IEP Goal Bank for English

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February 5, 2013 by Weaver

These are graduated/differentiated IEP goals (beginning with simplest/least advanced) that can be used for English/Language Arts. They correlate to PA Common Core standards and the PA Writing Assessment Domain Scoring Guide.

Writing

Writing – FOCUS

CC.1.4.6.B: Identify and introduce the topic for the intended audience.

Goal: Given topics or oral prompts, ___ will correctly choose the most closely related picture/image for each topic or oral prompt from a bank of pictures/images, scoring __% or higher on two consecutive probes for two consecutive quarters.

Goal: Given pictures or oral prompts about broad subjects, ___ will write __ words (approximate spelling) that narrow the topic, scoring __% or higher on two consecutive probes for two consecutive quarters.

Goal: Given pictures or oral prompts about broad subjects, ___ will write __ phrases (approximate spelling) that narrow and introduce the topic, scoring __% or higher on two consecutive probes for two consecutive quarters.

Goal: Given pictures or oral prompts about broad subjects, ___ will write a complete sentence, including subject and predicate, that narrows and introduces the topic, scoring __% or higher on two consecutive probes for two consecutive quarters.

Goal: Given pictures or oral prompts about broad subjects, ___ will write __(#) complete sentences, including subject and predicate, that narrow and identify the topic, scoring __% or higher on two consecutive probes for two consecutive quarters.

Goal: Given assignments that require writing a short paragraph, ___ will write ___ with an apparent point made about a single topic with sufficient awareness of task, scoring at least 3 out of 4 on two writing samples each quarter for two consecutive quarters using the PA Writing Assessment Domain Scoring Guide.

Goal: Given assignments that require writing multiple paragraphs, ___ will write ___ with an apparent point made about a single topic with sufficient awareness of task, scoring at least 3 out of 4 on two writing samples each quarter for two consecutive quarters using the PA Writing Assessment Domain Scoring Guide.

Writing – CONTENT

CC.1.4.6.C: Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension.

CC.1.4.6.I: Use clear reasons and relevant evidence to support claims, using credible sources and demonstrating an understanding of the topic.

Goal: Given topics or pictures, ___ will correctly choose three “detail” pictures from a bank of pictures that best support or elaborate each topic, scoring __% or higher on two consecutive probes for two consecutive quarters.

Goal: Given topics or pictures, ___ will write __ words (approximate spelling) that support or elaborate each topic, scoring __% or higher on two consecutive probes for two consecutive quarters.

Goal: Given topics or pictures, ___ will write __ phrases (approximate spelling) that support or elaborate each topic, scoring __% or higher on two consecutive probes for two consecutive quarters.

Goal: Given topics or pictures, ___ will write a complete sentence, including subject and predicate, that supports or elaborates each topic, scoring __% or higher on two consecutive probes for two consecutive quarters.

Goal: Given topics or pictures, ___ will write __  complete sentences, including subject and predicate, that support or elaborate each topic, scoring __% or higher on two consecutive probes for two consecutive quarters.

Goal: Given assignments that require writing a short paragraph, ___ will write ___ with sufficiently developed content and/or adequate elaboration or explanation, scoring at least 3 out of 4 on two writing samples each quarter for two consecutive quarters using the PA Writing Assessment Domain Scoring Guide.

Goal: Given assignments that require writing multiple paragraphs, ___ will write ___ with sufficiently developed content and/or adequate elaboration or explanation, scoring at least 3 out of 4 on two writing samples each quarter for two consecutive quarters using the PA Writing Assessment Domain Scoring Guide.

 

Writing – ORGANIZATION

CC.1.4.6.D: Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.

CC.1.4.6.J: Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s) and reasons by using words, phrases, and clauses; provide a concluding statement or section that follows from the argument presented.

Goal: Given probes using narrative or sequential pictures, ___ will correctly arrange sets of three pictures in order (beginning, middle, and end), scoring __% or higher on two consecutive probes for two consecutive quarters.

Goal: Given topics or pictures, ___ will create a graphic pre-write (e.g. sandwich) to plan and organize ideas in logical order (beginning, middle, and end), scoring __% or higher on two consecutive probes for two consecutive quarters using a teacher-made checklist/rubric.

Goal: Given assignments that require writing a short paragraph, ___ will write ___ a topic sentence, three or more detail sentences with transition words, and a concluding sentence, with a logical beginning, middle, and end, scoring at least __% on two writing samples each quarter for two consecutive quarters using a teacher-made checklist/rubric.

Goal: Given assignments that require writing multiple paragraphs, ___ will write ___ with functional arrangement of content that sustains a logical order with some evidence of transitions, scoring at least 3 out of 4 on two writing samples each quarter for two consecutive quarters using the PA Writing Assessment Domain Scoring Guide.

 

Writing – STYLE

CC.1.4.6.E: Write with an awareness of the stylistic aspects of composition.

CC.1.4.6.K: Write with an awareness of the stylistic aspects of composition.

 

Goal: Given assignments that require writing multiple sentences or paragraphs, ___ will write with a variety of words and sentence structures to create a writer’s voice and tone appropriate to audience (strong action verbs, specific nouns, descriptive adjectives, feeling words, etc.), scoring at least 3 out of 4 on two writing samples each quarter for two consecutive quarters using the PA Writing Assessment Domain Scoring Guide.

 

Writing – CONVENTIONS

CC.1.4.6.F: Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.4.6.L: Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation and spelling.

