Write and Draw Information around a Topic

By (date), after a read aloud of a poem, nursery rhyme, or story, when given (1) sentence stem describing a topic from the story (e.g. "The ___... book is about ____ ."), (name) will complete the sentence and draw a supporting picture in (4 out of 5) trials as measured by (student work samples).
  • By (date) after a read aloud of a poem, nursery rhyme or story and a pair share guided by the teacher, when given (1) sentence stem describing a topic from the story (e.g. "The ___ book is about ____ ."), (name) will complete the sentence and draw a supporting picture in (4 out of 5 trials) as measured by (student work samples).
  • By (date) after participating in a dramatization (e.g. puppet show, theatrical performance) of a familiar story, when given (1) sentence stem describing a topic from the story, (name) will compose an illustration that describes the given topic in (4 out of 5) trials as measured by (student work samples).
  • By (date) after a read aloud of a poem, nursery rhyme or story, when given (1) sentence stem describing a topic from the story, (name) will construct a object that represents the topic (e.g. students can construct a snowman after being read Frosty the Snowman) and verbally describe what they made for (4 out of 5) trials as measured by (student work samples).

UDL Strategies About UDL

  • UDL I 3.3 Guide information processing, visualization, and manipulation
    Instead of teachers reading a text then giving students a topic to writing about, teachers can guide students an opportunity to pair share about the story and topic. During the pair share, students can talk with the person they are sitting next to about the topic and information presented by the story. After students talk to each other teachers have one student from each sharing group share out their insights.
  • UDL I 3.3 Guide information processing, visualization, and manipulation
    Instead of teachers reading a text aloud to students, teachers can have students participate in a dramatization (e.g. puppet show, theatrical performance) of a familiar story. Students can receive roles, practice and perform the story multiple times. Repeating the familiar text in a real life context can help students relate to and retain key information from a story.
  • UDL II 5.1 Use multiple media for communication
    Instead of students writing sentences describing the topic, the teacher can allow the student to draw a story board or illustration that depicts the title, topic and supporting information of the text.
  • UDL II 4.1 Vary the methods for response and navigation
    Instead of students having to write and draw to name the text and describe information given in the text, students can speak their response to a peer or the teacher.
  • Optimize relevance, value, and authenticity
    Instead of teachers having students write or draw about a topic or text, teachers can have students construct something that represents key information about the topic or from the text and share their created work with the class. For example, if the teacher read "Frosty the Snowman" students can use cotton balls, markers, glue and different color construction paper to create a scene that describes something that happened in the story. Students can then present their created scene to their class.

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Prekindergarten Standard

Pre-K.CLL.ELAL.W.2 Writing
Pre-K.CLL.ELAL.W.2 Writing
With prompting and support, use a combination of drawing, dictating, or writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Common Core Standards

K.W.2 Text Types and Purposes
K.W.2 Text Types and Purposes
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Standard Staircase

Explaining a Topic Using an Illustration

By (date), when given (1) sentence stem describing a topic (e.g. "The ___ book is about ____ ."), (name) will complete the sentence and draw a supporting picture in (4 out of 5 trials) as measured by (student work samples).

Write and Draw Information around a Topic Current Goal

By (date), after a read aloud of a poem, nursery rhyme, or story, when given (1) sentence stem describing a topic from the story (e.g. "The ___ book is about ____ ."), (name) will complete the sentence and draw a supporting picture in (4 out of 5) trials as measured by (student work samples).

Shares Ideas About Familiar Topics

By (date), given a book about a familiar topic (e.g., animals, shapes) and a verbal or visual prompt (e.g., "Tell me about this picture", point to an image from text), (student) will dictate an idea (e.g., “The hat is red.”) that corresponds to the topic in (3) out of (4) idea-generation activities.

Write and Draw Information around a Topic

By (date), after a read aloud of a poem, nursery rhyme, or story, when given (1) sentence stem describing a topic from the story (e.g. "The ___ book is about ____ ."), (name) will complete the sentence and draw a supporting picture in (4 out of 5) trials as measured by (student work samples).

Develop Efficient Pencil Grasp

By (date), when given paper and drawing utensils during a coloring activity of at least (5) minutes, (name) will use a grasp that allows him or her to make marks by freely moving thumb and fingers and refrain from using less mature or inefficient grasp (e.g. in a closed fist, in stiff extended fingers, tightly squeezed with thumb against hand), in (3 out of 5) coloring activities.

Explaining a Topic with Related Facts

By (date), when given a topic prompt, (name) will write a (5) sentence paragraph that includes (1) topic sentence, states (2) relevant details and includes (1) conclusion sentence scoring (5 out of 6) on a teacher-made rubric in (2 out of 3) trials.

