Editing IEP Goals for Descriptive Writing, Grammar, and Complete Sentences
Browse our free, CCS aligned IEP goal bank for editing goals in descriptive writing and complete sentences -- and find ideas on how to modify goals to work for your students!
IEP Goals for Editing for Complete Sentences and Grammar
Capitalize the first word in a sentence and the pronoun I CCSS.ELA-Literacy.L.K.2a
- I like to do two assessments for this. The first is a writing sample, one where I have asked the student to check for capital letters and periods. The second is an editing assessment where I give the student two sentences without capitalization and ask the student to edit.
Need more ideas? Check out the PreK-2 Writing Present Levels and Assessments Page.
Looking for assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!
On writing samples, Diana can write simple sentences such as, “i lk skl” (I like school), but does not currently use any punctuation or capitalization. When asked to edit a sentence for capital letters, Diana capitalized random letters in the sentence.
For more baseline ideas, check out the IEP Success Kit!
- On a writing sample, __________ will capitalize the first word in a sentence and the pronoun I with 75% accuracy as measured by teacher records and observations CCSS.ELA-Literacy.L.K.2a
To be honest, I have never had a kinder student who could write well enough for this goal! Here, however, are a few ways I might modify the goal.
- Change whether the writing is in context or on an editing assessment
- Given an editing worksheet, __________ will capitalize the first word in a sentence and the pronoun I with 75% accuracy as measured by teacher records and observations CCSS.ELA-Literacy.L.K.2a
- Change how you measure success
- On a writing sample, __________ will capitalize the first word in a sentence and the pronoun I on three of four occasions as measured by teacher records and observations CCSS.ELA-Literacy.L.K.2a
- If what you want is a systematic workbook series where students progress from writing complete sentences to capitalizing proper nouns to breaking up run-on sentences, check out the Grammar and Complete Sentences intervention in the store!
- I used to use Framing Your Thoughts, but had issues with how much time it took up in groups. There are other sentence framing programs out there, but I haven’t tried them! Has anyone tried No Red Ink? It looks interesting.
- The IRIS center has some research-based interventions for writing, but fewer for grammar and complete sentences. Intervention Central has some relevant, research-based strategies too.
Use end punctuation for sentences CCSS.ELA-Literacy.L.1.2b
- I like to do two assessments for this. The first is a writing sample, one where I have asked the student to check for capital letters and periods. The second is an editing assessment where I give the student a run on sentence (of two complete sentences) and ask the student to edit.
Need more ideas? Check out the PreK-2 Writing Present Levels and Assessments Page.
Looking for assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!
On writing samples, Diana can write simple sentences such as, “i lk skl” (I like school), but does not currently use any punctuation or capitalization. When asked to edit a run-on sentence for capital letters and punctuation, Diana capitalized random letters in the sentence and added a period at the end.
For more baseline ideas, check out the IEP Success Kit!
- ______ will use end punctuation for sentences as demonstrated by correctly (75% accuracy) adding periods, exclamation points, and question marks to someone else’s one-sentence writing samples as measured by teacher records and observations CCSS.ELA-Literacy.L.1.2b
This goal can be modified to focus on the student’s own writing, to having the student edit more complex sentence, or to also add the kindergarten standard of capitalizing first letters and “I.”
- Change whether the writing is in context or on an editing assessment
- Given time and prompts to edit, _____ will use end punctuation for sentences on a writing sample so that at least 50% of the sentences have correct end punctuation as measured by teacher records and observations CCSS.ELA-Literacy.L.1.2b
- ______ will use end punctuation for sentences as demonstrated by correctly (75% accuracy) adding periods, exclamation points, and question marks to someone else’s one- and two-sentence writing samples as measured by teacher records and observations CCSS.ELA-Literacy.L.1.2b
- Change how you measure success
- ______ will use end punctuation for sentences as demonstrated by correctly (80% accuracy) adding periods, exclamation points, and question marks to someone else’s one-sentence writing samples as measured by teacher records and observations CCSS.ELA-Literacy.L.1.2b
- If what you want is a systematic workbook series where students progress from writing complete sentences to capitalizing proper nouns to breaking up run-on sentences, check out the Grammar and Complete Sentences intervention in the store!
