Blend partial quotations into own sentences
When to use this goal
For high school students who can introduce and explain quotations but rely on long block quotes, which crowds out their own analysis. Present levels should show success with the lead-in, quote, explain pattern; the target is weaving short phrases from the text into the student's own sentences.
- Baseline
- Score two analysis paragraphs, each row 0 to 3. Count how many words of the paragraph are quoted versus the student's own; a high quoted share is a useful baseline number to share with the student.
- Tips
- Show the difference between dropping a quote and blending one. Partial quotations push students to analyze word choice, which raises analysis scores. Use class texts.
- Limits
- Grammatical fit takes practice and some errors are expected along the way. Analysis quality takes judgment; double-score some samples. The rubric does not score the claim.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-par-049.
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Goal
By the annual IEP review date, when writing a literary analysis paragraph about a text read in class, the student will write an analysis paragraph that blends at least two short quoted phrases into the student's own sentences with correct punctuation and citations, and analyzes the word choice in each independently, earning a score of at least 7 out of 9 on a 9-point quotation integration rubric, on 3 of 4 consecutive scored paragraphs, 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 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 9 rubric points.
- Annual goal507 characters
- By the annual IEP review date, when writing a literary analysis paragraph about a text read in class, the student will write an analysis paragraph that blends at least two short quoted phrases into the student's own sentences with correct punctuation and citations, and analyzes the word choice in each independently, earning a score of at least 7 out of 9 on a 9-point quotation integration 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
- When writing a literary analysis paragraph about a text read in class
- Behavior
- The student will write an analysis paragraph that blends at least two short quoted phrases into the student's own sentences with correct punctuation and citations, and analyzes the word choice in each independently
- Criteria
- Earning a score of at least 7 out of 9 on a 9-point quotation integration 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 7 out of 9 on a 9-point quotation integration 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, when writing a literary analysis paragraph about a text read in class, the student will write an analysis paragraph that blends at least two short quoted phrases into the student's own sentences with correct punctuation and citations, and analyzes the word choice in each independently, earning a score of at least 7 out of 9 on a 9-point quotation integration rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Quoted phrases fit grammatically into the student's sentences | Quotations are punctuated and cited correctly | Analysis explains the meaning or effect of the quoted words | Total (of 9) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 9-point quotation integration 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.