Non-Fiction Comprehension Goals

IEP Goals for Main Idea and Summaries

Identify the main topic and retell key details of a text CCSS.ELA-Literacy.RI.1.2

  • Read the student a short non-fiction passage. Ask them what is was about afterwards. If they are struggling, try different supports such as a text with pictures (and access to those pictures), questions about individual sections, or some sort of graphic organizers (like cut out pictures related to each section).

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

After listening to a brief non-fiction passage, Deandra was able to give a one word response to what the passage was about, “penguins!” When asked for details from the passage, Deandra was able to state that penguins were black and white (a detail from the story) and told how much she liked penguins.

  • After listening to a short non-fiction passage, ___________________ will retell at least three key details from the  text on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RI.1.2

You have a lot of flexibility to modify this goal. The standard is very similar to the fiction standard for first grade and so you target the same types of skills here– and make similar modifications.

  • Add supports for the student 
    • After listening to a short non-fiction passage and given pictures related to the passage, ____ will retell at least three key details from the  text on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RI.1.2
    • After listening to a short non-fiction passage and given prompting questions (e.g., what else do you remember?), ____ will retell at least three key details from the  text on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RI.1.2
  • Adjust the accuracy or number of trials
    • Has to do it on the first trial:
    • After listening to a short non-fiction passage, ____ will retell at least three key details from the text as measured by teacher records and observations CCSS.ELA-Literacy.RI.1.2
  • Specify the type or level of book
    • After listening to a kindergarten-level non-fiction book with pictures, ____ will retell at least three key details from the  text on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RI.1.2
    • After listening to a short non-fiction passage on a familiar topic, ____ will retell at least three key details from the  text on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RI.1.2

 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text CCSS.ELA-Literacy.RI.2.2

  • Read the student a  multi-paragraph non-fiction passage. Ask them what is was about afterwards. If they are struggling, try different supports such as a text with pictures (and access to those pictures), questions about individual sections, or some sort of graphic organizers (like cut out pictures related to each section).

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,

After listening to a brief non-fiction passage about students campaigning for chocolate milk, Deandra said that the main idea was that chocolate milk is good and described her preference for chocolate milk. When prompted, she was able to answer specific questions about how the students worked to get chocolate milk on the menu at their school.

  • After listening to a non-fiction text, _____will identify the main topic of a multi-paragraph text on three of four opportunities as measured by teacher records and observations. CCSS.ELA-Literacy.RI.2.2

You can modify supports, difficulty, and accuracy for this goal– but since main idea is at the heart of the standard, you can’t really modify that.

  • Add supports for the student 
    • After listening to a non-fiction text and given a graphic organizer for main idea and prompting questions, _____will identify the main topic of a multi-paragraph text on three of four opportunities as measured by teacher records and observations. CCSS.ELA-Literacy.RI.2.2
  • Adjust the accuracy or number of trials
    • After listening to a short non-fiction passage, ____ will retell at least three key details from the text on three of four trials as measured by teacher records and observations CCSS.ELA-Literacy.RI.1.2
  • Specify the type or level of book
    • After listening to a non-fiction text on a familiar topic, _____will identify the main topic of a multi-paragraph text on three of four opportunities as measured by teacher records and observations. CCSS.ELA-Literacy.RI.2.2

Determine the main idea of a text; recount the key details and explain how they support the main idea CCSS.ELA-Literacy.RI.3.2

  • Read the student a  multi-paragraph non-fiction passage. Ask them what is was about afterwards. If they are struggling, try different supports such as a text with pictures (and access to those pictures), questions about individual sections, or some sort of graphic organizers (like cut out pictures related to each section). If they give main idea, but not details or vice versa, follow up and see what they can do with prompting.

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

After listening to a brief non-fiction passage about students campaigning for chocolate milk, Deandra said that the main idea was that chocolate milk is good and described her preference for chocolate milk. When prompted, she was able to answer specific questions about how the students worked to get chocolate milk on the menu at their school.

  • After listening to a text, ________ will determine the main idea of a text and recount at least three key details on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RI.3.2

You can modify supports, difficulty, and accuracy for this goal– but since main idea is at the heart of the standard, you can’t really modify that.

  • Add supports for the student 
    • After listening to a non-fiction text and given a graphic organizer  and prompting questions,  ________ will determine the main idea of a text and recount at least three key details on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RI.3.2
  • Adjust the accuracy or number of trials
    • Has to do it on first trial: After listening to a text, ________ will determine the main idea of a text and recount at least three key details  as measured by teacher records and observations CCSS.ELA-Literacy.RI.3.2
  • Specify the type or level of book
    • After listening to a non-fiction text on a familiar topic,  ________ will determine the main idea of a text and recount at least three key details on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RI.3.2

Determine the main idea of a text and explain how it is supported by key details; summarize the text CCSS.ELA-Literacy.RI.4.2

  • Provide the student with a non-fiction text at their reading level (or a text that can be read to them if they are a lower-level reader). Ask them questions afterwards about what the text was about. Try providing them with varying supports like graphic organizers, read aloud, and prompting questions to see what they need to succeed.

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

After listening to a brief non-fiction passage about students campaigning for chocolate milk, Deandra said that the main idea was that kids like chocolate milk and told about one student who loved milk. When prompted, she was able to answer specific questions about how the students worked to get chocolate milk on the menu at their school.

  •  After reading a text at her level, _____ will determine the main idea of a text and explain how it is supported by at least two key details on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RI.4.2

You can modify supports, difficulty, and accuracy for this goal– but since main idea is at the heart of the standard, you can’t really modify that.

  • Add supports for the student 
    • After listening to a non-fiction text and given a graphic organizer  and prompting questions, _____ will determine the main idea of a text and explain how it is supported by at least two key details on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RI.4.2
  • Adjust the accuracy or number of trials
    • Has to do it on first trial:  After reading a text at her level, _____ will determine the main idea of a text and explain how it is supported by at least two key details as measured by teacher records and observations CCSS.ELA-Literacy.RI.4.2
  • Specify the type or level of book
    • After listening to a non-fiction text on a familiar topic,  _____ will determine the main idea of a text and explain how it is supported by at least two key details on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RI.4.2

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text CCSS.ELA-Literacy.RI.5.2

  • Provide the student with a non-fiction text at their reading level (or a text that can be read to them if they are a lower-level reader). Ask them questions afterwards about what the text was about. Try providing them with varying supports like graphic organizers, read aloud, and prompting questions to see what they need to succeed.

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

After reading a multi-paragraph non-fiction passage about students campaigning for chocolate milk, Deandra said that the main idea was that kids like chocolate milk and told about one student who loved milk. When prompted, she was able to answer specific questions about how the students worked to get chocolate milk on the menu at their school.

  • After reading a text at his level_______________ will determine at least one main ideas of a text and explain how they are supported by at least three  key details on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RI.5.2

You can modify supports, difficulty, and accuracy for this goal– but since main idea is at the heart of the standard, you can’t really modify that.

  • Add supports for the student 
    • After listening to a non-fiction text and given a graphic organizer  and prompting questions, __________ will determine at least one main ideas of a text and explain how they are supported by at least three  key details on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RI.5.2
  • Adjust the accuracy or number of trials
    • Has to do it on first trial: After reading a text at his level____________ will determine at least one main ideas of a text and explain how they are supported by at least three  key details as measured by teacher records and observations CCSS.ELA-Literacy.RI.5.2
  • Specify the type or level of book
    • After listening to a non-fiction text on a familiar topic, ____ will determine at least one main ideas of a text and explain how they are supported by at least three  key details on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.RI.5.2