Join in on the repeated line of a predictable book
When to use this goal
For preschoolers who sit through a read-aloud without joining the group on the repeated lines, which is one of the first ways young children take part in reading. Base the choice on observation during group story time; it suits children with delays in language, attention, or social engagement.
- Baseline
- Choose a book with at least 6 repeated lines and read it several times before baseline so the line is familiar. Count a response when the student produces the line (or a recognizable part of it) within the group's timing. Record whether the student watches the adult, the book, or peers for the cue.
- Tips
- Pick books with a short, rhythmic refrain and read them daily. Students who use AAC can join with a single pre-programmed button. This goal fits naturally with early social and attention goals during circle time.
- Limits
- Joining in shows engagement and memory for the line, not reading. Group settings make it hard to hear one child; sit near the student or use the one-to-one condition for data. Some children join in at home but not in a group; note the setting.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-008.
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Goal
By the annual IEP review date, during a group read-aloud of a familiar predictable book with a repeated line, when the adult pauses and signals the group to read the line together, the student will say the repeated line along with the group independently in at least 5 of 6 opportunities, on 4 of 5 observed read-alouds, as measured by direct observation collected daily during story time.
Baseline: 1 of 6 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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 Fluency.
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 Fluency
- Baseline
- 1 of 6 opportunities.
- Annual goal389 characters
- By the annual IEP review date, during a group read-aloud of a familiar predictable book with a repeated line, when the adult pauses and signals the group to read the line together, the student will say the repeated line along with the group independently in at least 5 of 6 opportunities, on 4 of 5 observed read-alouds, as measured by direct observation collected daily during story time.
- Timeframe
- By the annual IEP review date
- Condition
- During a group read-aloud of a familiar predictable book with a repeated line, when the adult pauses and signals the group to read the line together
- Behavior
- The student will say the repeated line along with the group independently
- Criteria
- In at least 5 of 6 opportunities, on 4 of 5 observed read-alouds
- Evaluation method
- Direct observation
- Schedule
- Daily during story time
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 5 of 6 opportunities
- Mastery rule:
- on 4 of 5 observed read-alouds
- Collection schedule:
- daily during story time
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a group read-aloud of a familiar predictable book with a repeated line, when the adult pauses and signals the group to read the line together, the student will say the repeated line along with the group independently in at least 5 of 6 opportunities, on 4 of 5 observed read-alouds, as measured by direct observation collected daily during story time.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.