- I used to use Framing Your Thoughts, but had issues with how much time it took up in groups. There are other sentence framing programs out there, but I haven’t tried them! Has anyone tried No Red Ink? It looks interesting.
- The IRIS center has some research-based interventions for writing, but fewer for grammar and complete sentences. Intervention Central has some relevant, research-based strategies too.
Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy) CCSS.ELA-Literacy.L.2.1f
- I like to do two assessments for this. The first is a writing sample, one where I have asked the student to check for capital letters and periods. The second is an editing assessment where I give the student sentences of varying complexity to edit (one sentence, one question, a run-on sentence, etc).
Need more ideas? Check out the 2nd-5th Grade Writing Present Levels and Assessment Resources page or the PreK-2 Writing Present Levels and Assessments Page.
Looking for assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!
On writing samples, Sean can write simple sentences such as, “I lik skol” (I like school), and will capitalize the word “I” and the first letter of the writing sample. He will put a period at the end of the writing sample. When asked to edit a run-on sentence for capital letters and punctuation, Sean capitalized the first letters in the sentence and added a period at the end.
For more baseline ideas, check out the IEP Success Kit!
- _________ will produce complete simple and compound sentences with 50% accuracy as measured by a writing sample CCSS.ELA-Literacy.L.2.1f
This goal can be modified to focus on the student’s own writing, to having the student edit more complex sentence, or to focus on sub-skills.
- Change whether the writing is in context or on an editing assessment
- Given an editing sheet, ____ will edit for complete simple sentences, adding initial capitals and end punctuation with 75%accuracy as measured by a writing sample CCSS.ELA-Literacy.L.2.1f
- Change what editing skills are being assessed
- _________ will produce complete simple and compound sentences that include initial capital letters and complete sentences with end punctuation with 50% accuracy as measured by a writing sample CCSS.ELA-Literacy.L.2.1f
- Change how you measure success
- _________ will produce complete simple and compound sentences with 75% accuracy as measured by a writing sample CCSS.ELA-Literacy.L.2.1f
- If what you want is a systematic workbook series where students progress from writing complete sentences to capitalizing proper nouns to breaking up run-on sentences, check out the Grammar and Complete Sentences intervention in the store!
- I used to use Framing Your Thoughts, but had issues with how much time it took up in groups. There are other sentence framing programs out there, but I haven’t tried them! Has anyone tried No Red Ink? It looks interesting.
- The IRIS center has some research-based interventions for writing, but fewer for grammar and complete sentences. Intervention Central has some relevant, research-based strategies too.
Produce simple, compound, and complex sentences CCSS.ELA-Literacy.L.3.1i
- I like to do two assessments for this. The first is a writing sample, one where I have asked the student to check for capital letters and periods. The second is an editing assessment where I give the student sentences of varying complexity to edit (one sentence, one question, a run-on sentence, etc).
Need more ideas? Check out the 2nd-5th Grade Writing Present Levels and Assessment Resources page.
Looking for assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!
On writing samples, Lien will capitalize the word “I” and the first letter of the writing sample. He will put a period at the end of the writing sample and uses a question mark for questions. When asked to edit a run-on sentence for capital letters and punctuation, Lien capitalized the first letters in the sentence and added a period at the end.
For more baseline ideas, check out the IEP Success Kit!
- _____ will produce complete simple, compound, and complex sentences with 66% accuracy as measured by a writing sample CCSS.ELA-Literacy.L.3.1i
This goal can be modified to focus on the student’s own writing, to having the student edit more complex sentence, or to focus on sub-skills.
