Explain how word choice shapes tone
When to use this goal
For high school students who can name a tone word (hopeful, bitter) when asked but cannot point to the words that create it, a common demand in English classes. Present levels decide the passage level.
- Baseline
- Score two or three short responses, written or spoken. Note whether the student names tone by plot (it is sad because someone dies) rather than by word choice.
- Tips
- Use short passages with strong word choice. Pairs with the middle school connotation template as the next step.
- Limits
- Tone is interpretive; accept reasoned answers. Writing demands can lower scores; accept oral responses.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-voc-047.
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Goal
By the annual IEP review date, given a 1- to 2-paragraph literary or nonfiction passage at the student's instructional level, the student will name the tone of the passage, quote two words or phrases that create it, and explain the connotation of each independently, earning a score of at least 7 out of 9 on a 3-row word choice and tone rubric scored 0 to 3 per row, on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 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 Vocabulary.
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 - Vocabulary
- Baseline
- 2 out of 9 rubric points.
- Annual goal474 characters
- By the annual IEP review date, given a 1- to 2-paragraph literary or nonfiction passage at the student's instructional level, the student will name the tone of the passage, quote two words or phrases that create it, and explain the connotation of each independently, earning a score of at least 7 out of 9 on a 3-row word choice and tone rubric scored 0 to 3 per row, on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a 1- to 2-paragraph literary or nonfiction passage at the student's instructional level
- Behavior
- The student will name the tone of the passage, quote two words or phrases that create it, and explain the connotation of each independently
- Criteria
- Earning a score of at least 7 out of 9 on a 3-row word choice and tone rubric scored 0 to 3 per row, on 3 of 4 consecutive scored responses
- 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 word choice and tone rubric scored 0 to 3 per row
- Mastery rule:
- on 3 of 4 consecutive scored responses
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a 1- to 2-paragraph literary or nonfiction passage at the student's instructional level, the student will name the tone of the passage, quote two words or phrases that create it, and explain the connotation of each independently, earning a score of at least 7 out of 9 on a 3-row word choice and tone rubric scored 0 to 3 per row, on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Tone: names a tone that fits the passage (0 to 3) | Evidence: quotes words or phrases that carry the tone (0 to 3) | Explanation: explains the connotation and how it creates the tone (0 to 3) | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row word choice and tone 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.