IEP goals for opinion and argument writing: 12 examples

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

An opinion writing IEP goal names the prompt, the parts the piece must contain, and how it is scored. For example: given a familiar opinion prompt and 25 minutes, the student will write a paragraph that states an opinion, gives two reasons each with an example, and restates the opinion, scoring at least 9 of 12 on an opinion rubric on 3 of 4 scored paragraphs.

Opinion writing starts in kindergarten with "I like dogs because they are soft" and grows into the argument essay with a claim, evidence and a counterclaim by high school. The skills underneath stay the same: take a position, back it up, explain why the support counts, and close. A student with an IEP usually stalls at one of those steps.

The 12 goals below follow that progression. Each links to its template, shows a sample baseline, and names the rubric or count used to score it. The pillar guide to IEP goals for writing covers the full writing area, including the core opinion piece template with reasons, examples and a conclusion.

How to choose an opinion writing goal

Give the student two opinion prompts on familiar topics and score both. Then match the pattern you see.

What the samples show	Sub-skill to target	Measure
Names a choice but gives no reason, or writes one word	Opinion plus reason sentence	Opportunities
Opinion and reasons, but no examples or explanation	Opinion paragraph structure	Rubric points
Writes a topic, not a position ("This essay is about uniforms")	Thesis and claim	Percent of prompts with an arguable thesis
Picks evidence that is related but does not prove the point	Choosing evidence	Percent of claims with the strongest evidence
Quotes evidence and moves on without explaining it	Body paragraph with explanation	Rubric points
Ignores the other side entirely	Counterargument	Rubric points
Strong pieces with unlimited time, little on timed tasks	Argument writing fluency	Correct word sequences per minute

Opinion pieces are scored with rubrics more than any other kind of writing, so define the rubric before the baseline. A 12-point rubric with 3 points per part is enough for most paragraph goals.

Opinion sentence and paragraph goals

These goals fit kindergarten through grade 4, and older students who are new to taking a written position. They build the opinion-reason-example-ending structure the later goals rely on.

Goal	Baseline
State an opinion and give a reason: Given an opinion question about a familiar choice and a picture of each option, the student will write an opinion sentence and a second sentence or clause with because that gives a reason independently in at least 5 of 6 opportunities, across 2 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.	1 of 6 opportunities
Organize an opinion paragraph with reasons and examples: Given an opinion prompt on a familiar topic and 25 minutes, the student will write a paragraph that states the opinion, gives at least two reasons each followed by an example, and restates the opinion in a closing sentence, earning at least 9 of 12 points on an opinion paragraph rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks.	3 of 12 points

Goal

Baseline

State an opinion and give a reason: Given an opinion question about a familiar choice and a picture of each option, the student will write an opinion sentence and a second sentence or clause with because that gives a reason independently in at least 5 of 6 opportunities, across 2 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.

1 of 6 opportunities

Organize an opinion paragraph with reasons and examples: Given an opinion prompt on a familiar topic and 25 minutes, the student will write a paragraph that states the opinion, gives at least two reasons each followed by an example, and restates the opinion in a closing sentence, earning at least 9 of 12 points on an opinion 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 opinion pieces."

Measurable: "Given a familiar opinion prompt and 25 minutes, will write a paragraph with an opinion, two reasons with examples and a closing that scores at least 9 of 12 on the opinion rubric on 3 of 4 scored paragraphs."

Claim, thesis and evidence goals

From grade 5 on, the opinion becomes a claim and the reasons need evidence. These goals use short probes, so the student practices the thinking without writing a whole essay each time.