- Change whether the writing is in context or on an editing assessment
- Given an editing sheet, ____ will edit for complete simple sentences, adding initial capitals and end punctuation with 75%accuracy as measured by a writing sample CCSS.ELA-Literacy.L.3.1i
- Change what editing skills are being assessed
- _____ will produce complete simple, compound, and complex sentences with two-thirds of sentences in a writing sample being complete, with correct end punctuation as measured by teacher records and observations CCSS.ELA-Literacy.L.3.1i
- Change how you measure success
- ________ will produce complete simple, compound, and complex sentences with 75% accuracy as measured by a writing sample CCSS.ELA-Literacy.L.3.1i
- If what you want is a systematic workbook series where students progress from writing complete sentences to capitalizing proper nouns to breaking up run-on sentences, check out the Grammar and Complete Sentences intervention in the store!
- I used to use Framing Your Thoughts, but had issues with how much time it took up in groups. There are other sentence framing programs out there, but I haven’t tried them! Has anyone tried No Red Ink? It looks interesting.
- The IRIS center has some research-based interventions for writing, but fewer for grammar and complete sentences. Intervention Central has some relevant, research-based strategies too.
Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. CCSS.ELA-Literacy.L.4.1f
- I like to do two assessments for this. The first is a writing sample, one where I have asked the student to check for capital letters and periods. The second is an editing assessment where I give the student sentences of varying complexity to edit (one sentence, one question, a run-on sentence, etc).
Need more ideas? Check out the 2nd-5th Grade Writing Present Levels and Assessment Resources page.
Looking for assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!
Honnah has an emerging grasp of sentence structure. She generally knows when to use a period, question mark, and exclamation point. She can punctuate three sentence paragraphs with over 67% accuracy and will capitalize some proper nouns. She also tends to add a lot of extra periods and capital letters.
For more baseline ideas, check out the IEP Success Kit!
- ______ will produce complete sentences, recognizing and correcting inappropriate fragments and run-ons so that 75% of the sentences in a writing sample will be complete as measured by teacher records and observations. CCSS.ELA-Literacy.L.4.1f
This goal can be modified to focus on the student’s own writing, to having the student edit more complex sentence, or to focus on sub-skills.
- Change whether the writing is in context or on an editing assessment
- Given an editing sheet, ____ will edit for complete sentences, adding initial capitals and breaking up run on sentences with 75% accuracy as measured by a writing sample CCSS.ELA-Literacy.L.4.1f
- Change what supports a student has
- Given an editing checklist and prompts to edit, ______ will produce complete sentences, recognizing and correcting inappropriate fragments and run-ons so that 75% of the sentences in a writing sample will be complete as measured by teacher records and observations. CCSS.ELA-Literacy.L.4.1f
- Change how you measure success
- ______ will produce complete sentences, recognizing and correcting inappropriate fragments and run-ons so that 66% of the sentences in a writing sample will be complete as measured by teacher records and observations. CCSS.ELA-Literacy.L.4.1f
- If what you want is a systematic workbook series where students progress from writing complete sentences to capitalizing proper nouns to breaking up run-on sentences, check out the Grammar and Complete Sentences intervention in the store!
- I used to use Framing Your Thoughts, but had issues with how much time it took up in groups. There are other sentence framing programs out there, but I haven’t tried them! Has anyone tried No Red Ink? It looks interesting.
- The IRIS center has some research-based interventions for writing, but fewer for grammar and complete sentences. Intervention Central has some relevant, research-based strategies too.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing CCSS.ELA-Literacy.L.5.2
- I like to do two assessments for this. The first is a writing sample, one where I have asked the student to check for capital letters and periods. The second is an editing assessment where I give the student sentences of varying complexity to edit (one sentence, one question, a run-on sentence, etc).
Need more ideas? Check out the 2nd-5th Grade Writing Present Levels and Assessment Resources page.
Looking for assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!
