Point to pictures to answer questions about a story read aloud
When to use this goal
For preschoolers and emergent readers, including students with limited speech, who do not yet answer questions about a story in words. Base the choice on present levels in language and observation during read-alouds; the response is pointing, so it works across response modes.
- Baseline
- Use distractor pictures that appear in the story, so the student must use the question rather than story familiarity. Chance is 33 percent in a field of 3. Record which question words are hardest; where questions are often the weakest. Keep the story length the same across sessions.
- Tips
- The earliest comprehension goal on this page and the one to use for students who use AAC. Pictures from the book itself make good answer choices. Move to spoken answers and retell as language grows.
- Limits
- Picture choices allow guessing and limit the answers to what can be drawn. The goal measures listening, not reading. Story familiarity inflates scores on repeated books; use new books for data.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-comp-007.
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Goal
By the annual IEP review date, after listening to a short picture book read aloud, given 5 who, what, and where questions with a choice of 3 pictures for each, the student will point to the picture that answers each question independently with at least 85% accuracy on picture-choice questions, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 40% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives percent accuracy data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Reading Comprehension.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Reading - Reading Comprehension
- Baseline
- 40% accuracy.
- Annual goal396 characters
- By the annual IEP review date, after listening to a short picture book read aloud, given 5 who, what, and where questions with a choice of 3 pictures for each, the student will point to the picture that answers each question independently with at least 85% accuracy on picture-choice questions, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After listening to a short picture book read aloud, given 5 who, what, and where questions with a choice of 3 pictures for each
- Behavior
- The student will point to the picture that answers each question independently
- Criteria
- With at least 85% accuracy on picture-choice questions, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on picture-choice questions
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after listening to a short picture book read aloud, given 5 who, what, and where questions with a choice of 3 pictures for each, the student will point to the picture that answers each question independently with at least 85% accuracy on picture-choice questions, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.