- By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-LITERACY.RL.2.10
Elementary School Reading Level IEP Goals
These Common Core aligned goals focus on increasing the grade level of texts that students can understand.
Elementary School Reading Level Goals
Increasing students’ range of reading is a big part of the Common Core! That means that there are really similar standards you can draw on for goals all the way from kinder to twelfth grade. So if you are looking for elementary school, middle school, or high school reading level goals, we have them all!
- With prompting and support, read prose and poetry of appropriate complexity for grade 1. CCSS.ELA-LITERACY.RL.1.10
Note that we are using this standard for a reading comprehension goal, not fluency, as there are stronger standards for fluency at the K-5 levels under foundations of reading. We do include a tip on how to modify this standard to work for fluency, however.
- This Common Core standard works really well as a reading levels goal, meaning that you can easily use the results of any diagnostic test for the baseline. For example, if your district uses the DRA, this is a perfect standard to use with it.
Looking for easy-to-use assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!
Kit read a Kindergarten level reader (DRA 4) with 60% accuracy, answering one out of four comprehension questions accurately. She was able to tell the name of the story and one character, but needed prompting to tell about the events of the story.
For more baseline ideas, check out the IEP Success Kit!
- By X date, given direct instruction in reading comprehension strategies, Name will, with prompting and support, read prose and poetry of appropriate complexity for grade 1, answering 80% of comprehension questions on a mid-first grade reader accurately as measured by teacher records and observations. CCSS.ELA-LITERACY.RL.1.10
- Set the target reading level to where you think the student will be, given a push and support, in a year
- a mid-second grade reader (DRA 24 or equivalent)
- an early first grade reader (DRA 10 or equivalent)
- Change the accuracy or number of trials
- answer 60% of comprehension questions accurately
- on three of four trials
- Change what the student is asked to do
- reading the text with 90% accuracy
- reading the text at 35 correct words per minute
Note that we are using this standard for a reading comprehension goal, not fluency, as there are stronger standards for fluency at the K-5 levels under foundations of reading. We do include a tip on how to modify this standard to work for fluency, however.
- This Common Core standard works really well as a reading levels goal, meaning that you can easily use the results of any diagnostic test for the baseline. For example, if your district uses the DRA, this is a perfect standard to use with it.
Looking for easy-to-use assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!
Kit read a Kindergarten level reader (DRA 8) with 80% accuracy, answering two out of six comprehension questions accurately. She was able to tell the name of the story and one character, but needed prompting to tell about the events of the story.
For more baseline ideas, check out the IEP Success Kit!
- By X date, given direct instruction in reading comprehension strategies, Name will, with prompting and support, read and comprehend literature, including stories and poetry, in the grade 2 text complexity band proficiently, answering 80% of comprehension questions on an early second grade reader accurately as measured by teacher records and observations. CCSS.ELA-LITERACY.RL.2.10
- Set the target reading level to where you think the student will be, given a push and support, in a year
- a mid-second grade reader (DRA 24 or equivalent)
- an early first grade reader (DRA 10 or equivalent)
- Change the accuracy or number of trials
- answer 60% of comprehension questions accurately
- on three of four trials
- Change what the student is asked to do
- reading the text with 90% accuracy
- reading the text at 35 correct words per minute
- Give the student more support
- Given a familiar text,
- Given a graphic organizer,
- Given up to two teacher prompts,
- Given direct instruction in reading comprehension strategies,
- By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.CCSS.ELA-LITERACY.RL.3.10
- This Common Core standard works really well as a reading levels goal, meaning that you can easily use the results of any diagnostic test for the baseline. For example, if your district uses the DRA, this is a perfect standard to use with it.
Looking for easy-to-use assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!
Dianne answered 50% of literal comprehension questions about an early second grade text correctly. She was able to answer questions about character’s names and key events but needed adult support to describe the plot, conflicts, and motivations in the story.
For more baseline ideas, check out the IEP Success Kit!
