Informative and explanatory writing IEP goals: 24 examples

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

An informative writing IEP goal names the topic and sources the student gets, the parts the piece must include, and how it is scored. For example: given a content topic, two short sources and three class periods, the student will write a report that introduces the topic, groups facts into sections and concludes, scoring at least 10 of 12 on an informational report rubric on 3 of 4 reports.

Informative writing is the kind students do most across a school day. It starts with a fact sentence in kindergarten science and grows into lab reports and research papers. For students with IEPs, it is also where reading, note-taking and organization all have to work at once, which is why the gaps show up here first.

The 24 goals below cover informative and explanatory writing from first facts to research papers. Each links to its template in the written expression goal bank and shows a sample baseline. For the whole writing area, start with the pillar guide to IEP goals for writing, which also covers constructed responses.

How to choose an informative writing goal

Give the student a short text on a familiar topic and ask for a paragraph that explains what they learned. Then look at where it breaks down.

What the sample shows	Sub-skill to target	Measure
Copies sentences from the text, or writes one fact	Early informational writing: facts, labels, captions	Opportunities, percent of items
Retells everything with no main idea	Summaries and definitions	Rubric points, percent of items
Lists steps or facts without explaining how they connect	Explaining processes and concepts	Rubric points, opportunities
Facts in random order, no sections or paragraphs	Reports and essays from sources	Rubric points
Strong in English class, weak in science or history	Content-area writing	Rubric points
Cannot take notes, cite or keep track of sources	Research skills	Rubric points, percent of items

If the student cannot yet organize a single paragraph, start with paragraph writing IEP goals. Informative goals stack on top of that skill.

Early informational writing goals

Goal	Baseline
Record two facts from a nonfiction read-aloud: After a nonfiction read-aloud in science or social studies, given a fact sheet with two numbered lines, the student will write two facts from the book, each in a sentence accurate to what was read, independently in at least 3 of 4 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.	0 of 4 opportunities
Organize an all-about book with headings: Given a topic the student knows well and three writing sessions, the student will write an all-about book with a title, at least three headings, at least two facts under each heading and a closing page, earning at least 8 of 12 points on an informational writing rubric, on 2 consecutive scored pieces, as measured by a defined scoring rubric collected every three weeks.	3 of 12 points
Write how-to directions with materials and ordered steps: Given a familiar task to explain and 20 minutes, the student will write how-to directions that name the task, list the materials and give the steps in order, earning at least 10 of 12 points on a how-to writing rubric, on 3 of 4 consecutive scored samples, as measured by a defined scoring rubric collected every two weeks.	4 of 12 points
Write a caption that explains a visual: Given five diagrams, charts or images from a current unit, the student will write a caption of one to three sentences for each that names what it shows and states one thing a reader should notice independently with at least 80% accuracy on visuals, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.	1 of 5 visuals (20%)

Weak: "Will write informational text."

Measurable: "Given a familiar task, will write how-to directions with materials and ordered steps. Score: at least 10 of 12 on the how-to rubric on 3 of 4 samples."

Summary and definition goals

Goal	Baseline
Write a summary paragraph of an informational text: After reading an informational text of 300 to 500 words at the student's instructional level, the student will write a summary paragraph that states the main idea and key supporting details in the student's own words, earning at least 6 of 8 points on a summary paragraph rubric, on 3 of 4 consecutive scored summaries, as measured by a defined scoring rubric collected every two weeks.	3 of 8 points
Define a content term in one sentence: Given eight vocabulary terms from a current science or social studies unit, the student will write a definition sentence for each that names the term, the larger group it belongs to and at least one feature that sets it apart independently with at least 80% accuracy on terms, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.	2 of 8 terms (25%)
Record observations in a science notebook: During a hands-on science lesson, given the class notebook and the object or event being observed, the student will write an entry with the date, a labeled drawing or measurement, at least two sentences describing what was observed, and one question independently in at least 5 of 6 opportunities, across 2 consecutive science units, as measured by opportunity-by-opportunity data collected weekly.	1 of 6 opportunities
Write a paragraph that explains a graph: Given a graph or table from a science, math or social studies lesson, the student will write a paragraph that states the main trend in a topic sentence, supports it with at least two specific numbers and ends with what the data suggests, earning at least 7 of 9 points on a data paragraph rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks.	3 of 9 points

Weak: "Will summarize nonfiction."

Measurable: "After reading a short informational text, will write a summary with the main idea and key details in own words. Score: at least 6 of 8 on 3 of 4 summaries."

Explaining processes and concepts

Explanatory writing goes beyond listing facts: it says how or why. These goals measure the connecting sentences that students with IEPs most often leave out.

