Show a character's feelings through action and dialogue
When to use this goal
For students whose stories tell the reader how characters feel in one word (the girl was sad) and move on. Present levels should show the student writes a complete story; the target is showing emotion through what characters do, say, and notice.
- Baseline
- In two drafts, mark every sentence that names an emotion directly. After a revision session, count how many were expanded into at least two showing sentences. The denominator is the emotion-naming sentences in the draft.
- Tips
- A chart of actions for common emotions (clenched fists, slow steps, a cracked voice) helps students who find it hard to picture body language. Read published scenes and highlight showing sentences. Accept dialogue as well as action.
- Limits
- The measure counts revisions, not how vivid they are. Some drafts have few emotion sentences. Students who find emotion words hard to connect to actions may also need social-emotional or language support.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-exp-082.
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Goal
By the annual IEP review date, when drafting or revising a narrative in English class, the student will replace or expand each sentence that names a character's emotion with at least two sentences that show the emotion through actions, dialogue, or body language independently with at least 75% accuracy on emotion-naming sentences, on 3 of 4 consecutive scored drafts, as measured by work-sample analysis collected every two weeks.
Baseline: 20% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy 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
- 20% accuracy.
- Annual goal432 characters
- By the annual IEP review date, when drafting or revising a narrative in English class, the student will replace or expand each sentence that names a character's emotion with at least two sentences that show the emotion through actions, dialogue, or body language independently with at least 75% accuracy on emotion-naming sentences, on 3 of 4 consecutive scored drafts, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When drafting or revising a narrative in English class
- Behavior
- The student will replace or expand each sentence that names a character's emotion with at least two sentences that show the emotion through actions, dialogue, or body language independently
- Criteria
- With at least 75% accuracy on emotion-naming sentences, on 3 of 4 consecutive scored drafts
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 75% accuracy on emotion-naming sentences
- Mastery rule:
- on 3 of 4 consecutive scored drafts
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, when drafting or revising a narrative in English class, the student will replace or expand each sentence that names a character's emotion with at least two sentences that show the emotion through actions, dialogue, or body language independently with at least 75% accuracy on emotion-naming sentences, on 3 of 4 consecutive scored drafts, as measured by work-sample analysis collected every two weeks.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.