Goal	Baseline
Write a thesis with a claim and reasons: Given eight essay prompts on familiar or class topics, the student will write a one-sentence thesis for each that states a clear position and names two or three reasons in the order they will be discussed independently with at least 80% accuracy on prompts, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.	20% of prompts
Revise a weak thesis to be arguable: Given eight weak thesis statements (facts, announcements, too broad or vague) on course topics, the student will rewrite each so it takes an arguable position, fits the essay length and signals how the argument will develop independently with at least 80% accuracy on thesis statements, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.	25% of statements
Choose the strongest evidence for a claim: Given six claims, each with a short text and four possible pieces of evidence, the student will choose the evidence that most directly supports each claim and write one sentence explaining why it is stronger than the others independently with at least 85% accuracy on claims, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.	2 of 6 claims (about 30%)

Weak: "Will write a strong thesis statement."

Measurable: "Given eight essay prompts, will write a one-sentence thesis that states a position and names two or three reasons for at least 80% of prompts on 3 of 4 biweekly probes."

Body paragraph and counterargument goals

Most argument essays from students with IEPs fail in the body: evidence appears, but nothing connects it to the claim. These goals score the parts of the body and the ending.

Goal	Baseline
Write a body paragraph with a point, evidence and explanation: Given a claim, a short text at the student's reading level and 20 minutes, the student will write a body paragraph that states a point supporting the claim, gives evidence from the text, explains how the evidence supports the point and links back to the claim, earning at least 10 of 12 points on a body paragraph rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks.	3 of 12 points
Organize a counterargument and rebuttal paragraph: When writing an argument essay with a counterargument paragraph, the student will state the opposing view fairly, give its strongest reason, and answer it with evidence that supports the student's claim, earning at least 7 of 9 points on a counterargument paragraph rubric, on 3 of 4 consecutive scored paragraphs, as measured by a defined scoring rubric collected every two weeks.	2 of 9 points
Tie each body paragraph back to the thesis: When writing a multi-paragraph essay for English or a content class, the student will write a topic sentence for each body paragraph that names one of the reasons from the thesis, in thesis order, independently with at least 90% accuracy on body paragraphs, on 3 of 4 consecutive scored essays, as measured by work-sample analysis collected every two weeks.	35% of body paragraphs
Write a conclusion that restates the thesis: Given a completed essay draft that lacks a conclusion, the student will write a conclusion paragraph that restates the thesis in new words, summarizes the main points and ends with a closing thought, earning at least 7 of 9 points on a conclusion paragraph rubric, on 3 of 4 consecutive scored conclusions, as measured by a defined scoring rubric collected every two weeks.	2 of 9 points

Weak: "Will use evidence to support a claim."

Measurable: "Given a claim, a short text and 20 minutes, will write a body paragraph with a point, text evidence, an explanation and a link to the claim scoring at least 10 of 12 on 3 of 4 scored paragraphs."

Full argument and fluency goals

These goals measure whole pieces. Use them once the parts are in place, or for students whose parts are fine but who cannot sustain a full piece or finish on time.

Goal	Baseline
Write an argumentative essay with a counterclaim: Given an argumentative prompt, two related texts at the student's reading level and two class periods, the student will write an essay that states a claim, supports it with at least two pieces of text evidence, addresses a counterclaim and concludes, earning at least 12 of 15 points on an argumentative essay rubric, on 3 of 4 consecutive scored essays, as measured by a defined scoring rubric collected monthly.	5 of 15 points
Build persuasive writing fluency on timed probes: Given an unpracticed persuasive prompt on an everyday issue, 1 minute to plan and 7 minutes to write, the student will write a response that takes a position and gives reasons at a rate of at least 12 correct word sequences per minute, in 3 of 4 consecutive biweekly probes, as measured by curriculum-based measurement probes collected every two weeks.	8 correct word sequences per minute
Argue a civic issue in a letter: Given a local or school issue the student chooses, two short sources and three class periods, the student will write a letter to a public official or school leader that states the issue, takes a position, supports it with at least two facts and makes a specific request, earning at least 10 of 12 points on a civic letter rubric, on 2 consecutive scored letters, as measured by a defined scoring rubric collected monthly.	4 of 12 points

Weak: "Will write a five-paragraph persuasive essay."

