Fiction Comprehension Goals

IEP Goals for Literal Comprehension; Answering Questions About a Text

With prompting and support, ask and answer questions about key details in a text CCSS.ELA-Literacy.RL.K.1

  • Develop or find a comprehension rubric that lets you check off what a student can do (identify the main character? make a prediction? say what happened first?). 
  • Read the student a story and ask them questions, using the rubric to assess their skills.

Check out the PreK-2 Reading Present Levels and Assessments Resource page for more baseline and assessment ideas.

When asked questions about what is happening in a story that he is read, Raoul will often use the pictures to create his own story. He can use the pictures to help him identify the setting and character of the story, correctly choosing each from two options 80% of the time.

  •  __________ will, with prompting and support, ask and answer questions about key details in a text including what is happening in a picture and what’s wrong in a story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.K.1

You have a lot of room to modify the comprehension goals, including specifying what supports the student is offered, listing the key details that the student will be asked about, and delineating how the student will be assessed and the type of book used.  

  • Add supports for the student 
    •  __________ will, with prompting and support, ask and answer questions about key details in a text including what is happening in a picture and what’s wrong in a story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.K.1
    • __________ will, given two answer choices, answer questions about key details in a text including what is happening in a picture and what’s wrong in a story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.K.1
  • Set what questions the student will be asked 
    •  __________ will, with prompting and support, answer questions about key details in a text including who the main characters are, what is happening on a page or picture, and what the setting is, on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.K.1
  • Adjust the accuracy or number of trials
    •  __________ will, with prompting and support, ask and answer questions about key details in a text including what is happening in a picture and what’s wrong in a story with 75% accuracy as measured by teacher records and observations CCSS.ELA-Literacy.RL.K.1
  • Specify the type or level of book
    •  __________ will, with prompting and support, ask and answer questions about key details in a mid-kindergarten level text including what is happening in a picture and what’s wrong in a story on three of four trials as measured by teacher records and observations CCSS.ELA-Literacy.RL.K.1
    •  __________ will, with prompting and support, ask and answer questions about key details in a picture book including what is happening in a picture and what’s wrong in a story on three of four trials as measured by teacher records and observations CCSS.ELA-Literacy.RL.K.1
    •  

Ask and answer questions about key details in a text CCSS.ELA-Literacy.RL.1.1

  • Develop or find a comprehension rubric that lets you check off what a student can do (identify the main character? make a prediction? say what happened first?). 
  • Read the student a story and ask them questions, using the rubric to assess their skills.

Check out the PreK-2 Reading Present Levels and Assessments Resource page for more baseline and assessment ideas.

When asked questions about what is happening in a story that he is read, Raoul will often use the pictures to create his own story. He can use the pictures to help him identify the setting and character of the story, correctly choosing each from two options 80% of the time.

  • ________ will  answer questions about key details in a text they have heard such as what is happening and what is wrong in the story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.1.1

You have a lot of room to modify the comprehension goals, including specifying what supports the student is offered, listing the key details that the student will be asked about, and delineating how the student will be assessed and the type of book used.  

  • Add supports for the student 
    •  __________ will, with prompting and support, ask and answer questions about key details in a text including what is happening in a picture and what’s wrong in a story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.1.1
    • __________ will, given two answer choices, answer questions about key details in a text including what is happening in a picture and what’s wrong in a story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.1.1
  • Set what questions the student will be asked 
    •  __________ will, with prompting and support, answer questions about key details in a text including who the main characters are, what is happening on a page or picture, and what the setting is, on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.1.1
  • Adjust the accuracy or number of trials
    •  __________ will, with prompting and support, ask and answer questions about key details in a text including what is happening in a picture and what’s wrong in a story with 75% accuracy as measured by teacher records and observations CCSS.ELA-Literacy.RL.1.1
  • Specify the type or level of book
    •  __________ will, with prompting and support, ask and answer questions about key details in a early first-grade level text including what is happening in a picture and what’s wrong in a story on three of four trials as measured by teacher records and observations CCSS.ELA-Literacy.RL.1.1
    •  __________ will, with prompting and support, ask and answer questions about key details in a picture book including what is happening in a picture and what’s wrong in a story on three of four trials as measured by teacher records and observations CCSS.ELA-Literacy.RL.1.1
    •  

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text CCSS.ELA-Literacy.RL.2.1

  • Develop or find a comprehension rubric that lets you check off what a student can do (identify the main character? make a prediction? say what happened first?). 
  • Read the student a story and ask them questions, using the rubric to assess their skills.