Goal	Baseline
Explain a science process in order: Given a labeled diagram of a science process from the current unit and 20 minutes, the student will write an explanation that names the process, describes each stage in order with the correct term and tells how one stage leads to the next, earning at least 7 of 9 points on a process explanation rubric, on 3 of 4 consecutive scored explanations, as measured by a defined scoring rubric collected every two weeks.	2 of 9 points
Write a paragraph explaining how a math problem was solved: After solving a multi-step math problem, when asked to explain the solution in writing, the student will write a paragraph that states the problem, explains the steps in order and states the answer, earning at least 7 of 9 points on a process explanation rubric, on 3 of 4 consecutive scored explanations, as measured by a defined scoring rubric collected every two weeks.	2 of 9 points
Explain a course concept in an essay: Given an explanatory prompt about a concept from a current course, class notes and two class periods, the student will write an essay that defines the concept, explains it with at least two examples, uses course vocabulary accurately, connects ideas with transitions and concludes, earning at least 11 of 15 points on an explanatory essay rubric, on 3 of 4 consecutive scored essays, as measured by a defined scoring rubric collected monthly.	6 of 15 points
Elaborate main points with examples and explanations: When writing body paragraphs of an expository essay, the student will follow each main point with at least one specific example and at least one sentence that explains how the example supports the point independently in at least 7 of 9 opportunities, across 3 consecutive essays, as measured by opportunity-by-opportunity data collected per essay.	2 of 9 opportunities

Weak: "Will explain ideas clearly in writing."

Measurable: "Given a labeled diagram of a science process, will explain each stage in order and how one leads to the next. Score: at least 7 of 9 on 3 of 4 explanations."

Reports and essays from sources

Goal	Baseline
Write an informational report with facts from sources: Given a content-area topic, two short sources at the student's reading level and three class periods, the student will write a report that introduces the topic, groups related facts into sections and ends with a concluding statement, earning at least 10 of 12 points on an informational report rubric, on 3 of 4 consecutive scored reports, as measured by a defined scoring rubric collected monthly.	4 of 12 points
Turn class notes into an expository essay: Given the student's own class notes on a content topic, an expository prompt and two class periods, the student will write an essay of at least four paragraphs that introduces the topic, groups information by subtopic, restates notes in full sentences and concludes, earning at least 9 of 12 points on a notes-to-essay rubric, on 3 of 4 consecutive scored essays, as measured by a defined scoring rubric collected every three weeks.	4 of 12 points
Report a school event as a news article: After a school or class event, given a news article template and two writing sessions, the student will write an article with a headline, a lead that tells what happened, details that answer who, when, where and why, and a quote from someone who was there, earning at least 10 of 12 points on a news article rubric, on 2 consecutive scored articles, as measured by a defined scoring rubric collected monthly.	4 of 12 points
Combine ideas from two sources in one paragraph: Given two short sources on the same issue and a synthesis prompt, the student will write a paragraph that opens with the student's own point, uses evidence from both sources and states how they agree, differ or build on each other, earning at least 9 of 12 points on a synthesis paragraph rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks.	3 of 12 points

Weak: "Will write reports using research."

Measurable: "Given a topic and two short sources, will write a report that introduces the topic, groups facts into sections and concludes. Score: at least 10 of 12 on 3 of 4 reports."

The What Works Clearinghouse guide on adolescent literacy recommends direct vocabulary instruction and teaching comprehension strategies within content classes, and writing about content is one of the main ways students use both.^[3] These goals use the formats of each discipline.

Goal	Baseline
Write a lab report: After a science investigation, given a lab report template and one class period, the student will write a report that states the question, lists the procedure in order, reports results with data and writes a conclusion that answers the question, earning at least 10 of 12 points on a lab report rubric, on 3 of 4 consecutive scored reports, as measured by a defined scoring rubric collected monthly.	4 of 12 points
Explain science data with claim, evidence and reasoning: After a science investigation, given the class data table and question, the student will write an explanation that states a claim, gives at least two pieces of data as evidence and explains the science idea linking them, earning at least 7 of 9 points on a claim, evidence and reasoning rubric, on 3 of 4 consecutive scored explanations, as measured by a defined scoring rubric collected every two weeks.	3 of 9 points
Answer a history question with document evidence: Given a historical question, three short documents and one class period, the student will write a response that answers with a claim, uses evidence from at least two documents and explains how each supports the claim, earning at least 9 of 12 points on a document-based response rubric, on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected monthly.	4 of 12 points
Respond in writing to a primary source: Given a short primary source from a current social studies unit, the student will write a response that names who created it and when, gives a likely reason it was created and explains what it shows about the period, earning at least 8 of 12 points on a primary source response rubric, on 3 of 4 consecutive scored responses, as measured by a defined scoring rubric collected every two weeks.	3 of 12 points

Weak: "Will complete science lab reports."

Measurable: "Given the data table from an investigation, will write a claim with two pieces of data and reasoning. Score: at least 7 of 9 on 3 of 4 explanations."

