IEP Goal Bank for English

5

February 5, 2013 by Weaver

NOTE: See WeaverLearn.com for my current IEP and Special Ed materials.

Below is the old post for archive purposes. However, for updated and improved goals, see WeaverLearn.com. Click on IEP Checklist & Idea Bank.

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).

5 thoughts on “IEP Goal Bank for English

  1. evangelyn guittap says:

    THANK YOU FOR POSTINGS THESE EXAMPLES. AS A NEW SPED TEACHER, IT HELPS ME SO MUCH IN WRITING GOALS AND OBJECTIVES FOR MY STUDENTS. GOD BLESS YOU

  2. […] Weaverlist Language Arts Goal Bank […]

  3. Ronda Johnson says:

    I am a new Special Ed Resource teacher and have not been given enough support. Writing IEP goals and objectives takes me staying up all night only still not to have them correct. Your site, I just stumbled upon, it seems to be extremely helpful. Looking forward to exploring all of the resources and the IEP’s Thank you very much.

  4. Teresa Hayward says:

    Wow! This is so helpful in writing measureable goals for my learning disabled students! Thank you!!

    Teri Hayward

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