Analyze a character or theme with text evidence
When to use this goal
For students who summarize the plot when asked to analyze a character or a theme. Present levels should show the student can write a paragraph with a topic sentence; the target is an interpretive claim about the text backed by quoted evidence and explanation.
- Baseline
- Score two analysis responses from English class, each row 0 to 3. Mark whether the claim row is low because the student summarizes; that is the most common pattern and changes what to teach first.
- Tips
- Co-plan with the English teacher so the class assignments are the data. Model the difference between what happens (summary) and what it shows (analysis). Students can find quotations with audio support if reading is the barrier.
- Limits
- Comprehension of the text affects every row. Theme prompts are harder than character prompts; record which was used. Explanation quality takes scorer judgment; double-score some samples.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-075.
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Goal
By the annual IEP review date, given a short story or novel chapter read in class and an analysis prompt about a character or theme, the student will write a literary analysis paragraph or short essay that makes a claim about a character or theme, supports it with at least two quotations, and explains how each quotation supports the claim independently, earning a score of at least 7 out of 9 on a 9-point literary analysis rubric, on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks.
Baseline: 3 out of 9 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 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
- 3 out of 9 rubric points.
- Annual goal540 characters
- By the annual IEP review date, given a short story or novel chapter read in class and an analysis prompt about a character or theme, the student will write a literary analysis paragraph or short essay that makes a claim about a character or theme, supports it with at least two quotations, and explains how each quotation supports the claim independently, earning a score of at least 7 out of 9 on a 9-point literary analysis rubric, on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a short story or novel chapter read in class and an analysis prompt about a character or theme
- Behavior
- The student will write a literary analysis paragraph or short essay that makes a claim about a character or theme, supports it with at least two quotations, and explains how each quotation supports the claim independently
- Criteria
- Earning a score of at least 7 out of 9 on a 9-point literary analysis rubric, on 3 of 4 consecutive scored responses
- 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 7 out of 9 on a 9-point literary analysis rubric
- Mastery rule:
- on 3 of 4 consecutive scored responses
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a short story or novel chapter read in class and an analysis prompt about a character or theme, the student will write a literary analysis paragraph or short essay that makes a claim about a character or theme, supports it with at least two quotations, and explains how each quotation supports the claim independently, earning a score of at least 7 out of 9 on a 9-point literary analysis rubric, on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Makes an interpretive claim, not a plot summary | Supports the claim with at least two relevant quotations | Explains how each quotation supports the claim | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 9-point literary analysis rubric. 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.