State the theme of a story with supporting details
When to use this goal
For students who can summarize the plot but cannot say what the story is about at a deeper level, confusing theme with topic or with a plot summary. Base the choice on literature data and inference skills; this is usually a later goal that follows inference and character work.
- Baseline
- Use fables and short stories with clear themes at baseline. Score the theme statement separately from the details. The signature errors are a one-word topic (friendship) and a plot retelling; record which the student produces so instruction can target it.
- Tips
- Teach the topic-to-theme move explicitly (friendship becomes friends stay loyal even when it is hard). Fables are the best training texts because the theme is close to the surface. Accept oral responses.
- Limits
- Themes can be stated many ways; the key should list several acceptable statements per text. Some texts have no single theme; choose carefully for data. Rubric scoring needs anchor examples.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-comp-018.
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Goal
By the annual IEP review date, after reading an unpracticed short story or fable at the student's instructional level, the student will state the theme as a complete sentence about life or people and give two details from the text that support it independently, earning a score of at least 5 out of 6 on a theme rubric (theme statement scored 0 to 2, two supporting details scored 0 to 2 each), on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks.
Baseline: 1 out of 6 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
- 1 out of 6 rubric points.
- Annual goal501 characters
- By the annual IEP review date, after reading an unpracticed short story or fable at the student's instructional level, the student will state the theme as a complete sentence about life or people and give two details from the text that support it independently, earning a score of at least 5 out of 6 on a theme rubric (theme statement scored 0 to 2, two supporting details scored 0 to 2 each), 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 short story or fable at the student's instructional level
- Behavior
- The student will state the theme as a complete sentence about life or people and give two details from the text that support it independently
- Criteria
- Earning a score of at least 5 out of 6 on a theme rubric (theme statement scored 0 to 2, two supporting details scored 0 to 2 each), 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 5 out of 6 on a theme rubric (theme statement scored 0 to 2, two supporting details scored 0 to 2 each)
- 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 short story or fable at the student's instructional level, the student will state the theme as a complete sentence about life or people and give two details from the text that support it independently, earning a score of at least 5 out of 6 on a theme rubric (theme statement scored 0 to 2, two supporting details scored 0 to 2 each), on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Theme statement: a complete sentence about life or people, not a topic word or a plot summary (0 to 2) | Supporting details: each is from the text and connects to the theme (0 to 2 each) | Total (of 6) | Notes |
|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a theme rubric (theme statement scored 0 to 2, two supporting details scored 0 to 2 each). 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.