Read headings, lists, and emphasized words with the right voice
When to use this goal
For students whose narrative prosody is adequate but who read informational text as one unbroken stream, running headings into paragraphs and reading list items without pause. Base the choice on scoring a reading of informational text.
- Baseline
- Record two readings and score each row. Check that the student can name the text features before baseline; if not, teach what headings and bullets are for first. Note whether the student stops at all when a heading appears.
- Tips
- Reading text features with the voice is a sign the student is using them to organize meaning. Pair with the text-features comprehension goal. Use pages from the student's actual textbooks so the skill transfers.
- Limits
- Rubric scoring is subjective; use recordings and anchor examples. Passages must contain all three features to be scorable. Does not measure rate or accuracy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-020.
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Goal
By the annual IEP review date, given an unpracticed informational passage at the student's instructional level that includes headings, a bulleted list, and bold words, the student will read the passage aloud, pausing after headings, separating list items, and stressing bold or emphasized words independently, earning a score of at least 7 out of 9 on a 3-row informational text prosody rubric scored 0 to 3 per row, on 3 of 4 consecutive scored readings, as measured by a defined scoring rubric collected every two weeks.
Baseline: 3 out of 9 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 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
- 3 out of 9 rubric points.
- Annual goal522 characters
- By the annual IEP review date, given an unpracticed informational passage at the student's instructional level that includes headings, a bulleted list, and bold words, the student will read the passage aloud, pausing after headings, separating list items, and stressing bold or emphasized words independently, earning a score of at least 7 out of 9 on a 3-row informational text prosody rubric scored 0 to 3 per row, on 3 of 4 consecutive scored readings, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given an unpracticed informational passage at the student's instructional level that includes headings, a bulleted list, and bold words
- Behavior
- The student will read the passage aloud, pausing after headings, separating list items, and stressing bold or emphasized words independently
- Criteria
- Earning a score of at least 7 out of 9 on a 3-row informational text prosody rubric scored 0 to 3 per row, on 3 of 4 consecutive scored readings
- 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 9 on a 3-row informational text prosody rubric scored 0 to 3 per row
- Mastery rule:
- on 3 of 4 consecutive scored readings
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given an unpracticed informational passage at the student's instructional level that includes headings, a bulleted list, and bold words, the student will read the passage aloud, pausing after headings, separating list items, and stressing bold or emphasized words independently, earning a score of at least 7 out of 9 on a 3-row informational text prosody rubric scored 0 to 3 per row, on 3 of 4 consecutive scored readings, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Headings: read as titles with a pause before and after | Lists: each item separated by a pause, with the final item signaled | Emphasis: bold, italic, or capitalized words receive stress | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row informational text prosody rubric scored 0 to 3 per row. 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.