Check out the 2nd-5th Grade Reading Present Levels and Assessments Resource page for more baseline and assessment ideas or the PreK-2 Reading Present Levels and Assessments Resource page,

While being read a simple picture book, Jayna can answer questions about what is happening in a picture  and answer simple why questions about the story.  She can tell a few words about what happened in the story after the teacher is done reading it and give short statements about her favorite part and the problem in the story.  She can also give short answers to  who and how questions while reading. She can choose the “where” of a story from two choices and is not able to answer “when” questions about the story.

  • __________ will answer such questions as who, what, where, when, why, and how about a story that he has listened to on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.2.1

You have a lot of room to modify the comprehension goals, including specifying what supports the student is offered, listing the key details that the student will be asked about, and delineating how the student will be assessed and the type of book used.  

  • Add supports for the student 
    • __________ will answer such questions as who, what, where, when, why, and how about a story that he has listened to on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.2.1
    • Given picture supports and prompting, __________ will answer such questions as who, what, where, when, why, and how about a story that he has listened to on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.2.1
  • Set what questions the student will be asked 
    • __________ will answer such questions as who the characters are, what is happening on a page, where the story is taking place, why something happened, and how the story ends about a story that he has listened to on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.2.1
  • Adjust the accuracy or number of trials
    • __________ will answer such questions as who, what, where, when, why, and how about a story that he has listened to with 75% accuracy as measured by teacher records and observations CCSS.ELA-Literacy.RL.2.1
  • Specify the type or level of book
    • __________ will answer such questions as who, what, where, when, why, and how about an early-second grade story with pictures that he has listened to on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.2.1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers CCSS.ELA-Literacy.RL.3.1

  • Develop or find a comprehension rubric that lets you check off what a student can do (identify the main character? make a prediction? say what happened first?). Read the student a story and ask them questions, using the rubric to assess their skills.
  • If the student decodes fluently: Have the student read a story to themselves and answer questions orally.

Check out the 2nd-5th Grade Reading Present Levels and Assessments Resource page for more baseline and assessment ideas.

 After being read a short  story, Kassandra is good at answering questions about the setting and events in the story. She needs support to answer questions about the problem in a story and the characters. 

  • _________ will answer questions such as what the problem is, how it got solved, and who the main characters are to demonstrate understanding of a text on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.3.1

You have a lot of room to modify the comprehension goals, including specifying what supports the student is offered, listing the key details that the student will be asked about, and delineating how the student will be assessed and the type of book used.  

  • Add supports for the student 
    • After listening to a story, ______ will answer questions such as what the problem is, how it got solved, and who the main characters are to demonstrate understanding of a text on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.3.1
    • Given a graphic organizer to complete while listening to a story, _______ will answer questions such as what the problem is, how it got solved, and who the main characters are to demonstrate understanding of a text on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.3.1
  • Set what questions the student will be asked 
    • _________ will answer questions about events within a story and character actions and motivations to demonstrate understanding of a text on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.3.1
    • _________ will answer “wh” questions about a story to demonstrate understanding on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.3.1
  • Adjust the accuracy or number of trials
    • _________ will answer questions such as what the problem is, how it got solved, and who the main characters are to demonstrate understanding of a text with 75% accuracy as measured by teacher records and observations CCSS.ELA-Literacy.RL.3.1
  • Specify the type or level of book
    • After listening to an early third-grade story, _______ will answer questions such as what the problem is, how it got solved, and who the main characters are to demonstrate understanding on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.3.1

IEP Goals for Literal Comprehension; Giving Retells

With prompting and support, retell familiar stories, including key details CCSS.ELA-Literacy.RL.K.2

  • Read the student a brief, simple story with pictures. Afterwards, ask the student to tell you what happened in the story. Experiment with different supports–can they do it totally orally? If you give them the book to flip through? If you ask about pages? If you ask prompting questions? If they struggle, try reading one page and asking what happened on that page.

