Study & Test-Taking Skills IEP goals for grades 3 to 5
22 of the study & test-taking skills templates in the library are written for grades 3 to 5. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
22 templates · 1 skill · 3–5 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Study & Test-Taking Skills Executive Function
Practice weekly spelling words with a look-cover-write-check routine
Studying spelling or sight words with a routine
By the annual IEP review date, given the weekly spelling or sight-word list during a 10-minute practice time at school, the student will practice the words using the look-cover-write-check routine using a routine card with pictures for each step, performing at least 5 of 6 steps independently, on 4 of 5 consecutive practice sessions, as measured by a task-analysis checklist collected twice weekly.
Read the directions and do the sample item before starting a test
Following test directions
By the annual IEP review date, given a classroom test or quiz with written directions and a sample item, the student will complete the test-start routine using a test-start card, performing at least 4 of 5 steps independently, on 4 of 5 consecutive tests, as measured by a task-analysis checklist collected each test or quiz.
Make flashcards from a study guide and quiz with them
Making and using flashcards
By the annual IEP review date, given a study guide or vocabulary list at least 3 days before a test, the student will complete the flashcard routine using a flashcard routine card, performing at least 5 of 6 steps independently, on 3 consecutive study sessions, as measured by a task-analysis checklist collected each study session, at least weekly.
Take notes from a textbook section using the headings
Taking notes from a textbook
By the annual IEP review date, given a textbook section of 2 to 4 pages with headings and bold terms, the student will take notes on the section that meet the notes rubric independently, earning a score of at least 6 out of 8 on a 4-row textbook notes rubric scored 0 to 2 per row, on 3 of 4 consecutive note sets, as measured by a defined scoring rubric collected weekly.
Complete the study guide before the test
Completing a study guide
By the annual IEP review date, given a teacher-made study guide at least 3 school days before a test, the student will complete the study guide items before the test day independently, completing at least 90% of assigned study guide items, on 3 consecutive study guides, as measured by work-sample analysis collected each study guide.
Use self-quizzing during study sessions
Self-quizzing instead of rereading
By the annual IEP review date, during a 20-minute study session before a test, with notes or a study guide, the student will independently spend at least half of the session quizzing self (covering notes and answering, using flashcards, or answering review questions) rather than rereading in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected each supervised study session and summarized weekly.
Grades 3 to 5 study & test-taking skills goals build on foundational skills and begin to use longer tasks, multi-step work, and independence as the target. Measurement shifts toward curriculum-based probes, work samples, and rubrics the student can see.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 7 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 3 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 7 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 5 goals here
Frequently asked questions
What changes in study & test-taking skills goals between the early and upper elementary grades?
Tasks get longer and more independent, and the support level in the goal moves from prompts toward checklists and self-monitoring. The measure often changes too, from direct observation to work samples and probes.
Can an upper elementary goal include self-monitoring?
Yes. Students at this age can check their own work or rate their own behavior, and the goal can measure both the skill and the accuracy of the self-rating.
How do I set a criterion for a grade 3 to 5 student working below grade level?
Use the student's baseline on the measure and expected growth for that measure, not the grade-level benchmark. The goal should be ambitious for the student, as Endrew F. requires, and reachable within the year.
IEP Atlas Pro
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