Include how characters feel and think in a story
When to use this goal
For students whose stories describe actions only and never say what characters feel, want, or plan, which flattens their narratives and limits inference in reading. Base the choice on a narrative sample.
- Baseline
- Record five narratives and count mental state words (feelings, thoughts, wants, plans). Check whether the student can name a character's feeling when asked directly; if not, teach feeling vocabulary first. Note whether the student includes feelings in personal stories but not retells, or the reverse.
- Tips
- Each narrative is one opportunity. Score correct when it contains the required number of accurate mental state statements that fit the story; "he was happy" at a sad moment does not count. Accept any mode. Discuss feelings during shared reading in class so the vocabulary is familiar.
- Limits
- Some students include feelings only when prompted, so the support level must be recorded. Stories vary in how much emotion they contain; choose comparable stories. The goal does not measure the student's own emotional understanding.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-nar-008.
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Goal
By the annual IEP review date, when retelling an unfamiliar story in which characters' feelings drive the events, the student will include at least two statements about a character's feelings, thoughts, or plans (such as "She was worried," "He decided to...") independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 of 5 opportunities.
- Annual goal408 characters
- By the annual IEP review date, when retelling an unfamiliar story in which characters' feelings drive the events, the student will include at least two statements about a character's feelings, thoughts, or plans (such as "She was worried," "He decided to...") independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When retelling an unfamiliar story in which characters' feelings drive the events
- Behavior
- The student will include at least two statements about a character's feelings, thoughts, or plans (such as "She was worried," "He decided to...") independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when retelling an unfamiliar story in which characters' feelings drive the events, the student will include at least two statements about a character's feelings, thoughts, or plans (such as "She was worried," "He decided to...") independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.