Check out the PreK-2 Reading Present Levels and Assessments Resource page for more baseline and assessment ideas.

 After being read a short  story and given multiple  prompts, Kassandra can use the pictures to talk about some events in the story. The events are often out of order and include a mixture of things that happened in the story and invented details based on the pictures.

  • With prompting and support, _________ will retell two events from a story he has listened to on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.K.2

You have a lot of room to modify the comprehension goals, including specifying what supports the student is offered, listing the retell elements the student will give, and delineating how the student will be assessed and the type of book used.  

  • Add supports for the student 
    • With prompting and support, _________ will retell two events from a story he has listened to on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.K.2
    • After listening to a story, _________ will retell two events from the story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.K.2
    • After listening to a story and given access to the story and prompting, _________ will retell two events from the story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.K.2
  • Set what questions the student will be asked 
    • After listening to a story and given access to the story, _________ will describe at least one event each from the beginning, the middle, and the end of the story in order  on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.K.2
  • Adjust the accuracy or number of trials
    • Has to do it on the first trial: With prompting and support, _________ will retell two events from a story he has listened to as measured by teacher records and observations CCSS.ELA-Literacy.RL.K.2
  • Specify the type or level of book
    • With prompting and support, _________ will retell two events from a kindergarten-level story he has listened to on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.K.2
    •  

Retell stories, including key details, and demonstrate understanding of their central message or lesson CCSS.ELA-Literacy.RL.1.2

  • Read the student a brief, simple story with pictures. Afterwards, ask the student to tell you what happened in the story. Experiment with different supports–can they do it totally orally? If you give them the book to flip through? If you ask about pages? If you ask prompting questions? If they struggle, try reading one page and asking what happened on that page.

Check out the PreK-2 Reading Present Levels and Assessments Resource page for more baseline and assessment ideas.

After being read a short  story and given multiple  prompts, Susan can answer basic “wh” questions and, after looking at the pictures on a page, describe something that happened on that page. When asked for a retell, she will describe what is happening in the pictures in the order she flips to them rather than the order in the story.

  • After listening to a story, ____________ will give  a story retell that includes key details like an event from the beginning, from the middle, and from the end of a story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.1.2

You have a lot of room to modify the comprehension goals, including specifying what supports the student is offered, listing the retell elements the student will give, and delineating how the student will be assessed and the type of book used.  

  • Add supports for the student 
    • After listening to a story and given access to the story, ____________ will give  a story retell that includes key details like an event from the beginning, from the middle, and from the end of a story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.1.2
    • After listening to a story and given a graphic organizer to complete while listening to the story, ____________ will give  a story retell that includes key details like an event from the beginning, from the middle, and from the end of a story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.1.2
  • Set what questions the student will be asked 
    • After listening to a story, ____________ will give  a story retell that includes at least three events from the story in order on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.1.2
    • After listening to a story, ____________ will give a story retell that includes two or events from the story and answer questions about the central message or lesson of the story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.1.2
  • Adjust the accuracy or number of trials
    • Has to do it on the first trial: After listening to a story, ____________ will give  a story retell that includes key details like an event from the beginning, from the middle, and from the end of a story as measured by teacher records and observations CCSS.ELA-Literacy.RL.1.2
  • Specify the type or level of book
    • After listening to an early first-grade story, ____________ will give  a story retell that includes key details like an event from the beginning, from the middle, and from the end of a story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.1.2

 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral CCSS.ELA-Literacy.RL.2.2

  • Read the student a brief story. Afterwards, ask the student to tell you what happened in the story and the central message, lesson, or moral. Experiment with different supports–can they do it totally orally? If you give them the book to flip through? If you ask about pages? If you ask prompting questions? If they struggle, try reading one page and asking what happened on that page.
  • Have the student read a story to you and answer questions about the story. DRA questions work well for assessing retell and central message.