Write these goals with the content teacher. Use the rubric the class already uses where it fits the goal, so the student is not scored two ways for one assignment.

Research skill goals

Goal	Baseline
Take notes from sources and list them: Given a research topic, three approved sources and a note-taking template, the student will take notes in phrases from each source and list each with its title, author and where it was found, earning at least 7 of 9 points on a research notes rubric, on 3 of 4 consecutive scored research tasks, as measured by a defined scoring rubric collected monthly.	3 of 9 points
Annotate each source for a research paper: Given four sources and an annotated bibliography template, the student will write an annotation for each that gives the citation, summarizes the main point in two or three sentences and states how the source will be used independently with at least 75% accuracy on annotations, on 2 consecutive research assignments, as measured by work-sample analysis collected per assignment.	1 of 4 annotations (25%)
Introduce source information with a signal phrase: When writing a research report or essay that uses source information, the student will introduce each piece with a signal phrase naming the source or author and follow it with a citation independently with at least 80% accuracy on source-based sentences, on 3 of 4 consecutive scored drafts, as measured by work-sample analysis collected every two weeks.	20% of sentences
Cite sources in a full research paper: Given a research paper assignment of 3 to 5 pages, at least three approved sources and four weeks of class and homework time, the student will write a paper that states a thesis, supports it with information from at least three sources, cites each in the text and includes a works cited page, earning at least 12 of 15 points on a research paper rubric, on 2 consecutive research papers, as measured by a defined scoring rubric collected per paper.	6 of 15 points

Weak: "Will complete a research project."

Measurable: "In research drafts, will introduce source information with a signal phrase and a citation in at least 80% of source-based sentences on 3 of 4 drafts."

Teaching that sits behind these goals

The What Works Clearinghouse elementary writing guide recommends teaching students to write for a range of purposes, including to inform, and to use the writing process.^[1] The secondary guide recommends integrating writing with reading so students study how informational texts are built, and explicit strategy instruction with modeling and practice.^[2] For informative writing, that often looks like analyzing a mentor report for its headings and topic sentences, then planning with a matching organizer before drafting.

How to measure informative writing goals

Rubrics. Most goals above use a 9-, 12- or 15-point rubric. Score each row separately on the rubric scoring data sheet and read how to score a writing sample against a rubric for the method.
Sources at the right level. Give sources at the student's reading level, or read them aloud, so the score reflects writing rather than decoding. State this in the goal's condition.
Probe frequency. Every two weeks for paragraphs, monthly for reports, once per paper for research papers. A research paper goal with two data points a year needs short-term objectives with their own data.
Fluency. If the student's pieces are organized but very short, add a timed expository probe scored in correct word sequences, explained in how to measure writing with TWW and CWS.

Paste each goal into the goal checker to check that the rubric and timeframe are stated.

Objectives for informative writing goals

For the report goal:

Take notes in phrases from two sources on a template, scoring 6 of 9 on the notes rubric.
Group notes into two or three sections with headings for 4 of 5 topics.
Write an introduction and a body section from notes, scoring 7 of 12.
Write the full report, scoring 10 of 12 on 3 of 4 monthly reports.

Adapting by grade

Targets are illustrations, not norms.

Grade band	Typical informative target	Typical task
Kindergarten to grade 2	Fact sentences, labels, all-about books, how-to steps	Read-alouds, familiar topics
Grades 3 to 5	Summaries, reports with sections, process explanations, captions	Two short sources, organizers
Middle school	Claim-evidence-reasoning, explanatory essays, lab reports, signal phrases	Class notes, data tables, documents
High school	Synthesis paragraphs, document-based responses, research papers with citations	Multiple sources over weeks

For opinion and argument pieces, see IEP goals for opinion and argument writing. For stories, see narrative writing IEP goals.

Frequently asked questions

What is the difference between informative and explanatory writing?

Standards usually treat them as one type. Informative writing tells the reader facts about a topic; explanatory writing tells how or why something works. In goals, the difference shows up in the rubric: explanatory rubrics score the sentences that connect one idea to the next.

Can a research paper be an IEP goal?

Yes, but a paper written once or twice a year gives very few data points. Pair it with short-term objectives that have their own probes, such as note-taking, annotations and signal phrases, so progress can be reported every grading period.

Should the content teacher help write informative writing goals?

Yes. The content teacher knows the formats and rubrics the class uses, such as lab reports or document-based questions. Using the class rubric, or the rows of it that match the goal, keeps the student from being scored two different ways.

Use it in IEP Atlas

Sources

Teaching Elementary School Students to Be Effective Writers, What Works Clearinghouse, Institute of Education Sciences
Teaching Secondary Students to Write Effectively, What Works Clearinghouse, Institute of Education Sciences
Improving Adolescent Literacy: Effective Classroom and Intervention Practices, What Works Clearinghouse, Institute of Education Sciences

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.