Answer who, what, and where after a read-aloud
When to use this goal
For young students who listen to stories but answer questions with unrelated comments or the last thing they heard. Who, what, and where are the first question words to target; why and how come later. Present levels in language and listening decide the book level.
- Baseline
- Ask two of each type. Tally by question word; some students answer what questions well and miss who and where. Accept answers in any language or mode.
- Tips
- Pairs with the SLP's receptive language goals. Picture choices make the goal accessible for students who do not yet speak in phrases.
- Limits
- Answers with the book open draw on memory less; close the book for a harder version. Two-choice items allow guessing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-comp-023.
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Goal
By the annual IEP review date, after a one-to-one or small-group read-aloud of a short picture book, given 6 who, what, and where questions with the book open, the student will answer each question with a word, phrase, sign, or by pointing to the picture that shows the answer independently with at least 80% accuracy on who, what, and where questions, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 35% 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
- 35% accuracy.
- Annual goal454 characters
- By the annual IEP review date, after a one-to-one or small-group read-aloud of a short picture book, given 6 who, what, and where questions with the book open, the student will answer each question with a word, phrase, sign, or by pointing to the picture that shows the answer independently with at least 80% accuracy on who, what, and where questions, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After a one-to-one or small-group read-aloud of a short picture book, given 6 who, what, and where questions with the book open
- Behavior
- The student will answer each question with a word, phrase, sign, or by pointing to the picture that shows the answer independently
- Criteria
- With at least 80% accuracy on who, what, and where 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 80% accuracy on who, what, and where 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 a one-to-one or small-group read-aloud of a short picture book, given 6 who, what, and where questions with the book open, the student will answer each question with a word, phrase, sign, or by pointing to the picture that shows the answer independently with at least 80% accuracy on who, what, and where 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.