday and describe how you felt?”), (name) will speak (1) sentence, including (1) feeling word (e.g. happy, sad, angry), for (4 of 5) self-reflections.

Recognize and Track an Object by Name

By (date), after a preview of an object and it’s name from a picture walk of an instructional-level, informational text (e.g. tractor in a book about construction), shown (2) objects (one that represents the previewed object and one that is different), and when prompted by the teacher (“Point to the tractor that looks like the one from the book.”), (name) will point to the object, in (4 of 5) reading sessions.

Recognize a Character's Name from a Story

By (date), when verbally asked to make a selection between (2) familiar stories (e.g. “Let’s read the book about the dog, which book is that?”, “Can you get the book about David to read?”), (name) will point to or pick up the correct text, in (4 out of 5) book selections.

Use Characteristics to Identify Objects

By (date), given (3) objects that are verbally labeled by the teacher and asked to choose which object has a specific physical or performance characteristic, (name) will select the object, for (4 out of 5) object identification activities.

Essential Concepts of Print

By (date), given a preferred book (e.g. hard copy or digital) that is no longer than (5) pages, (name) will independently handle the book (e.g. open it, turn the pages) and observably attend to each page (e.g. eye-gazing, pointing, vocalizing) for at least (3) seconds, for (4 out of 5) preferred books.

Make Requests Using Core Vocabulary Words

By (date), while participating in a classroom activity (e.g. shared reading, snack time, art), (name) will make (1) request to an adult or peer using a core vocabulary word (i.e. words that have a functional and academic purpose) through a preferred mode of communication (e.g. vocally, icons, sign language, eye gaze toward word cards), for (4 out of 5) classroom activities.

Find a Picture that Reflects an Action

By (date), after reading a familiar story with a classmate , given (3) illustration choices , and asked (1) question by the teacher (e.g. “Which of these pictures shows an action from the story you just read.”), (name) will verbally state the illustration (e.g. “Picture A”), for (4 of 5) fiction story reviews.

Use Visual Headings

By (date), after a picture walk of an informational chapter book with an illustrated table of contents and asked to identify (1) chapter (e.g. “We just explored this book about farm animals. Which chapter is about cows?), (name) will select the chapter from (3) choices in the table of contents, in (4 of 5) chapter identifications.

Recognize a Familiar Person

By (date), when presented with (2) images of people, one of whom is familiar and one of whom is a stranger, and asked to identify the familiar person, (name) will identify the familiar person (e.g. by stating, pointing, using eye gaze), in (4 of 5) recognition activities.

Identify Objects by Characteristics

By (date), given a verbal prompt to identify (1) object based on (1) physical characteristic, (name) will select which of (3) of the same objects has the specified characteristic, for (4 out of 5) object selection activities.

Identify a Synonym

By (date), given a written and illustrated word card, and asked to choose which of (3) other written and illustrated word cards has the same meaning as the given word, (name) will select the answer, for (4 out of 5) word comparisons.

Identify Words Associated with Feelings

By (date), when asked to identify which word from a familiar text is associated with a feeling, (name) will choose the answer from (3) written and illustrated word options, for (4 out of 5) vocabulary activities.

Attend to Text Features in a Book

By (date), given a preferred book, (e.g. hard copy or digital) that is no longer than (10) pages, (name) will handle the book (e.g. open it, turn the pages) and independently attend to at least (1) text feature on each page (e.g. words, illustrations) for at least (3) seconds (e.g touching, pointing, eye-gazing, pressing a pre-recorded AAC device), for (8 out of 10) pages or with (80)% accuracy.

Find a Picture that Reflects an Action

By (date), after reading a familiar story with a classmate , given (3) illustration choices , and asked (1) question by the teacher (e.g. “Which of these pictures shows an action from the story you just read.”), (name) will verbally state the illustration (e.g. “Picture A”), for (4 of 5) fiction story reviews.

Use Visual Headings

By (date), after a picture walk of an informational chapter book with an illustrated table of contents and asked to identify (1) chapter (e.g. “We just explored this book about farm animals. Which chapter is about cows?), (name) will select the chapter from (3) choices in the table of contents, in (4 of 5) chapter identifications.

