Retell a familiar story with props or pictures
When to use this goal
For preschool students who enjoy stories but cannot tell one back, even a favorite. Base the choice on observation during shared reading. The story should be one the class has read several times; props and pictures carry the memory load.
- Baseline
- Elicit retells of two familiar stories with props and score each with the rubric. Note how many prompts were needed and whether the student names characters or only points. Compare with how the child talks during the shared reading itself.
- Tips
- Score each part 0, 1, or 2 as defined; a part given only after a prompt scores at most 1. Accept speech, sign, or AAC, and accept acting out with narration. Use the same familiar story for several probes while the skill is emerging, then switch to a new familiar story to check that the skill is not story-specific.
- Limits
- Retelling a familiar story measures memory and participation as much as narrative language; it does not show whether the child can tell about new events (sl-nar-004, sl-nar-019). Scores depend on how many times the class has heard the story.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-nar-003.
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Goal
By the annual IEP review date, given the pictures or props from a familiar classroom story read at least three times, the student will retell the story with a beginning, a middle event, and an ending, using the props or pictures independently, earning a score of at least 5 out of 6 on a 3-part beginning-middle-end retell rubric scored 0 to 2 per part, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 1 out of 6 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 Narrative Language & Retelling.
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
- Speech & Language - Narrative Language & Retelling
- Baseline
- 1 out of 6 rubric points.
- Annual goal459 characters
- By the annual IEP review date, given the pictures or props from a familiar classroom story read at least three times, the student will retell the story with a beginning, a middle event, and an ending, using the props or pictures independently, earning a score of at least 5 out of 6 on a 3-part beginning-middle-end retell rubric scored 0 to 2 per part, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given the pictures or props from a familiar classroom story read at least three times
- Behavior
- The student will retell the story with a beginning, a middle event, and an ending, using the props or pictures independently
- Criteria
- Earning a score of at least 5 out of 6 on a 3-part beginning-middle-end retell rubric scored 0 to 2 per part, on 3 of 4 consecutive biweekly probes
- 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 5 out of 6 on a 3-part beginning-middle-end retell rubric scored 0 to 2 per part
- Mastery rule:
- on 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given the pictures or props from a familiar classroom story read at least three times, the student will retell the story with a beginning, a middle event, and an ending, using the props or pictures independently, earning a score of at least 5 out of 6 on a 3-part beginning-middle-end retell rubric scored 0 to 2 per part, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Beginning: names the main character and how the story starts (0 = absent, 1 = partial, 2 = clear) | Middle: tells at least one main event or problem | Ending: tells how the story ends | Total (of 6) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-part beginning-middle-end retell rubric scored 0 to 2 per part. 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.