Writing Paragraphs and Narratives IEP Goals
Browse CCS-aligned IEP goals and objectives for writing paragraphs, summaries, and narratives for 1st to 5th grades-- and see tips on how to modify the goals for your students!
IEP Goals for Writing Paragraphs and Summaries
I build assistive technology into my goals by adding, “Given a text prediction program” or “Given a word processing program” or “Given a dictation program” to the beginning of the goal. Other people might add in word banks or spelling lists– so add in whatever works for you and your student!
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section CCSS.ELA-Literacy.W.2.2
- The first challenge for this standard is to ensure that whatever you are asking the student to write about is a familiar topic. One way to do this is to pair the writing assessment with a reading assessment where the student reads or is read a short, informative text with pictures. Then you can ask them to write about that topic. It is also helpful to pull classroom writing examples– the more examples you have of what the student does when asked to write on a familiar nonfiction topic, the better.
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!
After watching a video about sloths and reading a short book, Liu wrote one sentence about the sloths, stating that she liked them. She required significant prompting to go back and add details to her writing. Liu often writes under ten words during classroom writing activities and needs adult support and supervision to write more.
For more baseline ideas, check out the IEP Success Kit!
- Given sight words banks and help with spelling, ______ will write informative/explanatory texts about a topic/book discussed in the classroom that is at least three sentences (15 words) long on three of four opportunities as measured by teacher records and observations.
This standard can be used to work on the amount students write, the focus of their writing (can they write on one topic?),or paragraph structure. Each can be written at various levels of difficulty, with varying support
- Change the amount the student needs to write
- Given sight words banks, access to a mentor text, and help with spelling, ______ will write informative/explanatory texts about a topic/book discussed in the classroom that is at least five sentences (20 words) long on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.2.2.
- Change the writing focus
- Given a topic sentence on a familiar nonfiction topic and access to resources about the topic, ____ will add three detail sentences to the informative/explanatory text on three of four opportunities as measured by teacher observations and records CCSS.ELA-Literacy.W.2.2.
- Given three detail sentences on a familiar topic. ___ will write a topic sentence for the informative/explanator text on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.2.2.
- Given sight words banks, a mentor text, and a paragraph writing checklist ______ will write a one paragraph informative/explanatory text about a topic/book discussed in the classroom with a topic sentence and three detail sentences on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.2.2.
Introduce a topic and group related information together; include illustrations when useful to aiding comprehension CCSS.ELA-Literacy.W.3.2a
- The first challenge for this standard is to ensure that whatever you are asking the student to write about is a familiar topic. One way to do this is to pair the writing assessment with a reading assessment where the student reads or is read a short, informative text with pictures. Then you can ask them to write about that topic. It is also helpful to pull classroom writing examples– the more examples you have of what the student does when asked to write on a familiar nonfiction topic, the better.
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!
After watching a video about sloths and reading a short book, D’Wayne wrote three facts about sloths. When prompted to add a topic sentence and given examples of topic sentences, he added, “Sloths are cool.” D’Wayne often needs adult support and supervision to complete classroom writing activities.
For more baseline ideas, check out the IEP Success Kit!
- Given a text prediction or word processing program, ______ will write a short paragraph (at least four sentences) about a topic/story discussed in the classroom in which he introduces the topic and groups related information together on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.3.2a
This standard can be used to work on the amount students write, the focus of their writing (can they write on one topic?),or paragraph structure. Each can be written at various levels of difficulty, with varying support
- Change the amount the student needs to write
- Given a text prediction or word processing program, ______ will write a paragraph (at least five sentences) about a topic discussed in the classroom in which he introduces the topic and groups related information together on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.3.2a
- Change the writing focus
- Given a topic sentence on a familiar nonfiction topic and access to resources about the topic, ____ will add three related detail sentences to the text on three of four opportunities as measured by teacher observations and records CCSS.ELA-Literacy.W.3.2a
- Given three detail sentences on a familiar topic. ___ will write a topic sentence for the text on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.3.2a.
- Given sight words banks, a mentor text, and a paragraph writing checklist ______ will write a one short text in which she introduces the topic and groups at least three related facts on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.3.2a.
Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension CCSS.ELA-Literacy.W.4.2a
- The first challenge for this standard is to ensure that whatever you are asking the student to write about is a familiar topic. One way to do this is to pair the writing assessment with a reading assessment where the student reads or is read a short, informative text with pictures. Then you can ask them to write about that topic. It is also helpful to pull classroom writing examples– the more examples you have of what the student does when asked to write on a familiar nonfiction topic, the better.
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!
After watching a video about sloths and reading a short book, D’Wayne wrote three facts about sloths. When prompted to add a topic sentence and given examples of topic sentences, he added, “Sloths are cool.” D’Wayne often needs adult support and supervision to complete classroom writing activities.
For more baseline ideas, check out the IEP Success Kit!