Check out the 2nd-5th Grade Reading Present Levels and Assessments Resource page for more baseline and assessment ideas or the PreK-2 Reading Present Levels and Assessments Resource page,

When asked about a text that his class has discussed, he is able to state five or more facts from the story in complete sentences like “the baby elephant gets milk from its mom.” When asked to give a retell of the DRA 8 story that he had read, he was able to tell the big ideas of the story, but struggled more with telling details from the story. His comprehension is better of stories that are read to him. He can give a good prediction for a story, tell where, who, and what is happening in a story. 

  • After listening to a story and given a copy of the story to look at, ________________ will recount the story including what happened at the beginning, middle, and end of the story as well as what the problem was and how it got solved on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.2.2

You have a lot of room to modify the comprehension goals, including specifying what supports the student is offered, listing the retell elements the student will give, and delineating how the student will be assessed and the type of book used.  

  • Add supports for the student 
    • After listening to a story and given a copy of the story to look at, ________________ will recount the story including what happened at the beginning, middle, and end of the story as well as what the problem was and how it got solved on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.2.2
    • After reading a story at her level, _________ will recount the story including what happened at the beginning, middle, and end of the story as well as what the problem was and how it got solved on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.2.2
  • Set what questions the student will be asked 
    • After listening to a story and given a copy of the story to look at, ________________ will be able to place the events from the story in order and select the central message from three choices on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.2.2
  • Adjust the accuracy or number of trials
    • Has to do it on the first trial: After listening to a story and given a copy of the story to look at, ________________ will recount the story including what happened at the beginning, middle, and end of the story as well as what the problem was and how it got solved as measured by teacher records and observations CCSS.ELA-Literacy.RL.2.2
  • Specify the type or level of book
    • After listening to an early-second grade story with pictures and given a copy of the story to look at, ________________ will recount the story including what happened at the beginning, middle, and end of the story as well as what the problem was and how it got solved on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.2.2

Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. CCSS.ELA-Literacy.RL.3.2

  • Read the student a brief story. Afterwards, ask the student to tell you what happened in the story and the central message, lesson, or moral. Experiment with different supports–can they do it totally orally? If you give them the book to flip through? If you ask about pages? If you ask prompting questions? If they struggle, try reading one page and asking what happened on that page.
  • Have the student read a story to you and answer questions about the story. DRA questions work well for assessing retell and central message.

Check out the 2nd-5th Grade Reading Present Levels and Assessments Resource page for more baseline and assessment ideas.

When asked about a text that his class has discussed, he is able to state five or more facts from the story in complete sentences like “the baby elephant gets milk from its mom.” When asked to give a retell of the DRA 8 story that he had read, he was able to tell the big ideas of the story, but struggled more with telling details from the story. His comprehension is better of stories that are read to him. He can give a good prediction for a story, tell where, who, and what is happening in a story. 

  • After listening to a story and given a copy of the story to look at, ________________ will recount the story including what happened at the beginning, middle, and end of the story as well as what the problem was and how it got solved on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.3.2

You have a lot of room to modify the comprehension goals, including specifying what supports the student is offered, listing the retell elements the student will give, and delineating how the student will be assessed and the type of book used.  

  • Add supports for the student 
    • After listening to a story and given a copy of the story to look at, ________________ will recount the story including what happened at the beginning, middle, and end of the story as well as what the problem was and how it got solved on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.3.2
    • After reading a story at her level, _________ will recount the story including what happened at the beginning, middle, and end of the story as well as what the problem was and how it got solved on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.3.2
  • Set what questions the student will be asked 
    • After listening to a story and given a copy of the story to look at, ________________ will be able to place the events from the story in order and select the central message from three choices on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.3.2
  • Adjust the accuracy or number of trials
    • Has to do it on the first trial: After listening to a story and given a copy of the story to look at, ________________ will recount the story including what happened at the beginning, middle, and end of the story as well as what the problem was and how it got solved as measured by teacher records and observations CCSS.ELA-Literacy.RL.3.2
  • Specify the type or level of book
    • After listening to an early-third grade story with pictures and given a copy of the story to look at, ________________ will recount the story including what happened at the beginning, middle, and end of the story as well as what the problem was and how it got solved on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.3.2

