Write an introduction with a hook, context, and thesis
When to use this goal
For students who begin essays with the thesis alone, restate the prompt, or write an introduction that does not say what the essay will argue. Present levels should show organized body paragraphs; the introduction is a specialized paragraph taught after that.
- Baseline
- Score the introductions of two or three recent essays, each row 0 to 3. Compare the thesis to the body paragraphs; a thesis that promises something the body does not deliver scores low on row three even if well written.
- Tips
- Teach a limited set of hook types (question, surprising fact, brief scene). Have the student write the introduction after the body plan exists so the thesis matches. Introductions can be scored on their own, which makes this a quick measure between full essays.
- Limits
- Hooks are subjective; score whether one is present and connected, not how clever it is. Students taught different introduction formulas in different classes may be confused; align with the English teacher. The rubric does not score conventions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-017.
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Goal
By the annual IEP review date, given an essay prompt and a completed body-paragraph plan, the student will write an introduction paragraph with an opening hook, one or two sentences of context, and a thesis that states the essay's main claim or idea independently, earning a score of at least 7 out of 9 on a 9-point introduction paragraph rubric, on 3 of 4 consecutive scored introductions, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 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 Paragraph Organization.
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 - Paragraph Organization
- Baseline
- 2 out of 9 rubric points.
- Annual goal458 characters
- By the annual IEP review date, given an essay prompt and a completed body-paragraph plan, the student will write an introduction paragraph with an opening hook, one or two sentences of context, and a thesis that states the essay's main claim or idea independently, earning a score of at least 7 out of 9 on a 9-point introduction paragraph rubric, on 3 of 4 consecutive scored introductions, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given an essay prompt and a completed body-paragraph plan
- Behavior
- The student will write an introduction paragraph with an opening hook, one or two sentences of context, and a thesis that states the essay's main claim or idea independently
- Criteria
- Earning a score of at least 7 out of 9 on a 9-point introduction paragraph rubric, on 3 of 4 consecutive scored introductions
- 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 introduction paragraph rubric
- Mastery rule:
- on 3 of 4 consecutive scored introductions
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given an essay prompt and a completed body-paragraph plan, the student will write an introduction paragraph with an opening hook, one or two sentences of context, and a thesis that states the essay's main claim or idea independently, earning a score of at least 7 out of 9 on a 9-point introduction paragraph rubric, on 3 of 4 consecutive scored introductions, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Opens with a hook that connects to the topic | Gives context the reader needs before the thesis | Ends with a clear thesis that matches the body paragraphs | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 9-point introduction paragraph 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.