Write a body paragraph with a point, evidence, and explanation
When to use this goal
For students whose body paragraphs drop in a quote with no explanation or explain without any evidence. Present levels should show basic paragraph organization and the ability to find evidence in a text; the goal targets the point-evidence-explanation structure.
- Baseline
- Score two or three body paragraphs from recent essays or probes, each row 0 to 3. The explanation row is usually lowest; count the number of sentences after each piece of evidence to make that visible. Record whether evidence was found independently or marked.
- Tips
- Whatever acronym the English department uses (PEEL, CER, RACE), match it so the student hears one routine. Score single body paragraphs often rather than waiting for whole essays. Marking evidence in the text at first keeps the measure on writing rather than reading.
- Limits
- Scores depend on reading the source even when it is read aloud. Explanation quality is a judgment; write descriptors with examples. One body paragraph does not show whether the student can sustain the structure across an essay.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-018.
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Goal
By the annual IEP review date, given a claim, a short text at the student's reading level, and 20 minutes to write, the student will write a body paragraph that states a point supporting the claim, gives evidence from the text, explains how the evidence supports the point, and links back to the claim independently, earning a score of at least 10 out of 12 on a 12-point body paragraph rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks.
Baseline: 3 out of 12 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
- 3 out of 12 rubric points.
- Annual goal502 characters
- By the annual IEP review date, given a claim, a short text at the student's reading level, and 20 minutes to write, the student will write a body paragraph that states a point supporting the claim, gives evidence from the text, explains how the evidence supports the point, and links back to the claim independently, earning a score of at least 10 out of 12 on a 12-point body paragraph rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a claim, a short text at the student's reading level, and 20 minutes to write
- Behavior
- The student will write a body paragraph that states a point supporting the claim, gives evidence from the text, explains how the evidence supports the point, and links back to the claim independently
- Criteria
- Earning a score of at least 10 out of 12 on a 12-point body paragraph rubric, on 3 of 4 consecutive scored paragraphs
- 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 10 out of 12 on a 12-point body paragraph rubric
- Mastery rule:
- on 3 of 4 consecutive scored paragraphs
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a claim, a short text at the student's reading level, and 20 minutes to write, the student will write a body paragraph that states a point supporting the claim, gives evidence from the text, explains how the evidence supports the point, and links back to the claim independently, earning a score of at least 10 out of 12 on a 12-point body paragraph rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Topic sentence states a point that supports the claim | Includes relevant evidence from the text, quoted or paraphrased | Explains how the evidence supports the point | Ends by linking the point back to the claim | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 12-point body 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.