Compare two things in one sentence
When to use this goal
For students who write two separate sentences about two things and do not show how they are alike or different. Present levels should show compound sentences with and or but; the target is comparison words in a single sentence.
- Baseline
- Over two weeks, give eight comparison tasks and record each sentence. Count it when one sentence names both things, uses a comparison word correctly, and the comparison is accurate.
- Tips
- Comparison sentences are the building block for compare-and-contrast paragraphs. Use content from class so the sentences double as notes. Model how while and unlike change sentence order.
- Limits
- Accuracy of the comparison depends on knowing the content. The goal is sentence-level; paragraph organization is a separate goal. Some comparison words need commas that are not scored here.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-038.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given two pictures or objects to compare (such as two animals, two tools, or two places) and a chart of features, the student will write a sentence that tells how the two things are alike or different using a comparison word such as both, but, while, or unlike independently in at least 7 of 8 opportunities, across 2 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 2 of 8 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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
- 2 of 8 opportunities.
- Annual goal446 characters
- By the annual IEP review date, given two pictures or objects to compare (such as two animals, two tools, or two places) and a chart of features, the student will write a sentence that tells how the two things are alike or different using a comparison word such as both, but, while, or unlike independently in at least 7 of 8 opportunities, across 2 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given two pictures or objects to compare (such as two animals, two tools, or two places) and a chart of features
- Behavior
- The student will write a sentence that tells how the two things are alike or different using a comparison word such as both, but, while, or unlike independently
- Criteria
- In at least 7 of 8 opportunities, across 2 consecutive weeks of data
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 7 of 8 opportunities
- Mastery rule:
- across 2 consecutive weeks of data
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given two pictures or objects to compare (such as two animals, two tools, or two places) and a chart of features, the student will write a sentence that tells how the two things are alike or different using a comparison word such as both, but, while, or unlike independently in at least 7 of 8 opportunities, across 2 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | # + (of 8) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 8 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.