Produce Content-Related Sentences

By (date), when shown an illustration of a main character (e.g. Jasper) from a familiar story (e.g. Creepy Carrots by Aaron Reynolds) and asked to describe the main character in the illustration, (name) will write at least (3) descriptive sentences about the character using at least (1) adjective, for (3 out of 4) writing activities.

Shares Ideas About Familiar Topics

By (date), given a book about a familiar topic (e.g., animals, shapes) and a verbal or visual prompt (e.g., "Tell me about this picture", point to an image from text), (student) will dictate an idea (e.g., “The hat is red.”) that corresponds to the topic in (3) out of (4) idea-generation activities.

Develop Efficient Pencil Grasp

By (date), when given paper and drawing utensils during a coloring activity of at least (5) minutes, (name) will use a grasp that allows him or her to make marks by freely moving thumb and fingers and refrain from using less mature or inefficient grasp (e.g. in a closed fist, in stiff extended fingers, tightly squeezed with thumb against hand), in (3 out of 5) coloring activities.

Use Efficient Pencil Grasp

By (date), when given paper and writing utensils during a writing assignment of at least (3) sentences, (name) will use a grasp that allows him or her to write by moving thumb and fingers freely and refrain from using less mature or inefficient patterns (e.g. in stiff extended fingers, tightly squeezed with thumb against hand), for (5 out of 5) writing assignments.

Explaining a Topic with Supporting Facts and Details

By (date), when given a topic prompt, (name) will write a (5) sentence paragraph that includes (1) topic sentence, states (3) relevant details and includes (1) conclusion sentence scoring (5 out of 6) on a teacher-made rubric in (2 out of 3) trials.

Produce Content-Related Sentences

By (date), when shown an illustration of a main character (e.g. Jasper) from a familiar story (e.g. Creepy Carrots by Aaron Reynolds) and asked to describe the main character in the illustration, (name) will write at least (3) descriptive sentences about the character using at least (1) adjective, for (3 out of 4) writing activities.

Shares Ideas About Familiar Topics

By (date), given a book about a familiar topic (e.g., animals, shapes) and a verbal or visual prompt (e.g., "Tell me about this picture", point to an image from text), (student) will dictate an idea (e.g., “The hat is red.”) that corresponds to the topic in (3) out of (4) idea-generation activities.

Sentence Copying

By (date), when placed near or far from a handwritten or digital model of sentences, (name) will copy at least (2) sentences with adequate formation of letters, spacing between and within words, placement on the baseline, proper case usage and punctuation for (4 out of 5) written assignments.

Word Spacing

By (date), when given a writing assignment, (name) will write (2) paragraphs of at least (5) sentences each with not more than (2) instances of too much or too little space between words (e.g. large space looks like it is an empty blank for a missing word, or the reader can not easily distinguish where words start and end) for (4 out of 5) written assignments.

Left Margin Orientation

By (date), when given a writing assignment, (name) will write (1) paragraph of at least (5) sentences with no lines starting more than (¼”) from the left margin (4 out of 5) written assignments.

Stabilize Paper

By (date), when given a writing assignment of at least (2) two paragraphs of at least (5) sentences each, (name) will use his or her non-dominant hand to stabilize the paper as needed for the entire duration of the assignment for (5 out of 5) assignments.

Spacing Within Words

By (date), when given a writing assignment, (name) will write a paragraph of at least (5) sentences with not more than (1) word in which there is too much or too little space (i.e. letters are touching or there is so much space that there is confusion about a word break within the word) between letters (4 out of 5) written assignments.

Use Efficient Pencil Grasp

By (date), when given paper and writing utensils during a writing assignment of at least (3) sentences, (name) will use a grasp that allows him or her to write by moving thumb and fingers freely and refrain from using less mature or inefficient patterns (e.g. in stiff extended fingers, tightly squeezed with thumb against hand), for (5 out of 5) writing assignments.

Write a "How To..." Paragraph

By (date), after given an explanatory topic (e.g. How to Choose a “Just Right” Book) and reference materials (e.g. grade level text or teacher created handout), (name) will identify and write key details in a graphic organizer (e.g. Sequence Chart/First, Next, Then, Last) and use it to write a (5-8) sentence, informational paragraph that introduces the topic, lists at least (3) sequential steps, supporting details or illustrations to develop the topic, includes at least (3) linking words (e.g. also, and, but, another) and ends with a concluding statement in (4 out of 5) writing exercises.

Write Informative/Explanatory Texts

By (date), when given a topic, (name) will complete a multi-paragraph informative/explanatory text that introduces the topic, uses facts and details related to the topic, transition words/phrases, and a conclusion in (2 out of 3 written pieces).

Use Efficient Pencil Grasp

By (date), when given paper and writing utensils during a writing assignment of at least (3) sentences, (name) will use a grasp that allows him or her to write by moving thumb and fingers freely and refrain from using less mature or inefficient patterns (e.g. in stiff extended fingers, tightly squeezed with thumb against hand), for (5 out of 5) writing assignments.