Measurable: "Given a prompt, two texts and two class periods, will write an argumentative essay with a claim, two pieces of evidence, a counterclaim and a conclusion scoring at least 12 of 15 on 3 of 4 monthly essays."

The fluency goal uses correct word sequences, the same count described in how to measure writing with TWW and CWS. It pairs well with a rubric goal: one tracks how much the student writes, the other how well the argument holds together.

Teaching that sits behind these goals

The What Works Clearinghouse guide for secondary writing recommends teaching writing strategies explicitly through a cycle of modeling, practice and reflection, and pairing writing with reading so students study how strong texts are built.^[1] For opinion writing, that often means a short strategy with a memory aid for the parts (opinion, reasons, explanations, ending), taught by thinking aloud and faded over time. The elementary guide recommends teaching students to write for a range of purposes, opinion among them.^[2]

Mentor texts help. Read a strong opinion paragraph and a weak one on the same topic, and have the student score both with the rubric before writing their own. When students score models with the same rubric used for their goal, they learn what earns each point.

How to measure opinion writing goals

Rubric goals. Use one rubric per goal and keep it the same all year. Score each piece on the rubric scoring data sheet, with part scores as well as the total, so you can see which part is holding the score down. The full method is in how to score a writing sample against a rubric, and rubric scoring explains the measure.
Accuracy goals. Thesis and evidence probes have a fixed number of items. Score each as correct or not against a written standard ("takes a position someone could disagree with") and record the percent.
Opportunities. Early opinion-and-reason sentences are counted out of the chances given.
Prompts. Rotate equivalent prompts on familiar topics. A prompt about a topic the student knows nothing about measures background knowledge, not argument.

The IEP must state how progress on each goal will be measured and when it will be reported.^[3] Name the rubric in the goal, attach it to the IEP, and use it every time. Then paste the finished goal into the goal checker.

Short-term objectives for opinion goals

Break an argument essay goal into its parts, using the same rubric throughout:

Write an arguable thesis that names two reasons for 80% of prompts.
Write body paragraphs with a point, evidence and explanation scoring 9 of 12.
Add a counterargument paragraph scoring 6 of 9.
Write the full essay, scoring 12 of 15 on 3 of 4 monthly essays.

Adapting opinion goals by grade

Targets below are illustrations, not norms. Set the real target from the student's baseline.

Grade band	Typical opinion target	Typical probe
Kindergarten to grade 2	Opinion plus because, then two reasons	Picture choice, oral rehearsal first
Grades 3 to 5	Opinion paragraph with two reasons, examples and a closing	Familiar topic, 25 minutes
Middle school	Thesis, body paragraphs with text evidence and explanation	Short text plus prompt, 20 to 45 minutes
High school	Full argument with counterclaim; letters and civic writing	Two texts, one or two class periods

Students who also need help organizing basic paragraphs can start with paragraph writing IEP goals. More templates are in the written expression goal bank and the paragraph organization goal bank.

Frequently asked questions

What is the difference between opinion writing and argument writing goals?

Opinion writing, usually through grade 5, asks for a position and reasons. Argument writing, from about grade 6, asks for a claim supported by evidence from sources, an explanation of that evidence and a response to the other side. The goals change from reasons and examples to evidence and counterclaims.

Should opinion goals be scored with a rubric or with word counts?

Use a rubric for quality and a word or word-sequence count for amount. Many students need both. A rubric shows whether the parts are there; correct word sequences per minute show whether the student can produce enough text in the time a class or test allows.

Can a student use speech-to-text for opinion writing goals?

Yes. If the goal is about building an argument, dictation removes transcription as a barrier. State the mode in the goal's condition and use it on every probe, so the baseline and later scores compare the same thing.

Use it in IEP Atlas

Sources

Teaching Secondary Students to Write Effectively, What Works Clearinghouse, Institute of Education Sciences
Teaching Elementary School Students to Be Effective Writers, What Works Clearinghouse, Institute of Education Sciences
34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School

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.