Vary sentence types and lengths in a paragraph
When to use this goal
For students whose paragraphs are correct but monotonous, with every sentence the same short subject-verb pattern. Present levels should show complete sentences in own writing and success on combining tasks; the rubric looks at variety across a paragraph.
- Baseline
- Score two or three paragraphs from class, each row 0 to 3. A sentence-length count (words per sentence) is a quick picture of variety. Note whether complex sentences appear at all.
- Tips
- Read paragraphs aloud so the student hears the rhythm. Variety should serve meaning, not be forced. This goal works after combining and subordinating goals are mastered.
- Limits
- Variety rows take scorer judgment; agree on examples. Short paragraphs limit variety. The rubric does not score ideas or organization.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-044.
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Goal
By the annual IEP review date, when writing a paragraph of six or more sentences on a familiar or class topic, the student will write a paragraph that includes simple, compound, and complex sentences, at least two different sentence openings, and sentences of different lengths independently, earning a score of at least 8 out of 12 on a 12-point sentence variety 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 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
- 3 out of 12 rubric points.
- Annual goal479 characters
- By the annual IEP review date, when writing a paragraph of six or more sentences on a familiar or class topic, the student will write a paragraph that includes simple, compound, and complex sentences, at least two different sentence openings, and sentences of different lengths independently, earning a score of at least 8 out of 12 on a 12-point sentence variety 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 paragraph of six or more sentences on a familiar or class topic
- Behavior
- The student will write a paragraph that includes simple, compound, and complex sentences, at least two different sentence openings, and sentences of different lengths independently
- Criteria
- Earning a score of at least 8 out of 12 on a 12-point sentence variety 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 8 out of 12 on a 12-point sentence variety 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 paragraph of six or more sentences on a familiar or class topic, the student will write a paragraph that includes simple, compound, and complex sentences, at least two different sentence openings, and sentences of different lengths independently, earning a score of at least 8 out of 12 on a 12-point sentence variety rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Includes simple, compound, and complex sentences | Uses at least two different sentence openings | Sentence lengths vary across the paragraph | All sentences are complete and correctly joined | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 12-point sentence variety 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.