- Given a text prediction or word processing program, ______ will write a paragraph about a familiar topic in which she introduces the topic clearly using a topic sentence and groups related information together on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.4.2a
This standard can be used to work on the amount students write, the focus of their writing (can they write on one topic?),or paragraph structure. Each can be written at various levels of difficulty, with varying support
- Change the amount the student needs to write
- Given a text prediction or word processing program, ______ will write a paragraph of at least 30 words about a familiar topic in which she introduces the topic clearly using a topic sentence and groups related information together on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.4.2a
- Change the writing focus
- Given three detail sentences on a familiar topic. ___ will write a topic and concluding sentence for the text on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.4.2a
- Given a text prediction or word processing program, ______ will write a short text of two or more paragraphs about a familiar topic in which she introduces the topic clearly using a topic sentence and groups related information together on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.4.2a
Provide a concluding statement or section related to the information or explanation presented CCSS.ELA-Literacy.W.5.2e
- The first challenge for this standard is to ensure that whatever you are asking the student to write about is a familiar topic. One way to do this is to pair the writing assessment with a reading assessment where the student reads or is read a short, informative text with pictures. Then you can ask them to write about that topic. It is also helpful to pull classroom writing examples– the more examples you have of what the student does when asked to write on a familiar nonfiction topic, the better. You can also provide the student with paragraphs with either topic, detail, or concluding sentences omitted and ask them to complete the paragraphs.
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!
After watching a video about sloths and reading a short book, D’Wayne wrote three facts about sloths. When prompted to add a topic sentence and given examples of topic sentences, he added, “Sloths are cool.” D’Wayne often needs adult support and supervision to complete classroom writing activities.
For more baseline ideas, check out the IEP Success Kit!
- Given a text prediction program and a graphic organizer, _____________ will write a short summary of a familiar article or text that has a topic sentence, at least two supporting details, and a concluding statement or section related to the information or explanation presented on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.5.2e
This standard can be used to work on the amount students write, the focus of their writing (can they write on one topic?),or paragraph structure. Each can be written at various levels of difficulty, with varying support
- Change the amount the student needs to write
- Given a text prediction program and a graphic organizer, ____________ will write a short summary of a familiar article or text that has a topic sentence, at least three supporting details, and a concluding statement or section related to the information or explanation presented on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.5.2e
- Change the writing focus
- Given three detail sentences on a familiar topic. ___ will write a topic and concluding sentence for the text on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.5.2e
IEP Goals for Narrative Writing
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure CCSS.ELA-Literacy.W.1.3
- My assessment for this is typically to just have students write me a story on a familiar topic such as the first day of school, their dog, or the first day of school. When they are done, I will ask them to read me back their story both to help me decipher their spelling and to see what additional details appear in the oral version of the story.
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!
In response to a prompt about a familiar topic, Paola can write a three sentences about the topic and draw a picture to match. She can tell a more complete story, including a beginning and multiple related events in her oral story.
For more baseline ideas, check out the IEP Success Kit!
- Given word banks and a writing prompt, ______ will write a narrative in which she recounts two or more appropriately sequenced events, include some details regarding what happened on two of three opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.1.3
This standard is fairly flexible. You can use it to focus on the amount written, on story structure (has a beginning, has details, has closure), or on the use of temporal words.
- Change the amount the student needs to write
- Given word banks and a writing prompt, ______ will write a narrative of at least four sentences in which she recounts two or more appropriately sequenced events, include some details regarding what happened on two of three opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.1.3
- Change the story element focus
- Given word banks and a writing prompt, ______ will write a narrative in which she includes at two details regarding what happened and has a clear end to the story on two of three opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.1.3
- Includes a focus on language
- Given word banks, an editing checklist, and a writing prompt, ______ will write a narrative in which she recounts two or more appropriately sequenced events and uses at least two temporal words (e.g., later, that morning) to signal event order on two of three opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.1.3
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure CCSS.ELA-Literacy.W.2.3
- My assessment for this is typically to just have students write me a story on a familiar topic such as the first day of school, their dog, or the first day of school. When they are done, I will ask them to read me back their story both to help me decipher their spelling and to see what additional details appear in the oral version of the story.
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!
In response to a prompt about a familiar topic, Paola can write a four sentences that elaborate the event. She can tell a more complete story with more details, although neither her written or oral stories typically have a sense of closure.
For more baseline ideas, check out the IEP Success Kit!
- Given a word bank and a graphic organizer, _____will write a narrative in response to a writing prompt in which he recounts a well-elaborated event or short sequence of events, including details to describe actions, thoughts, or feelings on two of three opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.2.3
This standard is fairly flexible. You can use it to focus on the amount written, on story structure (has a beginning, has details, has closure), or on the use of temporal words.
- Change the amount the student needs to write
- Given a word bank and a graphic organizer, _____will write a narrative of at least six sentences in response to a writing prompt in which he recounts a well-elaborated event or short sequence of events, including details to describe actions, thoughts, or feelings on two of three opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.2.3
- Change the story element focus
- Given a word bank and a graphic organizer, _____will write a narrative in response to a writing prompt in which he recounts a well-elaborated event or short sequence of events, and provides a sense of closure on two of three opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.2.3
- Includes a focus on language
- Given a word bank and a graphic organizer, _____will write a six or more sentence narrative in response to a writing prompt in which he recounts a well-elaborated event or short sequence of events, including at least two temporal words to indicate event order on two of three opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.2.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences CCSS.ELA-Literacy.W.3.3
- My assessment for this is typically to just have students write me a story on a familiar topic such as the first day of school, their dog, or the first day of school. When they are done, I will ask them to read me back their story both to help me decipher their spelling and to see what additional details appear in the oral version of the story.
