Use appositives in own informational writing
When to use this goal
For high school students who can add an appositive on a structured task but never use one in their own writing, so their reports repeat names and definitions in extra sentences. Present levels should show success on appositive probes.
- Baseline
- In two or three pieces, mark the first mention of people, places, or terms that the reader would need identified (about six opportunities). Count those identified with a correctly punctuated appositive. Record extra sentences used instead.
- Tips
- Show how an appositive cuts a sentence and keeps the reader informed. Pair with the appositive probe goal for students still learning the structure. Count only first mentions, since later mentions do not need identifying.
- Limits
- Deciding which mentions need identifying takes judgment; agree on a rule. Pieces vary in how many people or terms they introduce. Other structures (a relative clause) can also identify; decide whether to accept them.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-052.
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Goal
By the annual IEP review date, when writing an informational or research piece that introduces people, places, or terms, the student will use an appositive to identify a person, place, or term the first time it appears, with correct commas independently in at least 4 of 6 opportunities, across 3 consecutive scored pieces, as measured by opportunity-by-opportunity data collected per writing assignment, at least twice monthly.
Baseline: 0 of 6 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
- 0 of 6 opportunities.
- Annual goal428 characters
- By the annual IEP review date, when writing an informational or research piece that introduces people, places, or terms, the student will use an appositive to identify a person, place, or term the first time it appears, with correct commas independently in at least 4 of 6 opportunities, across 3 consecutive scored pieces, as measured by opportunity-by-opportunity data collected per writing assignment, at least twice monthly.
- Timeframe
- By the annual IEP review date
- Condition
- When writing an informational or research piece that introduces people, places, or terms
- Behavior
- The student will use an appositive to identify a person, place, or term the first time it appears, with correct commas independently
- Criteria
- In at least 4 of 6 opportunities, across 3 consecutive scored pieces
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Per writing assignment, at least twice monthly
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 4 of 6 opportunities
- Mastery rule:
- across 3 consecutive scored pieces
- Collection schedule:
- per writing assignment, at least twice monthly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when writing an informational or research piece that introduces people, places, or terms, the student will use an appositive to identify a person, place, or term the first time it appears, with correct commas independently in at least 4 of 6 opportunities, across 3 consecutive scored pieces, as measured by opportunity-by-opportunity data collected per writing assignment, at least twice monthly.
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 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 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.