Carry out reciprocal teaching roles in a group
When to use this goal
For students who decode the text but read passively and cannot say what they read, in a small reading group that uses reciprocal teaching (predict, question, clarify, summarize). Instructional reading level and present levels, not grade, decide the text and whether the student starts with one role or all four.
- Baseline
- Score two group sessions with the rubric before the roles are taught, or one role at a time if the group already uses them. Use a passage the student reads with high word accuracy so decoding does not drive the score.
- Tips
- Teach each role with modeling and a card, then fade the card. Rotate roles so the student practices all four across a week, and score on the day the student leads all four.
- Limits
- Group dynamics affect the score; a dominant peer can limit turns. The rubric scores strategy use, not how much of the text the student retains, so pair it with a comprehension probe.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-comp-101.
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Goal
By the annual IEP review date, during a small-group reading of an unpracticed instructional-level passage that uses reciprocal teaching, the student will lead each of the four roles at a stopping point: make a prediction, ask a question, clarify a confusing word or idea, and summarize the section independently, earning a score of at least 7 out of 8 on an 8-point reciprocal teaching role rubric, in 3 of 4 consecutive biweekly group sessions, as measured by a defined scoring rubric collected every two weeks.
Baseline: 3 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
- 3 out of 8 rubric points.
- Annual goal512 characters
- By the annual IEP review date, during a small-group reading of an unpracticed instructional-level passage that uses reciprocal teaching, the student will lead each of the four roles at a stopping point: make a prediction, ask a question, clarify a confusing word or idea, and summarize the section independently, earning a score of at least 7 out of 8 on an 8-point reciprocal teaching role rubric, in 3 of 4 consecutive biweekly group sessions, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a small-group reading of an unpracticed instructional-level passage that uses reciprocal teaching
- Behavior
- The student will lead each of the four roles at a stopping point: make a prediction, ask a question, clarify a confusing word or idea, and summarize the section independently
- Criteria
- Earning a score of at least 7 out of 8 on an 8-point reciprocal teaching role rubric, in 3 of 4 consecutive biweekly group sessions
- 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 an 8-point reciprocal teaching role rubric
- Mastery rule:
- in 3 of 4 consecutive biweekly group sessions
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during a small-group reading of an unpracticed instructional-level passage that uses reciprocal teaching, the student will lead each of the four roles at a stopping point: make a prediction, ask a question, clarify a confusing word or idea, and summarize the section independently, earning a score of at least 7 out of 8 on an 8-point reciprocal teaching role rubric, in 3 of 4 consecutive biweekly group sessions, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Prediction uses a clue from the title, a heading, or the text so far (0 to 2) | Question is about an important idea and can be answered from the text (0 to 2) | Clarifying names a confusing word or idea and uses a fix-up strategy on it (0 to 2) | Summary states the main point of the section in their own words (0 to 2) | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with an 8-point reciprocal teaching role rubric. 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.