Determine a theme of a story, drama, or poem from details in the text; summarize the text CCSS.ELA-Literacy.RL.4.2

  • Have the student read a story to you and answer questions about the story. DRA questions work well for assessing retell and central message.
  • If the student has low fluency in their decoding, try reading them a story (or having them listen to one on the computer) and check to see if their comprehension improves.

Check out the 2nd-5th Grade Reading Present Levels and Assessments Resource page for more baseline and assessment ideas.

After a reading a short fiction story, Kassandra is good at answering “wh” questions about a story. She can tell the problem in a story as well as what happens in the beginning, middle, and end of the story but she needs support to tell how the problem is solved. She can describe a character as well, but needs support with summarizing the story.

  • After reading a story at her level, _____________________________ will summarize the text including the main characters, the problem/solution in the story, and at least one main event from each section of the story (beginning/middle/end) on three of four opportunities as measured by teacher records and observations.CCSS.ELA-Literacy.RL.4.2

You have a lot of room to modify the comprehension goals, including specifying what supports the student is offered, listing the retell elements the student will give, and delineating how the student will be assessed and the type of book used.  

  • Add supports for the student 
    • After listening to a story, _____ will summarize the text including the main characters, the problem/solution in the story, and at least one main event from each section of the story (beginning/middle/end) on three of four opportunities as measured by teacher records and observations.CCSS.ELA-Literacy.RL.4.2
    • After reading a story at her level and given access to the text and a summary graphic organizer, _____ will summarize the text including the main characters, the problem/solution in the story, and at least one main event from each section of the story (beginning/middle/end) on three of four opportunities as measured by teacher records and observations.CCSS.ELA-Literacy.RL.4.2
  • Set what questions the student will be asked 
    • After reading a story at her level and asked to summarize the story, _____ will provide a summary with the main characters, a key theme from the story, and at least three events from the story on three of four opportunities as measured by teacher records and observations.CCSS.ELA-Literacy.RL.4.2
  • Adjust the accuracy or number of trials
    • Has to do it on the first trial: After reading a story at her level, _____ will summarize the text including the main characters, the problem/solution in the story, and at least one main event from each section of the story (beginning/middle/end) as measured by teacher records and observations.CCSS.ELA-Literacy.RL.4.2
  • Specify the type or level of book
    • After listening to a fourth grade level short story, _____ will summarize the text including the main characters, the problem/solution in the story, and at least one main event from each section of the story (beginning/middle/end) on three of four opportunities as measured by teacher records and observations.CCSS.ELA-Literacy.RL.4.2
    • After listening to a fourth grade level short story without pictures, _____ will summarize the text including the main characters, the problem/solution in the story, and at least one main event from each section of the story (beginning/middle/end) on three of four opportunities as measured by teacher records and observations.CCSS.ELA-Literacy.RL.4.2
    •  

 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text CCSS.ELA-Literacy.RL.5.2

  • Have the student read a story to you and answer questions about the story. DRA questions work well for assessing retell and central message.
  • If the student has low fluency in their decoding, try reading them a story (or having them listen to one on the computer) and check to see if their comprehension improves.

Check out the 2nd-5th Grade Reading Present Levels and Assessments Resource page for more baseline and assessment ideas.

Jacob has good literal comprehension of short passages. He was able to answer “wh” questions about a story discuss the problem/solution in the story. He is able to describe characters and how they feel about each other and connect his thinking to the text through evidence.  When asked to summarize the story, he will try to give a complete retell, giving as many events from the story as he can remember, even if they are out of order.