Explain A Topic

By (date), when given a grade-level topic, (name) will write a (5) sentence paragraph that introduces the topic, uses at least (3) facts related to the topic, (3) correctly sequenced transition words/phrases (e.g. "also," "either," "actually"), a concluding statement, and (1) relevant labeled illustration, in (4 out of 5) writing exercises.

Explaining a Topic in Detail using Domain-specific Vocabulary

By (date), when given a topic prompt, (name) will write a (5) sentence, informative piece that includes (1) topic sentence, (5) domain-specific vocabulary words and (1) conclusion sentence scoring (5 out of 6) on a teacher-made rubric in (2 out of 3) trials.

Write Informative/Explanatory Texts

By (date), when given a topic, (name) will complete a multi-paragraph informative/explanatory text that introduces the topic, uses facts and details related to the topic, transition words/phrases, and a conclusion in (2 out of 3 written pieces).

Explaining a Topic in Detail Using Domain-Specific Vocabulary

By (date), when given a topic prompt, (name) will write a (5) sentence informative piece that includes (1) topic sentence, (5) domain-specific vocabulary words and a conclusion sentence scoring (5 out of 6) on a teacher-made rubric in (2 out of 3) trials.

Write Informative/Explanatory Texts

By (date), when given a topic, (name) will complete a multi-paragraph informative/explanatory text that introduces the topic, uses facts and details related to the topic, transition words/phrases, and a conclusion in (2 out of 3 written pieces).

Forms Simple Sentences

By (date), given a familiar topic (e.g., animals, shapes), a verbal and/or visual prompt (e.g., "Write about the hat", point to an illustration from a story or the cover of a book), and a word list of topical vocabulary, (student) will write a (3-5) word sentence (e.g., “The hat is red.”) that corresponds to the topic in (3) out of (4) writing activities.

Forms Simple Sentences

By (date), given a familiar topic (e.g., animals, shapes), a verbal and/or visual prompt (e.g., "Write about the hat", point to an illustration from a story or the cover of a book), and a word list of topical vocabulary, (student) will write a (3-5) word sentence (e.g., “The hat is red.”) that corresponds to the topic in (3) out of (4) writing activities.

Forms Simple Sentences

By (date), given a familiar topic (e.g., animals, shapes), a verbal and/or visual prompt (e.g., "Write about the hat", point to an illustration from a story or the cover of a book), and a word list of topical vocabulary, (student) will write a (3-5) word sentence (e.g., “The hat is red.”) that corresponds to the topic in (3) out of (4) writing activities.

Writing Complex Ideas Clearly and Accurately

By (date), when given a set of art pieces, (student) will choose (1) art piece and write a (700-word) essay that examines and analyzes the work by including the following: (3) clear and accurate facts about the artist, (3) relevant and accurate facts about the time period in which the artist worked, and (5) specific and relevant descriptions that provide a visual analysis of the content and the style of the art.

Forms Detailed Sentences

By (date), given a book with a familiar topic (e.g., family, nature) and a visual prompt (e.g., a page from a story, the cover of the book), (student) will write an opinion sentence with a "because" statement, (e.g., “I like ____ because ____.”) that corresponds to the topic in (3) out of (4) writing activities.

Writing Complex Ideas Clearly and Accurately

By (date), when given a set of art pieces, (student) will choose (1) art piece and write a (700-word) essay that examines and analyzes the work by including the following: (3) clear and accurate facts about the artist, (3) relevant and accurate facts about the time period in which the artist worked, and (5) specific and relevant descriptions that provide a visual analysis of the content and the style of the art.

Forms Detailed Sentences

By (date), given a book with a familiar topic (e.g., family, nature) and a visual prompt (e.g., a page from a story, the cover of the book), (student) will write an opinion sentence with a "because" statement, (e.g., “I like ____ because ____.”) that corresponds to the topic in (3) out of (4) writing activities.

Forms Detailed Sentences

By (date), given a book with a familiar topic (e.g., family, nature) and a visual prompt (e.g., a page from a story, the cover of the book), (student) will write an opinion sentence with a "because" statement, (e.g., “I like ____ because ____.”) that corresponds to the topic in (3) out of (4) writing activities.

Forms Detailed Sentences

By (date), given a book with a familiar topic (e.g., family, nature) and a visual prompt (e.g., a page from a story, the cover of the book), (student) will write an opinion sentence with a "because" statement, (e.g., “I like ____ because ____.”) that corresponds to the topic in (3) out of (4) writing activities.

Referenced Strategies

  • Illustration

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

  • Picture Story Telling

    Instead of producing a written paragraph or essay describing material that has been read, the student produces a visual story that captures ...

  • 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...

  • Sentence Starters

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