Honnah has an emerging grasp of sentence structure. She generally knows when to use a period, question mark, and exclamation point. She can punctuate three sentence paragraphs with over 67% accuracy and will capitalize some proper nouns. She also tends to add a lot of extra periods and capital letters.
For more baseline ideas, check out the IEP Success Kit!
- _______ will demonstrate command of the conventions of standard English punctuation including complete sentences by turning in a writing sample in which at least 75% of the sentences are complete CCSS.ELA-Literacy.L.5.2
This goal can be modified to focus on the student’s own writing, to having the student edit more complex sentence, or to focus on sub-skills.
- Change whether the writing is in context or on an editing assessment
- Given an editing sheet, ____ will edit for complete sentences, adding initial capitals and breaking up run on sentences with 75% accuracy as measured by a writing sample CCSS.ELA-Literacy.L.5.2
- Change what supports a student has
- Given an editing checklist and prompts to edit, _______ will demonstrate command of the conventions of standard English punctuation including complete sentences by turning in a writing sample in which at least 75% of the sentences are complete CCSS.ELA-Literacy.L.5.2
- Change how you measure success
- _______ will demonstrate command of the conventions of standard English punctuation including complete sentences by turning in a writing sample in which at least 66% of the sentences are complete CCSS.ELA-Literacy.L.5.2
- If what you want is a systematic workbook series where students progress from writing complete sentences to capitalizing proper nouns to breaking up run-on sentences, check out the Grammar and Complete Sentences intervention in the store!
- I used to use Framing Your Thoughts, but had issues with how much time it took up in groups. There are other sentence framing programs out there, but I haven’t tried them! Has anyone tried No Red Ink? It looks interesting.
- The IRIS center has some research-based interventions for writing, but fewer for grammar and complete sentences. Intervention Central has some relevant, research-based strategies too.
IEP Goals for Editing Writing for Effect and Descriptive Language
Choose words and phrases for effect. CCSS.ELA-LITERACY.L.3.3.A
- When I am looking at student’s writing samples, one of the things that I check for is their use of language. Are they using interesting words or just “said,” and “like?” Are there any adjectives, strong verbs, or details in the sentences?
Need more ideas? Check out the 2nd-5th Grade Writing Present Levels and Assessment Resources page.
Looking for assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!
In a writing sample, Suanna wrote a few words with some repetition of sight words and other familiar words, and sentences that were repetitive in structure.
For more baseline ideas, check out the IEP Success Kit!
- When given time to edit his/her own writing and a multi-sentence writing sample, ____ will choose words and phrases for effect as measured by the use of at least two verbs other than said, went, and like and the inclusion of at least two adjectives. CCSS.ELA-LITERACY.L.3.3.A
The challenge with this goal is defining what you mean by choosing words for effect. The goal is broad, so define it based on what you see as the student’s greatest needs.
- Change the target area from verbs to sensory language
- When given time to edit his/her own writing and a multi-sentence writing sample, ____ will choose words and phrases for effect as measured by the inclusion of at least three sensory details such “dry like sandpaper,” “sizzled,” “like a rotten egg.” CCSS.ELA-LITERACY.L.3.3.A
- Change target area to action verbs
- When given time to edit his/her own writing and a multi-sentence writing sample, ____ will choose words and phrases for effect as measured by the use of at least three action verbs such as “strolled,” “sprinted” and “raced.” CCSS.ELA-LITERACY.L.3.3.A
- Change target area to figurative language
- When given time to edit his/her own writing and a multi-sentence writing sample, ____ will choose words and phrases for effect as measured by the inclusion of at least examples of figurative language in the piece such as, “eyes like an eagle,” or “bite off more than you can chew.” CCSS.ELA-LITERACY.L.3.3.A
- You can also change how this is measured to having the student edit a “boring” sentence to make it more interesting.
- Given a simple sentence to edit, ____ will choose words and phrases for effect as measured by the addition of a verb other than said, went, and like and the inclusion of at least two adjectives. CCSS.ELA-LITERACY.L.3.3.A
- If what you want is an intervention series focused on helping students learn to use action verbs, to add sensory details, and descriptive language, check out the Descriptive Writing Intervention in the store!
