Answer wh- questions during a class read-aloud
When to use this goal
For students who answer wh- questions in therapy but not during whole-group reading, where questions come fast and there are no picture choices. Any response mode counts, so the goal measures comprehension of the question in class. Base the choice on therapy data and classroom observation.
- Baseline
- Observe two read-alouds and record each question asked of the student and the response. Ask the teacher to plan five questions per read-aloud so data are consistent. Compare with therapy accuracy to see the size of the class gap.
- Tips
- Each question asked of the student is one opportunity. Accept any response mode. Give the teacher a short list of question types to use. Coach the teacher to wait at least 5 seconds before moving on.
- Limits
- Class read-alouds vary in difficulty and attention demands. Five questions per session may be hard to get in whole group; small-group reads give more turns. The goal does not separate listening comprehension from question understanding.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-030.
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Goal
By the annual IEP review date, during a whole-class or small-group read-aloud when the teacher asks the student a who, what, where, when, or why question, the student will answer the question with information that fits the question word and the story, by speaking, signing, pointing to the page, or using their device independently in at least 4 of 5 opportunities, on 3 of 4 weekly classroom observations, as measured by direct observation collected weekly during a classroom read-aloud.
Baseline: 2 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. Direct observation 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 Receptive Language.
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 - Receptive Language
- Baseline
- 2 of 5 opportunities.
- Annual goal488 characters
- By the annual IEP review date, during a whole-class or small-group read-aloud when the teacher asks the student a who, what, where, when, or why question, the student will answer the question with information that fits the question word and the story, by speaking, signing, pointing to the page, or using their device independently in at least 4 of 5 opportunities, on 3 of 4 weekly classroom observations, as measured by direct observation collected weekly during a classroom read-aloud.
- Timeframe
- By the annual IEP review date
- Condition
- During a whole-class or small-group read-aloud when the teacher asks the student a who, what, where, when, or why question
- Behavior
- The student will answer the question with information that fits the question word and the story, by speaking, signing, pointing to the page, or using their device independently
- Criteria
- In at least 4 of 5 opportunities, on 3 of 4 weekly classroom observations
- Evaluation method
- Direct observation
- Schedule
- Weekly during a classroom read-aloud
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:
- on 3 of 4 weekly classroom observations
- Collection schedule:
- weekly during a classroom read-aloud
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a whole-class or small-group read-aloud when the teacher asks the student a who, what, where, when, or why question, the student will answer the question with information that fits the question word and the story, by speaking, signing, pointing to the page, or using their device independently in at least 4 of 5 opportunities, on 3 of 4 weekly classroom observations, as measured by direct observation collected weekly during a classroom read-aloud.
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.