Highlight opinion sentences in a book review
When to use this goal
For students who can label single sentences as fact or opinion on a worksheet but miss opinions inside a real review where both are mixed. Present levels, not grade, decide fit. Reviews should be at or below the instructional level.
- Baseline
- Score every sentence (highlighted opinions and unhighlighted facts both count) so over-highlighting lowers the score. Give two reviews and note whether the student marks every sentence with an adjective as opinion.
- Tips
- Reviews are a real format students meet online. Follow up by having the student write their own review with facts and opinions marked.
- Limits
- Some sentences mix fact and opinion; avoid them in probes or decide the scoring rule ahead of time. The goal does not evaluate whether opinions are well supported.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-lit-017.
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Goal
By the annual IEP review date, given a short book or product review of about 10 sentences written for students, the student will highlight each opinion sentence and circle the word that shows the writer's view independently with at least 85% accuracy on review sentences, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Baseline: 50% 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
- 50% accuracy.
- Annual goal373 characters
- By the annual IEP review date, given a short book or product review of about 10 sentences written for students, the student will highlight each opinion sentence and circle the word that shows the writer's view independently with at least 85% accuracy on review sentences, 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 a short book or product review of about 10 sentences written for students
- Behavior
- The student will highlight each opinion sentence and circle the word that shows the writer's view independently
- Criteria
- With at least 85% accuracy on review sentences, 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 85% accuracy on review sentences
- 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 a short book or product review of about 10 sentences written for students, the student will highlight each opinion sentence and circle the word that shows the writer's view independently with at least 85% accuracy on review sentences, 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.