  • After reading a story at her level, _____________________________ will summarize the text including the main characters, the problem/solution in the story, and the main events from the story in order on three of four opportunities as measured by teacher records and observations.CCSS.ELA-Literacy.RL.5.2

You have a lot of room to modify the comprehension goals, including specifying what supports the student is offered, listing the retell elements the student will give, and delineating how the student will be assessed and the type of book used.  

  • Add supports for the student 
    • After listening to a story, _____ will summarize the text including the main characters, the problem/solution in the story, and at least one main event from each section of the story (beginning/middle/end) on three of four opportunities as measured by teacher records and observations. CCSS.ELA-Literacy.RL.5.2
    • After reading a story at her level and given access to the text and a summary graphic organizer, _____ will summarize the text including the main characters, the problem/solution in the story, and at least one main event from each section of the story (beginning/middle/end) on three of four opportunities as measured by teacher records and observations. CCSS.ELA-Literacy.RL.5.2
  • Set what questions the student will be asked 
    • After reading a story at her level and asked to summarize the story, _____ will provide a summary with the main characters, a key theme from the story, and at least three events from the story on three of four opportunities as measured by teacher records and observations. CCSS.ELA-Literacy.RL.5.2
  • Adjust the accuracy or number of trials
    • Has to do it on the first trial: After reading a story at her level, _____ will summarize the text including the main characters, the problem/solution in the story, and at least one main event from each section of the story (beginning/middle/end) as measured by teacher records and observations. CCSS.ELA-Literacy.RL.5.2
  • Specify the type or level of book
    • After listening to a fourth grade level short story, _____ will summarize the text including the main characters, the problem/solution in the story, and at least one main event from each section of the story (beginning/middle/end) on three of four opportunities as measured by teacher records and observations. CCSS.ELA-Literacy.RL.5.2
    • After listening to a fourth grade level short story without pictures, _____ will summarize the text including the main characters, the problem/solution in the story, and at least one main event from each section of the story (beginning/middle/end) on three of four opportunities as measured by teacher records and observations. CCSS.ELA-Literacy.RL.5.2
    •  

IEP Goals for Inferential and Evaluative Comprehension

Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. CCSS.ELA-Literacy.RL.3.2

  • Have the student read a story to you and answer questions about the story. DRA questions work well for assessing central message. So too do many commercial reading passages. 
  • If the student has low fluency in their decoding, try reading them a story (or having them listen to one on the computer) and check to see if their comprehension improves.

Check out the 2nd-5th Grade Reading Present Levels and Assessments Resource page for more baseline and assessment ideas.

After reading a mid-second grade story, Kassandra was strong at retelling events from the story, but she needed support with higher level comprehension like identifying a central theme.

  •  After reading a story at his level,  ___________________ will determine the central message, lesson, or moral of the story on three of four opportunities as measured by teacher records and observations.CCSS.ELA-Literacy.RL.3.2

Note that this is the same standard we used for the 3rd grade retell goal. I tend to split the standard so that if a student is working on literal comprehension of a text, I will focus on the retell part of the standard and if their literal comprehension is strong, I will focus on the central message part of the standard. You can do both if you think that a student could meet the goal– but I tend to target my goals. I like to do targeted interventions which are easier with focused goals. You will inevitably work on other things than the student’s IEP goals during the year– and so I save the goals for where the student has the greatest areas of need.

  • Add supports for the student 
    • After listening to a story,  _____ will determine the central message, lesson, or moral of the story on three of four opportunities as measured by teacher records and observations.CCSS.ELA-Literacy.RL.3.2
    • After reading a story at his level and given a graphic organizer,  _____ will determine the central message, lesson, or moral of the story on three of four opportunities as measured by teacher records and observations.CCSS.ELA-Literacy.RL.3.2
  • Adjust the accuracy or number of trials
    • Has to do it on the first trial: After reading a story at his level,  _____ will determine the central message, lesson, or moral of the story as measured by teacher records and observations.CCSS.ELA-Literacy.RL.3.2
  • Specify the type or level of book
    • After reading a story with pictures at his level,  _____ will determine the central message, lesson, or moral of the story on three of four opportunities as measured by teacher records and observations.CCSS.ELA-Literacy.RL.3.2

Determine a theme of a story, drama, or poem from details in the text; summarize the text CCSS.ELA-Literacy.RL.4.2

  • Have the student read a story to you and answer questions about the story. DRA questions work well for assessing central message. So too do many commercial reading passages. 
  • If the student has low fluency in their decoding, try reading them a story (or having them listen to one on the computer) and check to see if their comprehension improves.

