Answer text questions with a text detail
When to use this goal
For second and third graders, or older students early in written comprehension work, who answer text questions with one word or with an idea that is not in the text. Present levels should show the student can answer the question orally; this goal moves the answer into two written sentences tied to the text.
- Baseline
- Collect six answers over two weeks from short passages and score each as meeting the goal only if it has both an answer sentence and a detail that is really in the text. Note which part is missing most often; many students answer from memory or opinion instead of the text.
- Tips
- Use the passages the class is already reading so the goal does not add a separate task. Accept invented spelling; score only whether both parts are there and whether the detail comes from the text. Students who use AAC or speech-to-text can produce both sentences in their usual mode.
- Limits
- The goal depends on reading or listening comprehension; a wrong answer may be a comprehension issue. Two sentences is a starting format, not a full constructed response. Six opportunities a week is a coarse measure; use the same six-item routine every week.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-033.
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Goal
By the annual IEP review date, given a short passage read aloud twice and one written question about it, the student will write a two-sentence answer that answers the question in the first sentence and gives a detail from the text in the second independently in at least 5 of 6 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 1 of 6 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 Written Expression.
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
- Writing - Written Expression
- Baseline
- 1 of 6 opportunities.
- Annual goal393 characters
- By the annual IEP review date, given a short passage read aloud twice and one written question about it, the student will write a two-sentence answer that answers the question in the first sentence and gives a detail from the text in the second independently in at least 5 of 6 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a short passage read aloud twice and one written question about it
- Behavior
- The student will write a two-sentence answer that answers the question in the first sentence and gives a detail from the text in the second independently
- Criteria
- In at least 5 of 6 opportunities, across 3 consecutive weeks of data
- 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 5 of 6 opportunities
- Mastery rule:
- across 3 consecutive weeks of data
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a short passage read aloud twice and one written question about it, the student will write a two-sentence answer that answers the question in the first sentence and gives a detail from the text in the second independently in at least 5 of 6 opportunities, across 3 consecutive weeks of data, 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 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.