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 response to a story prompt, Pedro can write six or more sentences of events in the story, but needs teacher support to add descriptive language and to include a clear beginning and end.
For more baseline ideas, check out the IEP Success Kit!
- Given a writing prompt, word processor, and planning time, _______will write a narrative of at least six sentences that develops real or imagined experiences or events with clear event sequences, including a beginning, middle, and end to the story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.3.3
This standard is fairly flexible. You can use it to focus on the amount written, on story structure (has a beginning, has details, has closure), or on the use of temporal words.
- Change the amount the student needs to write
- Given a writing prompt, word processor, and planning time, _______will write a narrative of at least eight sentences that develops real or imagined experiences or events with clear event sequences, including a beginning, middle, and end to the story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.3.3
- Change the story element focus
- Given a writing prompt, word processor, and planning time, _______will write a narrative of at least six sentences that develops real or imagined experiences or events with clear event sequences and a central message or problem experienced by the main character as measured by teacher records and observations CCSS.ELA-Literacy.W.3.3
- Includes a focus on language
- Given a writing prompt, word processor, and planning time, _______will write a narrative of at least six sentences with descriptive language, including at least two adjectives and two action verbs on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.3.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences CCSS.ELA-Literacy.W.4.3
- My assessment for this is typically to just have students write me a story on an assigned topic (although I will give options). I then give them time to edit, including a checklist for story elements.
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!
Rashed is a fluent writer, easily writing a full page in response to a writing prompt. He has exciting ideas in his writing and is able to write a story with a clear beginning, middle, and end. He also has good voice in his writing and is beginning to try on some advanced language like “globlins.”
For more baseline ideas, check out the IEP Success Kit!
- Given a writing prompt, word processor, and planning time, _____________________ will write a narrative of at least eight sentences that develops real or imagined experiences or events with clear event sequences, including a beginning, middle, and end to the story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.4.3
This standard is fairly flexible. You can use it to focus on the amount written, on story structure (has a beginning, has details, has closure), or on the use of temporal words.
- Change the amount the student needs to write
- Given a writing prompt, word processor, and planning time, ____________will write a narrative of at least ten sentences that develops real or imagined experiences or events with clear event sequences, including a beginning, middle, and end to the story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.4.3
- Change the supports
- Given a writing prompt, a voice dictation program, and an editing checklist, ____________will write a narrative of at least eight sentences that develops real or imagined experiences or events with clear event sequences, including a beginning, middle, and end to the story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.4.3
- Include a focus on language
- Given a writing prompt, word processor, and planning time, ____________will write a narrative of at least eight sentences that develops real or imagined experiences or events with clear event sequences, and include descriptive language (at least three adjectives and three action verbs) on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.4.3
- Modify the measurement
- Has to do it the first time you ask: Given a writing prompt, word processor, and planning time, ____________will write a narrative of at least eight sentences that develops real or imagined experiences or events with clear event sequences, including a beginning, middle, and end to the story as measured by teacher records and observations CCSS.ELA-Literacy.W.4.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences CCSS.ELA-Literacy.W.5.3
- My assessment for this is typically to just have students write me a story on an assigned topic (although I will give options). I then give them time to edit, including a checklist for story elements.
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!
Rashed is a fluent writer, easily writing a full page in response to a writing prompt. He has exciting ideas in his writing and is able to write a story with a clear beginning, middle, and end. He also has good voice in his writing and is beginning to try on some advanced language like “globlins.”
For more baseline ideas, check out the IEP Success Kit!
- Given a writing prompt, word processor, and planning time, _____________________ will write a narrative of at least eight sentences that develops real or imagined experiences or events with clear event sequences, including a beginning, middle, and end to the story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.5.3
This standard is fairly flexible. You can use it to focus on the amount written, on story structure (has a beginning, has details, has closure), or on the use of temporal words.
- Change the amount the student needs to write
- Given a writing prompt, word processor, and planning time, ____________will write a narrative of at least ten sentences that develops real or imagined experiences or events with clear event sequences, including a beginning, middle, and end to the story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.5.3
- Change the supports
- Given a writing prompt, a voice dictation program, and an editing checklist, ____________will write a narrative of at least eight sentences that develops real or imagined experiences or events with clear event sequences, including a beginning, middle, and end to the story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.5.3
- Include a focus on language
- Given a writing prompt, word processor, and planning time, ____________will write a narrative of at least eight sentences that develops real or imagined experiences or events with clear event sequences, and include descriptive language (at least three adjectives and three action verbs) on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.5.3
- Modify the measurement
- Has to do it the first time you ask: Given a writing prompt, word processor, and planning time, ____________will write a narrative of at least eight sentences that develops real or imagined experiences or events with clear event sequences, including a beginning, middle, and end to the story as measured by teacher records and observations CCSS.ELA-Literacy.W.5.3
