Prosody scale on a cold read
When to use this goal
For students who reach their rate target but still read word by word or in a monotone on new text. Unlike the core prosody template, this one uses unpracticed text, so it shows whether phrasing carries over. Choose the passage level from present levels.
- Baseline
- Record three cold reads and score each dimension separately; the profile matters more than the total. A student strong on pace but low on phrasing needs different practice than one low on smoothness. Two adults scoring the same recording helps calibrate.
- Tips
- Score from a recording so the scorer can listen twice. Totals of 8 or below usually mean reading that is not yet fluent; use the dimension scores to choose instruction. Pairs well with the phrase-cued reading template.
- Limits
- Prosody ratings are subjective, so use anchor recordings. Unfamiliar topics depress expression even for fluent readers; keep topics accessible.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-027.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given an unpracticed instructional-level narrative passage of about 200 words, the student will read the passage aloud from start to finish with phrasing and expression that fit the meaning independently, earning a score of at least 12 out of 16 on a 4-dimension oral reading prosody scale scored 1 to 4 per dimension, on 3 of 4 consecutive scored readings, as measured by a defined scoring rubric collected every two weeks.
Baseline: 7 out of 16 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
- 7 out of 16 rubric points.
- Annual goal455 characters
- By the annual IEP review date, given an unpracticed instructional-level narrative passage of about 200 words, the student will read the passage aloud from start to finish with phrasing and expression that fit the meaning independently, earning a score of at least 12 out of 16 on a 4-dimension oral reading prosody scale scored 1 to 4 per dimension, 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 instructional-level narrative passage of about 200 words
- Behavior
- The student will read the passage aloud from start to finish with phrasing and expression that fit the meaning independently
- Criteria
- Earning a score of at least 12 out of 16 on a 4-dimension oral reading prosody scale scored 1 to 4 per dimension, 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 12 out of 16 on a 4-dimension oral reading prosody scale scored 1 to 4 per dimension
- 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 instructional-level narrative passage of about 200 words, the student will read the passage aloud from start to finish with phrasing and expression that fit the meaning independently, earning a score of at least 12 out of 16 on a 4-dimension oral reading prosody scale scored 1 to 4 per dimension, on 3 of 4 consecutive scored readings, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Expression and volume (1 to 4) | Phrasing: meaningful word groups, not word by word (1 to 4) | Smoothness: few breaks, repetitions, or sound-outs (1 to 4) | Pace: conversational, neither slow nor rushed (1 to 4) | Total (of 16) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-dimension oral reading prosody scale scored 1 to 4 per dimension. 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.