Plan and draft a five-paragraph essay
When to use this goal
For students who can write a good paragraph but lose the structure when an assignment calls for a full essay. Present levels should show paragraph writing with topic sentences; the five-paragraph structure is a scaffold, not the final goal.
- Baseline
- Observe one or two essay assignments and mark each step as independent, prompted, or not done. Collect the plan and the draft. Note where the routine breaks down; often the student skips planning or drafts body paragraphs that do not match the plan.
- Tips
- Teach the five-paragraph form as a starting structure that later stretches to more or fewer paragraphs. Use the same planning sheet across classes. Pair with a rubric goal for essay quality.
- Limits
- The checklist measures process, not quality. Assignments that do not fit five paragraphs should not be forced into this structure. Steps done at home are hard to observe.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-037.
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Goal
By the annual IEP review date, given an essay prompt and a five-paragraph planning sheet over two class periods, the student will plan and draft a five-paragraph essay by completing each step of the essay routine in order using the planning sheet, performing at least 7 of 8 steps independently, on 3 consecutive essay assignments, as measured by a task-analysis checklist collected per essay assignment, at least twice monthly.
Baseline: 3 of 8 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 of 8 steps independently.
- Annual goal428 characters
- By the annual IEP review date, given an essay prompt and a five-paragraph planning sheet over two class periods, the student will plan and draft a five-paragraph essay by completing each step of the essay routine in order using the planning sheet, performing at least 7 of 8 steps independently, on 3 consecutive essay assignments, as measured by a task-analysis checklist collected per essay assignment, at least twice monthly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an essay prompt and a five-paragraph planning sheet over two class periods
- Behavior
- The student will plan and draft a five-paragraph essay by completing each step of the essay routine in order using the planning sheet
- Criteria
- Performing at least 7 of 8 steps independently, on 3 consecutive essay assignments
- Evaluation method
- A task-analysis checklist
- Schedule
- Per essay assignment, at least twice monthly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 7 of 8 steps independently
- Mastery rule:
- on 3 consecutive essay assignments
- Collection schedule:
- per essay assignment, at least twice monthly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, given an essay prompt and a five-paragraph planning sheet over two class periods, the student will plan and draft a five-paragraph essay by completing each step of the essay routine in order using the planning sheet, performing at least 7 of 8 steps independently, on 3 consecutive essay assignments, as measured by a task-analysis checklist collected per essay assignment, at least twice monthly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Writes a thesis that names three reasons | ||||||||
| 2. Lists one piece of support for each reason | ||||||||
| 3. Writes a topic sentence for each body paragraph that matches a reason | ||||||||
| 4. Drafts the introduction ending with the thesis | ||||||||
| 5. Drafts three body paragraphs in the planned order | ||||||||
| 6. Drafts a conclusion that restates the thesis | ||||||||
| 7. Rereads to check each body paragraph matches its topic sentence | ||||||||
| 8. Submits or saves the draft | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 7 of 8).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.