Recognize a Familiar Person

By (date), when presented with (2) images of people, one of whom is familiar and one of whom is a stranger, and asked to identify the familiar person, (name) will identify the familiar person (e.g. by stating, pointing, using eye gaze), in (4 of 5) recognition activities.

Identify Objects by Characteristics

By (date), given a verbal prompt to identify (1) object based on (1) physical characteristic, (name) will select which of (3) of the same objects has the specified characteristic, for (4 out of 5) object selection activities.

Identify Opposites

By (date), when asked if a pair of written and illustrated words are opposites, (name) will state “yes” or “no,” for (4 out of 5) opposites identification activities.

Make a Comparison

By (date), when asked to describe a similarity or difference between (2) items from a familiar text that are within the same category, (name) will answer verbally with (1) or more words, for (4 out of 5) informational comparisons.

Attend to Text Features in a Book

By (date), given a preferred book, (e.g. hard copy or digital) that is no longer than (10) pages, (name) will handle the book (e.g. open it, turn the pages) and independently attend to at least (1) text feature on each page (e.g. words, illustrations) for at least (3) seconds (e.g touching, pointing, eye-gazing, pressing a pre-recorded AAC device), for (8 out of 10) pages or with (80)% accuracy.

Find a Picture that Reflects an Action

By (date), after reading a familiar story with a classmate , given (3) illustration choices , and asked (1) question by the teacher (e.g. “Which of these pictures shows an action from the story you just read.”), (name) will verbally state the illustration (e.g. “Picture A”), for (4 of 5) fiction story reviews.

Use Visual Headings

By (date), after a picture walk of an informational chapter book with an illustrated table of contents and asked to identify (1) chapter (e.g. “We just explored this book about farm animals. Which chapter is about cows?), (name) will select the chapter from (3) choices in the table of contents, in (4 of 5) chapter identifications.

Recognize a Familiar Person

By (date), when presented with (2) images of people, one of whom is familiar and one of whom is a stranger, and asked to identify the familiar person, (name) will identify the familiar person (e.g. by stating, pointing, using eye gaze), in (4 of 5) recognition activities.

Identify Objects by Characteristics

By (date), given a verbal prompt to identify (1) object based on (1) physical characteristic, (name) will select which of (3) of the same objects has the specified characteristic, for (4 out of 5) object selection activities.

Attend to Text Features in a Book

By (date), given a preferred book, (e.g. hard copy or digital) that is no longer than (10) pages, (name) will handle the book (e.g. open it, turn the pages) and independently attend to at least (1) text feature on each page (e.g. words, illustrations) for at least (3) seconds (e.g touching, pointing, eye-gazing, pressing a pre-recorded AAC device), for (8 out of 10) pages or with (80)% accuracy.

Sorts Pictures of Things that are Real or Fictional

By (date), given a set of (10) images (e.g., photographs or illustrations) from two categories (e.g., five images of real animals and five images of fictional animals) and a verbal prompt (e.g. “Which one is real? Which one is not real?”), (student) will sort at least (8) images into the correct group: “real” or “not real” for (4 out of 5) two-category sorting activities.

Determine a Word's Meaning

By (date), when asked to define a specific word in a familiar text, after (1) guiding question from the teacher, (name) will choose the definition from (3) written and/or verbal definition choices, for (3 out of 3) context clue exercises.

Describe the Meaning of Common Idioms

By (date), immediately after watching a video clip of what each idiom looks like in context (e.g. video of a man paying for a car using a bucket of money with the caption "It costs an arm and a leg"), when given (5) common idioms (e.g. costs an arm and a leg, blessing in disguise, feeling blue), (name) will verbally describe the meaning, using no more than (1) verbal prompts (e.g. Teacher says "Remember what it looked like in the video") and verbal choices (e.g. Teacher says "When something costs an arm and a leg, it means it is expensive or cheap?") in (3 of 5) idioms, for (4 of 5) idiom activities.

Identify an Antonym or Synonym

By (date), during a read aloud of a familiar text, when verbally prompted by the teacher to identify (1) synonym or (1) antonym of a given word, (name) will select (e.g. point, state, eye gaze) a written and illustrated word choice from (3) options, for (4 out of 5) synonyms or antonyms.