- An easy intervention is to have students go back to their own writing and, as part of editing, to identify ways to make their sentences more interesting. Having a handout on techniques for creating interesting sentences is helpful for this!
There are actually two relevant standards for descriptive writing in fourth grade:
Use concrete words and phrases and sensory details to convey experiences and events precisely CCSS.ELA-LITERACY W.4.3.D.
Choose words and phrases to convey ideas precisely CCSS.ELA-LITERACY.L.4.3.A
- When I am looking at student’s writing samples, one of the things that I check for is their use of language. Are they using interesting words or just “said,” and “like?” Are there any adjectives, strong verbs, or details in the sentences?
Need more ideas? Check out the 2nd-5th Grade Writing Present Levels and Assessment Resources page.
Looking for assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!
In a writing sample, Suanna wrote multiple paragraphs; with some transition words, one action verb, and sentences that were varied in structure; repetitive in structure.
For more baseline ideas, check out the IEP Success Kit!
- Given a writing sample to edit and an editing checklist, ____ will use concrete words and phrases and sensory details to convey experiences and events precisely as measured by the inclusion of at least two sensory details in the final writing sample CCSS.ELA-LITERACY W.4.3.D.
- When given time to edit his/her own writing and a multi-sentence writing sample, ___ will choose words and phrases to convey ideas precisely as measured by the use of three or more action verbs in the final writing sample CCSS.ELA-LITERACY.L.4.3.A
The challenge with this goal is defining what you mean by choosing words for effect. The goal is broad, so define it based on what you see as the student’s greatest needs.
- Focus on sensory language
- Given a writing sample to edit and an editing checklist, ____ will use concrete words and phrases and sensory details to convey experiences and events precisely as measured by the inclusion of at least three sensory details such “dry like sandpaper,” “sizzled,” “like a rotten egg” CCSS.ELA-LITERACY W.4.3.D.
- Change target area to action verbs
- When given time to edit his/her own writing and a multi-sentence writing sample, ____ will choose words and phrases for effect as measured by the use of at least three action verbs such as “strolled,” “sprinted” and “raced.” CCSS.ELA-LITERACY.L.3.3.A
- Given a writing sample to edit and an editing checklist, ____ will use concrete words and phrases and sensory details to convey experiences and events precisely as measured by the use of at least three action verbs such as “strolled,” “sprinted” and “raced.” in the final writing sample CCSS.ELA-LITERACY W.4.3.D.
- When given time to edit his/her own writing and a multi-sentence writing sample, ___ will choose words and phrases to convey ideas precisely as measured by the use of at least three action verbs such as “strolled,” “sprinted” and “raced” CCSS.ELA-LITERACY.L.4.3.A
- Change target area to figurative language
- Given a writing sample to edit and an editing checklist, ____ will use concrete words and phrases and sensory details to convey experiences and events precisely as measured by the inclusion of at least two sensory details in the final writing sample CCSS.ELA-LITERACY W.4.3.D.
- When given time to edit his/her own writing and a multi-sentence writing sample, ___ will choose words and phrases to convey ideas precisely as measured by the inclusion of at least examples of figurative language in the piece such as, “eyes like an eagle,” or “bite off more than you can chew.”CCSS.ELA-LITERACY.L.4.3.A
- You can also change how this is measured to having the student edit a “boring” sentence to make it more interesting.
- Given five simple sentences to edit, ____ will use concrete words and phrases and sensory details to convey experiences and events precisely as measured by the addition of at least two sensory details CCSS.ELA-LITERACY W.4.3.D.
- Given five simple sentences to edit, ___ will choose words and phrases to convey ideas precisely as measured by the addition of three or more action verbs CCSS.ELA-LITERACY.L.4.3.A
- If what you want is an intervention series focused on helping students learn to use action verbs, to add sensory details, and descriptive language, check out the Descriptive Writing Intervention in the store!
