Retell an informational passage by its text structure
When to use this goal
For students who retell informational text as a list of facts with no organization. Expository retell asks the student to use the passage's structure (sequence, compare and contrast, cause and effect, or problem and solution). Base the choice on scored expository retells and the SLP's assessment.
- Baseline
- Record two or three retells of passages with the same structure and similar length. Score each row and note whether the student recalls facts but loses organization or recalls little. Probe each structure separately; sequence is usually easiest and compare-contrast harder.
- Tips
- Score from a recording. Choose passages from class units so the skill links to content learning. Accept retells in the student's own words and dialect, and in their stronger language if the team decides content matters more than English. Pair with written summaries if a writing goal exists.
- Limits
- Topic knowledge and reading level affect scores; use instructional-level text or listen-only passages. The rubric does not measure recall of every detail; for recall counts, see sl-nar-028.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-nar-026.
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Goal
By the annual IEP review date, after listening to or reading a 200- to 300-word informational passage at the student's instructional level, the student will retell the passage aloud, stating the topic, using the passage's structure to organize the main points, and giving supporting details independently, earning a score of at least 8 out of 10 on a 5-row expository retell rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 3 out of 10 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
- 3 out of 10 rubric points.
- Annual goal510 characters
- By the annual IEP review date, after listening to or reading a 200- to 300-word informational passage at the student's instructional level, the student will retell the passage aloud, stating the topic, using the passage's structure to organize the main points, and giving supporting details independently, earning a score of at least 8 out of 10 on a 5-row expository retell rubric scored 0 to 2 per row, 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
- After listening to or reading a 200- to 300-word informational passage at the student's instructional level
- Behavior
- The student will retell the passage aloud, stating the topic, using the passage's structure to organize the main points, and giving supporting details independently
- Criteria
- Earning a score of at least 8 out of 10 on a 5-row expository retell rubric scored 0 to 2 per row, 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 8 out of 10 on a 5-row expository retell rubric scored 0 to 2 per row
- 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, after listening to or reading a 200- to 300-word informational passage at the student's instructional level, the student will retell the passage aloud, stating the topic, using the passage's structure to organize the main points, and giving supporting details independently, earning a score of at least 8 out of 10 on a 5-row expository retell rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Topic stated in a sentence | Main points organized by the passage's structure | Signal words that fit the structure (first, because, in contrast, as a result) | Supporting details linked to the right main point | Closing statement or summary | Total (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 5-row expository retell rubric scored 0 to 2 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.