Select Content-Specific Vocabulary

By (date), when given a previously-taught topic (e.g. weather, animal behaviors, money) and a bank of (5) related and unrelated words, (name) will circle the words related to the topic, for (3 out of 3) content-specific vocabulary exercises.

Sorts Pictures of Things that are Real or Fictional

By (date), given a set of (10) images (e.g., photographs or illustrations) from two categories (e.g., five images of real animals and five images of fictional animals) and a verbal prompt (e.g. “Which one is real? Which one is not real?”), (student) will sort at least (8) images into the correct group: “real” or “not real” for (4 out of 5) two-category sorting activities.

Determine a Word's Meaning

By (date), when asked to define a specific word in a familiar text, after (1) guiding question from the teacher, (name) will choose the definition from (3) written and/or verbal definition choices, for (3 out of 3) context clue exercises.

Describe the Meaning of Common Idioms

By (date), immediately after watching a video clip of what each idiom looks like in context (e.g. video of a man paying for a car using a bucket of money with the caption "It costs an arm and a leg"), when given (5) common idioms (e.g. costs an arm and a leg, blessing in disguise, feeling blue), (name) will verbally describe the meaning, using no more than (1) verbal prompts (e.g. Teacher says "Remember what it looked like in the video") and verbal choices (e.g. Teacher says "When something costs an arm and a leg, it means it is expensive or cheap?") in (3 of 5) idioms, for (4 of 5) idiom activities.

Identify an Antonym or Synonym

By (date), during a read aloud of a familiar text, when verbally prompted by the teacher to identify (1) synonym or (1) antonym of a given word, (name) will select (e.g. point, state, eye gaze) a written and illustrated word choice from (3) options, for (4 out of 5) synonyms or antonyms.

Select Content-Specific Vocabulary

By (date), when given a previously-taught topic (e.g. weather, animal behaviors, money) and a bank of (5) related and unrelated words, (name) will circle the words related to the topic, for (3 out of 3) content-specific vocabulary exercises.

Sorts Pictures of Things that are Real or Fictional

By (date), given a set of (10) images (e.g., photographs or illustrations) from two categories (e.g., five images of real animals and five images of fictional animals) and a verbal prompt (e.g. “Which one is real? Which one is not real?”), (student) will sort at least (8) images into the correct group: “real” or “not real” for (4 out of 5) two-category sorting activities.

Determine a Word's Meaning

By (date), when asked to define a specific word in a familiar text, after (1) guiding question from the teacher, (name) will choose the definition from (3) written and/or verbal definition choices, for (3 out of 3) context clue exercises.

Describe the Meaning of Common Idioms

By (date), immediately after watching a video clip of what each idiom looks like in context (e.g. video of a man paying for a car using a bucket of money with the caption "It costs an arm and a leg"), when given (5) common idioms (e.g. costs an arm and a leg, blessing in disguise, feeling blue), (name) will verbally describe the meaning, using no more than (1) verbal prompts (e.g. Teacher says "Remember what it looked like in the video") and verbal choices (e.g. Teacher says "When something costs an arm and a leg, it means it is expensive or cheap?") in (3 of 5) idioms, for (4 of 5) idiom activities.

Identify an Antonym or Synonym

By (date), during a read aloud of a familiar text, when verbally prompted by the teacher to identify (1) synonym or (1) antonym of a given word, (name) will select (e.g. point, state, eye gaze) a written and illustrated word choice from (3) options, for (4 out of 5) synonyms or antonyms.

Select Content-Specific Vocabulary

By (date), when given a previously-taught topic (e.g. weather, animal behaviors, money) and a bank of (5) related and unrelated words, (name) will circle the words related to the topic, for (3 out of 3) content-specific vocabulary exercises.

Word Choice for Sentence Completion Current Goal

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 Current Goal

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 Current Goal

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 Current Goal

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

  • 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 ...

  • Visual Task Schedule

    A visual task schedule can help students learn basic classroom routines or the steps for completing specific academic and behavioral tasks. ...

  • 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...

  • 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...

  • 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 ...