Find loaded words in persuasive text
When to use this goal
For high school students who take persuasive text at face value because they do not notice words chosen to stir feelings (disaster, miracle, so-called, freedom). Media literacy depends on this skill. Present levels decide the text level.
- Baseline
- Use short texts with four to six clear loaded words. Avoid texts on topics that are personally charged for the student unless they choose them.
- Tips
- Connects vocabulary to civics, consumer skills, and social media use. Use texts from many viewpoints so the lesson is about language, not opinions.
- Limits
- What counts as loaded can be debated; accept reasoned answers. The rubric does not measure whether the student evaluates the argument itself.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-voc-054.
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Goal
By the annual IEP review date, given an ad, opinion column, or campaign flyer at the student's instructional level, the student will underline loaded words, write a neutral word for each, and explain the reaction the writer is trying to get from the reader independently, earning a score of at least 7 out of 9 on a 3-row loaded language 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 an ad, opinion column, or campaign flyer at the student's instructional level, the student will underline loaded words, write a neutral word for each, and explain the reaction the writer is trying to get from the reader independently, earning a score of at least 7 out of 9 on a 3-row loaded language 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 an ad, opinion column, or campaign flyer at the student's instructional level
- Behavior
- The student will underline loaded words, write a neutral word for each, and explain the reaction the writer is trying to get from the reader independently
- Criteria
- Earning a score of at least 7 out of 9 on a 3-row loaded language 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 loaded language 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 an ad, opinion column, or campaign flyer at the student's instructional level, the student will underline loaded words, write a neutral word for each, and explain the reaction the writer is trying to get from the reader independently, earning a score of at least 7 out of 9 on a 3-row loaded language 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 | Finds loaded words: identifies the words chosen to stir feelings (0 to 3) | Neutral version: gives a neutral word with the same basic meaning (0 to 3) | Purpose: explains the reaction or belief the writer is aiming for (0 to 3) | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-row loaded language 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.