Check out the 2nd-5th Grade Reading Present Levels and Assessments Resource page for more baseline and assessment ideas.

After listening to a fourth grade story, Kassandra was strong at retelling events from the story, describing the characters, and identifying a problem the characters faced, but she needed support with identifying a theme in the story.

  • After reading a story at his level, ________________ will determine a theme from the story on three of four opportunities as measured by teacher records and observations. CCSS.ELA-Literacy.RL.4.2

Note that this is the same standard we used for the 4th grade summary goal. I tend to split the standard so that if a student is working on literal comprehension of a text, I will focus on the summary part of the standard and if their literal comprehension is strong, I will focus on the theme of the standard. You can do both if you think that a student could meet the goal– but I tend to target my goals. You will inevitably work on other things than the student’s IEP goals during the year– and so I save the goals for where the student has the greatest areas of need.

  • Add supports for the student 
    • After listening to a story, _______ will determine a theme from the story on three of four opportunities as measured by teacher records and observations. CCSS.ELA-Literacy.RL.4.2
    • After reading a story at his level and given a graphic organizer with prompts, _______will determine a theme from the story on three of four opportunities as measured by teacher records and observations. CCSS.ELA-Literacy.RL.4.2
  • Adjust the accuracy or number of trials
    • Has to do it on the first trial: After reading a story at his level, _______will determine a theme from the story as measured by teacher records and observations. CCSS.ELA-Literacy.RL.4.2
  • Specify the type or level of book
    • After listening to an early fourth grade short story, _______will determine a theme from the story on three of four opportunities as measured by teacher records and observations. CCSS.ELA-Literacy.RL.4.2
    •  

Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text CCSS.ELA-Literacy.RL.5.2

  • Have the student read a story to you and answer questions about the story. DRA questions work well for assessing central message. So too do many commercial reading passages. 
  • If the student has low fluency in their decoding, try reading them a story (or having them listen to one on the computer) and check to see if their comprehension improves.

Check out the 2nd-5th Grade Reading Present Levels and Assessments Resource page for more baseline and assessment ideas.

After listening to a fifth grade story, Kassandra was strong at retelling events from the story, describing the characters, and identifying a problem the characters faced, but she needed support with identifying a theme.

  • After reading a story at her level, _______________ will determine a  theme of a story, drama, or poem from details in the text on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RL.5.2

Note that this is the same standard we used for the 5th grade summary goal. I tend to split the standard so that if a student is working on literal comprehension of a text, I will focus on the summary part of the standard and if their literal comprehension is strong, I will focus on the theme of the standard. You can do both if you think that a student could meet the goal– but I tend to target my goals. You will inevitably work on other things than the student’s IEP goals during the year– and so I save the goals for where the student has the greatest areas of need.

  • Add supports for the student 
    • After listening to a story, _______ will determine a theme of a story, drama, or poem from details in the text  on three of four opportunities as measured by teacher records and observations. CCSS.ELA-Literacy.RL.5.2
    • After reading a story at his level and given a graphic organizer with prompts, _______will determine a theme of a story, drama, or poem from details in the text on three of four opportunities as measured by teacher records and observations. CCSS.ELA-Literacy.RL.5.2
  • Adjust the accuracy or number of trials
    • Has to do it on the first trial: After reading a story at his level, _______will determine a  theme of a story, drama, or poem from details in the text  as measured by teacher records and observations. CCSS.ELA-Literacy.RL.5.2
  • Specify the type or level of book
    • After listening to an early fourth grade short story, _______will determine a  theme of a story, drama, or poem from details in the text on three of four opportunities as measured by teacher records and observations. CCSS.ELA-Literacy.RL.5.2
    •