Sort short texts by why they were written
When to use this goal
For students who cannot yet tell a text that tries to convince from one that teaches or one that tells a story. Present levels, not grade, decide fit. Texts should be short and at or below the instructional level so the purpose is the hard part, not the reading.
- Baseline
- Give a 10-text sort on two days and record which purposes are confused. Inform and explain are often mixed up, and some students call every story entertaining even when it carries a message. Use a different set of texts each probe.
- Tips
- Real-world texts (cereal boxes, flyers, sign-up sheets) make the skill feel useful. Count an item correct only when both the purpose and the clue are right for the annual behavior. Extend to the purpose of a single paragraph once whole-text sorting is steady.
- Limits
- Many texts have more than one purpose; pick items with one clear purpose for probes. Sorting does not show the student can explain how the author's choices serve the purpose; see rd-lit-005 for that.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-lit-004.
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Goal
By the annual IEP review date, given 10 short texts (ads, recipes, letters, stories, how-to pages and news briefs) at the instructional level, the student will sort each text as written to persuade, inform, explain how, or entertain and underline one clue for each independently with at least 80% accuracy on short texts sorted by purpose, on 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 Literary Analysis & Author's Craft.
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 - Literary Analysis & Author's Craft
- Baseline
- 40% accuracy.
- Annual goal441 characters
- By the annual IEP review date, given 10 short texts (ads, recipes, letters, stories, how-to pages and news briefs) at the instructional level, the student will sort each text as written to persuade, inform, explain how, or entertain and underline one clue for each independently with at least 80% accuracy on short texts sorted by purpose, on 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 10 short texts (ads, recipes, letters, stories, how-to pages and news briefs) at the instructional level
- Behavior
- The student will sort each text as written to persuade, inform, explain how, or entertain and underline one clue for each independently
- Criteria
- With at least 80% accuracy on short texts sorted by purpose, on 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 80% accuracy on short texts sorted by purpose
- Mastery rule:
- on 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 10 short texts (ads, recipes, letters, stories, how-to pages and news briefs) at the instructional level, the student will sort each text as written to persuade, inform, explain how, or entertain and underline one clue for each independently with at least 80% accuracy on short texts sorted by purpose, on 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.