Make up a short story during pretend play
When to use this goal
For preschool students who play with figures and toys but do not yet narrate a sequence of pretend events. Early stories are short: who, what happened, and how it ended. Base the choice on play observation and a play-based language sample. For retelling a familiar book, see sl-nar-003.
- Baseline
- Observe two play sessions with small-world toys and write down what the student says while playing. Score the best story-like stretch. Ask the family about pretend play and storytelling at home, in any language.
- Tips
- Score the student's own words, signs, or AAC messages during play. Adults follow the student's play ideas rather than directing a script. Stories in the home language count fully. Keep the toy set familiar so the student focuses on telling, not exploring.
- Limits
- Pretend play varies a lot by day and interest; collect more than one sample per probe when possible. The rubric does not score sentence length or grammar.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-nar-023.
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Goal
By the annual IEP review date, during pretend play with a small-world set (such as a farm, a house, or a vehicle set) and two or three figures, the student will tell a short pretend story that names who is in it, says what happened, and gives an ending independently, earning a score of at least 5 out of 6 on a 3-part early story rubric scored 0 to 2 per part, on 3 of 4 consecutive weekly play samples, as measured by a defined scoring rubric collected weekly.
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 goal462 characters
- By the annual IEP review date, during pretend play with a small-world set (such as a farm, a house, or a vehicle set) and two or three figures, the student will tell a short pretend story that names who is in it, says what happened, and gives an ending independently, earning a score of at least 5 out of 6 on a 3-part early story rubric scored 0 to 2 per part, on 3 of 4 consecutive weekly play samples, as measured by a defined scoring rubric collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During pretend play with a small-world set (such as a farm, a house, or a vehicle set) and two or three figures
- Behavior
- The student will tell a short pretend story that names who is in it, says what happened, and gives an ending independently
- Criteria
- Earning a score of at least 5 out of 6 on a 3-part early story rubric scored 0 to 2 per part, on 3 of 4 consecutive weekly play samples
- Evaluation method
- A defined scoring rubric
- Schedule
- Weekly
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 early story rubric scored 0 to 2 per part
- Mastery rule:
- on 3 of 4 consecutive weekly play samples
- Collection schedule:
- weekly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, during pretend play with a small-world set (such as a farm, a house, or a vehicle set) and two or three figures, the student will tell a short pretend story that names who is in it, says what happened, and gives an ending independently, earning a score of at least 5 out of 6 on a 3-part early story rubric scored 0 to 2 per part, on 3 of 4 consecutive weekly play samples, as measured by a defined scoring rubric collected weekly.
| Date | Task / sample | Who: a character is named or shown (0 = absent, 1 = pointed to, 2 = named) | What happened: at least two events told in order | End: the story has a closing event or words | Total (of 6) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 3-part early story 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.