Pull the 5 Ws from a news article
When to use this goal
For students who read a news story and recall a detail or two but cannot say what happened, to whom, where, when, and why. News stories put most of this in the first paragraphs, which makes them good practice text. Instructional reading level, not grade, decides whether the article comes from a student news edition or is adapted.
- Baseline
- Use two or three articles of similar length from the same student news source. Score each of the six answers, and note whether errors come from not finding the information or from misreading it.
- Tips
- Teach that news stories put the most important facts first. Let the student choose among articles on topics they care about, and keep the same organizer across science and social studies news.
- Limits
- Student news sources vary in difficulty, so keep the source steady for progress data. Why and how answers may need more than one sentence; decide in advance what counts as complete.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-comp-104.
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Goal
By the annual IEP review date, given an unpracticed news article written for students at their instructional level, the student will answer who, what, where, when, why, and how questions about the article in writing or aloud, naming the paragraph for each independently with at least 85% accuracy on 5 Ws and H questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
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. Work-sample analysis 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 goal423 characters
- By the annual IEP review date, given an unpracticed news article written for students at their instructional level, the student will answer who, what, where, when, why, and how questions about the article in writing or aloud, naming the paragraph for each independently with at least 85% accuracy on 5 Ws and H questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given an unpracticed news article written for students at their instructional level
- Behavior
- The student will answer who, what, where, when, why, and how questions about the article in writing or aloud, naming the paragraph for each independently
- Criteria
- With at least 85% accuracy on 5 Ws and H questions, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 5 Ws and H questions
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given an unpracticed news article written for students at their instructional level, the student will answer who, what, where, when, why, and how questions about the article in writing or aloud, naming the paragraph for each independently with at least 85% accuracy on 5 Ws and H questions, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
| 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.