- By X date, given direct instruction in reading comprehension strategies, Name will, with prompting and support, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently, answering 80% of comprehension questions on an early second grade reader accurately as measured by teacher records and observations. CCSS.ELA-LITERACY.RL.3.10
- Set the target reading level to where you think the student will be, given a push and support, in a year
- a mid-second grade reader (DRA 24 or equivalent)
- an early first grade reader (DRA 10 or equivalent)
- Change the accuracy or number of trials
- answer 60% of comprehension questions accurately
- on three of four trials
- Change what the student is asked to do
- reading the text with 90% accuracy
- reading the text at 35 correct words per minute
- Give the student more support
- Given a familiar text,
- Given a graphic organizer,
- Given up to two teacher prompts,
- Given direct instruction in reading comprehension strategies,
- By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-LITERACY.RL.4.10
Note that we are using this standard for a reading comprehension goal, not fluency, as there are stronger standards for fluency at the K-5 levels under foundations of reading. We do include a tip on how to modify this standard to work for fluency, however.
- This Common Core standard works really well as a reading levels goal, meaning that you can easily use the results of any diagnostic test for the baseline. For example, if your district uses the DRA, this is a perfect standard to use with it.
Looking for easy-to-use assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!
Dianne answered 50% of literal comprehension questions about an early second grade text correctly. She was able to answer questions about character’s names and key events but needed adult support to describe the plot, conflicts, and motivations in the story.
For more baseline ideas, check out the IEP Success Kit!
- By X date, given direct instruction in reading comprehension strategies, Name will read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range, answering 80% of comprehension questions on an early fourth grade reader accurately as measured by teacher records and observations. CCSS.ELA-LITERACY.RL.4.10
Note that the standard specifies 4th to 5th grades. If your student is not going to hit that level, change the goal to something like:
- By X date, given direct instruction in reading comprehension strategies, Name will read and comprehend literature, including stories, dramas, and poetry, in the grades 3-4 text complexity band proficiently, with scaffolding as needed at the high end of the range, answering 80% of comprehension questions on an early third grade reader accurately as measured by teacher records and observations. CCSS.ELA-LITERACY.RL.4.10
- Set the target reading level to where you think the student will be, given a push and support, in a year
- a mid-second grade reader (DRA 24 or equivalent)
- an early first grade reader (DRA 10 or equivalent)
- Change the accuracy or number of trials
- answer 60% of comprehension questions accurately
- on three of four trials
- Change what the student is asked to do
- reading the text with 90% accuracy
- reading the text at 35 correct words per minute
- Give the student more support
- Given a familiar text,
- Given a graphic organizer,
- Given up to two teacher prompts,
- Given direct instruction in reading comprehension strategies,
- By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. CCSS.ELA-LITERACY.RL.5.10
Note that we are using this standard for a reading comprehension goal, not fluency, as there are stronger standards for fluency at the K-5 levels under foundations of reading. We do include a tip on how to modify this standard to work for fluency, however.
- This Common Core standard works really well as a reading levels goal, meaning that you can easily use the results of any diagnostic test for the baseline. For example, if your district uses the DRA, this is a perfect standard to use with it.
Looking for easy-to-use assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!
Dianne answered 50% of literal comprehension questions about an early second grade text correctly. She was able to answer questions about character’s names and key events but needed adult support to describe the plot, conflicts, and motivations in the story.
For more baseline ideas, check out the IEP Success Kit!
- By X date, given direct instruction in reading comprehension strategies, Name will read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range, answering 80% of comprehension questions on an early fourth grade reader accurately as measured by teacher records and observations. CCSS.ELA-LITERACY.RL.5.10
Note that the standard specifies 4th to 5th grades. If your student is not going to hit that level, change the goal to something like:
- By X date, given direct instruction in reading comprehension strategies, Name will read and comprehend literature, including stories, dramas, and poetry, in the grades 3-4 text complexity band proficiently, with scaffolding as needed at the high end of the range, answering 80% of comprehension questions on an early third grade reader accurately as measured by teacher records and observations. CCSS.ELA-LITERACY.RL.5.10
- Set the target reading level to where you think the student will be, given a push and support, in a year
- a mid-second grade reader (DRA 24 or equivalent)
- an early first grade reader (DRA 10 or equivalent)
- Change the accuracy or number of trials
- answer 60% of comprehension questions accurately
- on three of four trials
- Change what the student is asked to do
- reading the text with 90% accuracy
- reading the text at 35 correct words per minute
- Give the student more support
- Given a familiar text,
- Given a graphic organizer,
- Given up to two teacher prompts,
- Given direct instruction in reading comprehension strategies,