 

Spelling

Baseline Data:  ___ was given a diagnostic assessment of high-frequency spelling words. Based on that assessment, an individualized list of ___’s misspelled words was developed. ___ correctly spelled 0% of these words.

Goal:  Given spelling probes with words from an individualized spelling list of previously misspelled words, ___ will demonstrate mastery of __ new words every quarter by correctly spelling each word on two consecutive probes during the quarter.

Parts of Speech

Goal: Given probes with simple sentences, ___ will correctly identify the ___ in each sentence with 80% accuracy on two consecutive probes for two consecutive quarters.

Subject-Predicate

Goal: Given probes with simple sentences, ___ will correctly identify the WHO/WHAT (subject) and DOING (predicate) parts of the sentences with __% accuracy.

 

Complete Sentences (vs. fragments)

Goal: Given assignments that require sentence writing, ___ will write complete sentences (vs. fragments) with __% accuracy on 10 randomly selected sentences each quarter.

Complete Sentences (vs. run-ons)

Goal: Given assignments that require sentence writing, ___ will write complete sentences (vs. run-ons) with __% accuracy on 10 randomly selected sentences each quarter.

Capitalization of 1st Word in Sentence

Goal: Given assignments that require sentence writing, ___ will capitalize the first word of the sentence with __% accuracy on 10 randomly selected sentences each quarter.

End Mark in Sentences

Goal: Given assignments that require sentence writing, ___ will use correct end mark punctuation with __% accuracy on 10 randomly selected sentences each quarter.

Subject-Verb Agreement

Goal: Given probes that assess subject-verb agreement, ___ will use or identify correct subject-verb agreement with __% accuracy on three randomly selected assignments for two consecutive quarters.

 

Noun-Pronoun Agreement

Goal: Given probes that assess noun-pronoun agreement, ___ will use or identify correct noun-pronoun agreement with __% accuracy on three randomly selected assignments for two consecutive quarters.

Capitalization of Proper Nouns

Goal: Given probes/assignments that require sentence or paragraph writing including proper nouns, ___ will capitalize proper nouns with __% accuracy on three randomly selected assignments for two consecutive quarters.

Commas with Words in a Series

Goal: Given probes/assignments that require sentence or paragraph writing and include words in a series, ___ will correctly use commas in words in a series with __% accuracy on three randomly selected assignments for two consecutive quarters.

Apostrophes with Possessive Nouns

Goal: Given probes/assignments that require sentence or paragraph writing and include possessive nouns, ___ will correctly use apostrophes with possessive nouns with __% accuracy on three randomly selected assignments for two consecutive quarters.

Non-Possessive Plural Nouns

Goal: Given probes/assignments that require sentence or paragraph writing and include non-possessive plural nouns, ___ will write non-possessive plural nouns without an apostrophe with __% accuracy on three randomly selected assignments for two consecutive quarters.

Proofreading

Goal: Given probes containing __ grade level sentences or paragraphs with errors, ___ will correct the errors with __% accuracy on three probes each quarter for two consecutive quarters.

READING

 

Main Idea

CC.1.2.6.A:  Determine two or more main or central ideas of a text and how they are conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

CC.1.3.6.A: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Goal: After hearing an orally read text, ___ will identify the main idea(s), scoring 3 out of 4 on a teacher-made rubric on two consecutive probes for two consecutive quarters.

Goal:  After hearing an orally read text, ___ will identify the main idea(s) and retell three key details, scoring 3 out of 4 on a teacher-made rubric on two consecutive probes for two consecutive quarters.

Goal: After reading a __ grade level text, ___ will identify the main idea(s), scoring 3 out of 4 on a teacher-made rubric on two consecutive probes for two consecutive quarters.

Goal:  After reading a __ grade level text, ___ will identify the main idea(s) and retell three key details, scoring 3 out of 4 on a teacher-made rubric on two consecutive probes for two consecutive quarters.

Plot/Characters

CC.1.3.6.C: Describe how a particular story or drama’s plot unfolds in a series of episodes, as well as how the characters respond or change as the plot moves toward a resolution.

Goal: After hearing an orally read text, ___ will answer __% of questions on a probe assessing understanding of plot and character development on two consecutive probes for two consecutive quarters.

Goal: After reading a __ grade level text, ___ will answer __% of questions on a probe assessing understanding of plot and character development on two consecutive probes for two consecutive quarters.

Figurative Language

CC.1.3.6.F: Determine the meaning of words and phrases as they are used in grade level reading and content, including interpretation of figurative language in context.

Goal: Given a literary piece containing figurative elements, ___ will correctly identify the selected elements (simile, metaphor, alliteration, hyperbole, onomatopoeia, personification) with __% accuracy on two consecutive probes for two consecutive quarters.

General Reading Comprehension

CC.1.2.6.L: Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.

CC.1.3.6.K: Read and comprehend literary fiction on grade level, reading independently and proficiently.

Goal:  Given a __ grade level text, ___ will answer __% of comprehension questions correctly on two consecutive probes for two consecutive quarters.

SPEAKING & LISTENING

Persuasive Oral Communication

CC.1.5.6.D: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

CC.1.5.6.F: Include multimedia components and visual displays in presentations to clarify information.

Goal: Given the task of preparing and delivering a brief oral persuasive presentation, ___ will compose an effective outline and deliver the presentation with appropriate eye contact, adequate volume, and clear pronunciation, scoring __% on a teacher made checklist/rubric on two consecutive presentations by ___(date).

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