High School Making Inferences IEP Goals
These Common Core aligned reading comprehension goals for 9th, 10th, 11th, and 12th grades focus on students' abilities to make inferences about what they read.
High School IEP Goals for Inferences
Making and supporting inferences is one of the key literature threads in the Common Core. That means that there are really similar standards you can draw on for goals all the way from fourth to twelfth grade. So if you are looking for elementary school, middle school, or high school inferencing goals, we have them all!
In high school, the Common Core starts doing combined standards. So there is one standard for making inferences that covers both 9th and 10th grades– and it looks an awful lot like the 8th grade standard for inferences!
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.9-10.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RI.9-10.1
Note that the Common Core has the exact same standard under literature and informational text. We built the goal on the RL standard, but you can swap it to RI if you want!
By 9th and 10th grades, online reading assessments and commercial reading assessments are your friend. Many formal reading assessments stop at 8th grade, but there are lots of passages out there that make for quick inference assessments. You can also still use a ReadWorks or AimsWeb type passage in high school for this goal if you just want to know how well a student does with making inferences– or if the student is still decoding/comprehending at an 8th grade or lower level.
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!
After reading a seventh grade level story, Kieran was able to select the answer to factual questions like the setting of the story and basic inferential questions like why the character is bored at the beginning of the story with 80% accuracy. He had more difficulty with questions that require more reading between the lines, answering those with 40% accuracy, and had difficulty explaining his answers or supporting them with text.
For more baseline ideas, check out the IEP Success Kit!
- After reading a story at his/her level, X will cite strong and thorough textual evidence to support inferences drawn from the text, so that, on three of four opportunities, he/she is able to make an inference about a character’s motivation or personality and find two strong pieces of textual evidence to support it, as measured by teacher records and observations CCSS.ELA-LITERACY.RL.9-10.1
- Add supports for the student
- After listening to a familiar story,
- After listening to an unfamiliar story,
- After listening to a grade-level story or passage,
- After reading a pre-taught story,
- Give even more supports
- and given a graphic organizer,
- and given multiple choices,
- and given a copy of the text to look at,
- and given prompting questions,
- Change the accuracy or number of trials
- with 80% accuracy
- with 75% accuracy
- on two of three opportunities
- on three of four opportunities
- Change what the student is asked to do
- cite two specific pieces of evidence
- make two, text-supported inferences about the story or passage
- to support his/her inference about a character’s motivation or feelings
- to support his/her inference about a character’s motivation or feelings
- to support his/her inference about a character’s personality or relationships
- to support his/her inference about the setting of the story
In high school, the Common Core starts doing combined standards. So there is one standard for making inferences that covers both 11th and 12th grades.
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-LITERACY.RI.11-12.1
Note that the Common Core has the exact same standard under literature and informational text. We built the goal on the RL standard, but you can swap it to RI if you want!
By 11th and 12th grades, online reading assessments and commercial reading assessments are your friend. Many formal reading assessments stop at 8th grade, but there are lots of passages out there that make for quick inference assessments. You can also still use a ReadWorks or AimsWeb type passage in high school for this goal if you just want to know how well a student does with making inferences– or if the student is still decoding/comprehending at an 8th grade or lower level.
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!
After reading a ninth grade level story, Kieran was able to select the answer to factual questions like the setting of the story and basic inferential questions like why the character is bored at the beginning of the story with 80% accuracy. He had more difficulty with questions that require more reading between the lines, answering those with 40% accuracy, and had difficulty explaining his answers or supporting them with text.
For more baseline ideas, check out the IEP Success Kit!
- After reading a story at his/her level, X will cite strong and thorough textual evidence to support inferences drawn from the text, so that, on three of four opportunities, he/she is able to make an inference about a character’s motivation or personality and find two strong pieces of textual evidence to support it, as measured by teacher records and observations CCSS.ELA-LITERACY.RL.11-12.1
- Add supports for the student
- After listening to a familiar story,
- After listening to an unfamiliar story,
- After listening to a grade-level story or passage,
- After reading a pre-taught story,
- Give even more supports
- and given a graphic organizer,
- and given multiple choices,
- and given a copy of the text to look at,
- and given prompting questions,
- Change the accuracy or number of trials
- with 80% accuracy
- with 75% accuracy
- on two of three opportunities
- on three of four opportunities
- Change what the student is asked to do
- cite two specific pieces of evidence
- make two, text-supported inferences about the story or passage
- to support his/her inference about a character’s motivation or feelings
- to support his/her inference about a character’s motivation or feelings
- to support his/her inference about a character’s personality or relationships
- to support his/her inference about the setting of the story
