Write a sentence that cites evidence from a text
When to use this goal
For students who answer text questions with their own opinion or a vague reference (it says so) and cannot write a single sentence that points to the text. It is the sentence-level step before constructed responses. Reading level matters; read the text aloud if decoding is a barrier.
- Baseline
- Give two probes of five questions. A sentence is correct when it is complete, uses a citing frame or equivalent, and the detail actually comes from the text and fits the question. Note whether errors are structural (no frame, fragment) or content (wrong detail), since the fixes differ.
- Tips
- Teach two or three frames and keep them posted. Quoting and paraphrasing can both count; decide and write the rule. This sentence becomes the evidence row of the constructed-response and body-paragraph templates.
- Limits
- Finding the right detail is a comprehension skill; marking lines reduces that load. Five items give coarse percentages. Frames can become formulaic; that is acceptable at this stage.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-023.
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Goal
By the annual IEP review date, given a short text at the student's instructional level and five questions that ask for evidence, the student will write one complete sentence for each question that uses a citing frame and quotes or paraphrases a specific detail from the text independently with at least 80% accuracy on evidence sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
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 Sentence Construction.
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 - Sentence Construction
- Baseline
- 20% accuracy.
- Annual goal429 characters
- By the annual IEP review date, given a short text at the student's instructional level and five questions that ask for evidence, the student will write one complete sentence for each question that uses a citing frame and quotes or paraphrases a specific detail from the text independently with at least 80% accuracy on evidence sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a short text at the student's instructional level and five questions that ask for evidence
- Behavior
- The student will write one complete sentence for each question that uses a citing frame and quotes or paraphrases a specific detail from the text independently
- Criteria
- With at least 80% accuracy on evidence sentences, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on evidence sentences
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a short text at the student's instructional level and five questions that ask for evidence, the student will write one complete sentence for each question that uses a citing frame and quotes or paraphrases a specific detail from the text independently with at least 80% accuracy on evidence sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
| 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.