Analyze how a speech's choices serve its purpose
When to use this goal
For high school students who can name a speaker's purpose but cannot show how word choice, repetition, structure or appeals carry it out. Present levels in analytical reading and writing, not grade, decide fit. An audio or video version of the speech can replace print.
- Baseline
- Score two recent responses to speeches or essays with this rubric. Note whether the student names choices but leaves out the effect, which is the most common gap. Keep text length similar across samples.
- Tips
- Fits co-taught English and social studies units with speeches and essays. Recorded responses keep the focus on analysis for students whose writing is slow. Use the same rubric across texts.
- Limits
- Older speeches can be hard to read; difficulty of the text affects scores. The rubric does not measure the student's own persuasive writing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-lit-005.
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Goal
By the annual IEP review date, after reading or watching a historical or current speech with a transcript, the student will write or record an analysis that states the speaker's purpose and explains how two specific choices in the text serve it independently, earning a score of at least 9 out of 12 on a 12-point rhetorical analysis rubric, on 3 of 4 consecutive monthly work samples, as measured by a defined scoring rubric collected monthly.
Baseline: 4 out of 12 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 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
- 4 out of 12 rubric points.
- Annual goal444 characters
- By the annual IEP review date, after reading or watching a historical or current speech with a transcript, the student will write or record an analysis that states the speaker's purpose and explains how two specific choices in the text serve it independently, earning a score of at least 9 out of 12 on a 12-point rhetorical analysis rubric, on 3 of 4 consecutive monthly work samples, as measured by a defined scoring rubric collected monthly.
- Timeframe
- By the annual IEP review date
- Condition
- After reading or watching a historical or current speech with a transcript
- Behavior
- The student will write or record an analysis that states the speaker's purpose and explains how two specific choices in the text serve it independently
- Criteria
- Earning a score of at least 9 out of 12 on a 12-point rhetorical analysis rubric, on 3 of 4 consecutive monthly work samples
- Evaluation method
- A defined scoring rubric
- Schedule
- Monthly
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 9 out of 12 on a 12-point rhetorical analysis rubric
- Mastery rule:
- on 3 of 4 consecutive monthly work samples
- Collection schedule:
- monthly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, after reading or watching a historical or current speech with a transcript, the student will write or record an analysis that states the speaker's purpose and explains how two specific choices in the text serve it independently, earning a score of at least 9 out of 12 on a 12-point rhetorical analysis rubric, on 3 of 4 consecutive monthly work samples, as measured by a defined scoring rubric collected monthly.
| Date | Task / sample | states the purpose and audience accurately (0 to 3) | names two specific author choices (0 to 3) | supports each choice with a quote (0 to 3) | explains how each choice affects the audience (0 to 3) | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 12-point rhetorical analysis rubric. 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.