Describe a character using evidence from the story
When to use this goal
For students who describe characters only by appearance or with one word, and cannot connect a trait to what the character does or says. Base the choice on retell and inference data; use narratives at the student's assessed level.
- Baseline
- Collect two or three responses and score them with the rubric. Note whether the student gives appearance (tall, has red hair) or emotions (sad) instead of traits, and whether evidence is retold plot rather than a specific action. Accept oral responses.
- Tips
- Teach the difference between a trait and a feeling first. The character-change behavior adds a comparison across the story for students ready for it. Pairs with the inference-and-evidence goal in core.
- Limits
- Rubric scoring needs anchor examples. Stories with flat characters give little to work with; choose texts where the character acts. Written responses also reflect writing skills.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-comp-015.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, after reading an unpracticed instructional-level story with one main character, the student will describe the main character with at least two traits, each supported by something the character did or said in the story independently, earning a score of at least 7 out of 8 on a character description rubric (2 traits, each scored 0 to 2 for the trait and 0 to 2 for the evidence), on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 out of 8 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 2 out of 8 rubric points.
- Annual goal517 characters
- By the annual IEP review date, after reading an unpracticed instructional-level story with one main character, the student will describe the main character with at least two traits, each supported by something the character did or said in the story independently, earning a score of at least 7 out of 8 on a character description rubric (2 traits, each scored 0 to 2 for the trait and 0 to 2 for the evidence), on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- After reading an unpracticed instructional-level story with one main character
- Behavior
- The student will describe the main character with at least two traits, each supported by something the character did or said in the story independently
- Criteria
- Earning a score of at least 7 out of 8 on a character description rubric (2 traits, each scored 0 to 2 for the trait and 0 to 2 for the evidence), on 3 of 4 consecutive scored responses
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 7 out of 8 on a character description rubric (2 traits, each scored 0 to 2 for the trait and 0 to 2 for the evidence)
- Mastery rule:
- on 3 of 4 consecutive scored responses
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after reading an unpracticed instructional-level story with one main character, the student will describe the main character with at least two traits, each supported by something the character did or said in the story independently, earning a score of at least 7 out of 8 on a character description rubric (2 traits, each scored 0 to 2 for the trait and 0 to 2 for the evidence), on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Trait: names a personality trait rather than an appearance or a feeling of the moment (0 to 2 per trait) | Evidence: cites an action, a line of dialogue, or a thought from the story that shows the trait (0 to 2 per trait) | Total (of 8) | Notes |
|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a character description rubric (2 traits, each scored 0 to 2 for the trait and 0 to 2 for the evidence). Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.