- An easy intervention is to have students go back to their own writing and, as part of editing, to identify ways to make their sentences more interesting. Having a handout on techniques for creating interesting sentences is helpful for this!
There are actually two relevant standards for descriptive writing in fifth grade:
Use concrete words and phrases and sensory details to convey experiences and events precisely CCSS.ELA-LITERACY W.5.3.D.
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style CCSS.ELA-LITERACY.L.5.3.A
- When I am looking at student’s writing samples, one of the things that I check for is their use of language. Are they using interesting words or just “said,” and “like?” Are there any adjectives, strong verbs, or details in the sentences?
Need more ideas? Check out the 2nd-5th Grade Writing Present Levels and Assessment Resources page.
Looking for assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!
In a writing sample, Suanna wrote a brief paragraph with one example of descriptive language, and sentences that were repetitive in structure.
For more baseline ideas, check out the IEP Success Kit!
- Given a writing sample to edit and an editing checklist, ____ will use concrete words and phrases and sensory details to convey experiences and events precisely as measured by the inclusion of at least two sensory details in the final writing sample CCSS.ELA-LITERACY W.5.3.D.
- When given time to edit his/her own writing and a multi-sentence writing sample, ___ will expand sentences for meaning, reader/listener interest, and style as measured by the use of three or more action verbs in the final writing sample CCSS.ELA-LITERACY.L.5.3.A
The challenge with this goal is defining what you mean by choosing words for effect. The goal is broad, so define it based on what you see as the student’s greatest needs.
- Focus on sensory language
- Given a writing sample to edit and an editing checklist, ____ will use concrete words and phrases and sensory details to convey experiences and events precisely as measured by the inclusion of at least three sensory details such “dry like sandpaper,” “sizzled,” “like a rotten egg” CCSS.ELA-LITERACY W.5.3.D.
- Change target area to action verbs
- When given time to edit his/her own writing and a multi-sentence writing sample, ____ will expand sentences for meaning, reader/listener interest, and style as measured by the use of at least three action verbs such as “strolled,” “sprinted” and “raced.” CCSS.ELA-LITERACY.L.5.3.A
- Given a writing sample to edit and an editing checklist, ____ will use concrete words and phrases and sensory details to convey experiences and events precisely as measured by the use of at least three action verbs such as “strolled,” “sprinted” and “raced.” in the final writing sample CCSS.ELA-LITERACY W.5.3.D.
- Change target area to figurative language
- Given a writing sample to edit and an editing checklist, ____ will use concrete words and phrases and sensory details to convey experiences and events precisely as measured by the inclusion of at least two sensory details in the final writing sample CCSS.ELA-LITERACY W.5.3.D.
- When given time to edit his/her own writing and a multi-sentence writing sample, ___ will expand sentences for meaning, reader/listener interest, and style as measured by the inclusion of at least examples of figurative language in the piece such as, “eyes like an eagle,” or “bite off more than you can chew.” CCSS.ELA-LITERACY.L.5.3.A
- You can also change how this is measured to having the student edit a “boring” sentence to make it more interesting.
- Given five simple sentences to edit, ____ will use concrete words and phrases and sensory details to convey experiences and events precisely as measured by the addition of at least two sensory details CCSS.ELA-LITERACY W.5.3.D.
- Given five simple sentences to edit, ___ will expand sentences for meaning, reader/listener interest, and style as measured by the use of three or more action verbs in the final writing sample CCSS.ELA-LITERACY.L.5.3.A
- If what you want is an intervention series focused on helping students learn to use action verbs, to add sensory details, and descriptive language, check out the Descriptive Writing Intervention in the store!
- An easy intervention is to have students go back to their own writing and, as part of editing, to identify ways to make their sentences more interesting. Having a handout on techniques for creating interesting sentences is helpful for this!
