Writing Fluency & Stamina Goals
Browse CCS-aligned IEP goals for writing fluency and writing stamina for 3rd-5th grades, along with intervention ideas, sample baselines, and tips on how to modify the goals for your students!
IEP Goals for Writing Stamina & Fluency
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences CCSS.ELA-Literacy.W.3.10
- I use this standard for writing fluency goals and so my assessments for this are of how many words per minute a student can write (or type!) in one or two minutes given a writing prompt. I also will monitor how much a student writes during a classroom writing activity.
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!
Given a writing prompt and adult supervision and prompting, LuAnna will write eight to ten words per minute. On her own, given a writing prompt, LuAnna will often write one or fewer words. She will write more independently on a computer, but requires supervision to stay on the typing document.
For more baseline ideas, check out the IEP Success Kit!
- 3rd grade goal 1: ______________ will write routinely over shorter time frames as demonstrated by showing writing fluency of at least 15 words per minute on a timed assessment and as measured by teacher observations and records. CCSS.ELA-Literacy.W.3.10
- 3rd grade goal 2: _________ will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences as demonstrated by writing at least three sentences (20 words or more) during at least three of four classroom writing activities in a week CCSS.ELA-Literacy.W.3.10
The first thing to note is that I stretched the standard a bit for these goals– the standard is about writing over extended time frames, which I interpreted as being about how much students get writing during a writing block. If the goal is too much of a stretch for you (or your district), I would check out the narrative writing goals as many get at related skills.
- Change how much the student should write
- ______________ will write routinely over shorter time frames as demonstrated by showing writing fluency of at least 20 words per minute on a timed assessment and as measured by teacher observations and records. CCSS.ELA-Literacy.W.3.10
- _________ will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences as demonstrated by writing at least four sentences (30 words or more) during at least three of four classroom writing activities in a week CCSS.ELA-Literacy.W.3.10
- _________ will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences as demonstrated by writing at least two paragraphs or more than 50 words during at least three of four classroom writing activities in a week CCSS.ELA-Literacy.W.3.10
- Adjust how the goal is measured
- _________ will write routinely over shorter time frames as demonstrated by showing writing fluency of at least 25 words on a two-minute timed fluency assessment and as measured by teacher observations and records. CCSS.ELA-Literacy.W.3.10
- _________ will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences as demonstrated by writing at least three sentences (20 words or more) during classroom writing activities on three of four observations CCSS.ELA-Literacy.W.3.10
- Power writing is an easy writing fluency intervention– just ask students to engage in timed writing activities for a few minutes a day to build their fluency skills.
- If you need power writing ideas, prompts, or fluency charts, check out the Writing Fluency intervention on this site!
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences CCSS.ELA-Literacy.W.4.10
- I use this standard for writing fluency goals and so my assessments for this are of how many words per minute a student can write (or type!) in one or two minutes given a writing prompt. I also will monitor how much a student writes during a classroom writing activity.
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!
Given a writing prompt and adult supervision and prompting, LuAnna will write eight to ten words per minute. On her own, given a writing prompt, LuAnna will often write one or fewer words. She will write more independently on a computer, but requires supervision to stay on the typing document.
For more baseline ideas, check out the IEP Success Kit!
- 3rd grade goal 1: ______________ will write routinely over shorter time frames as demonstrated by showing writing fluency of at least 20 words per minute on a timed assessment and as measured by teacher observations and records. CCSS.ELA-Literacy.W.4.10
- 3rd grade goal 2: _________ will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences as demonstrated by writing at least five sentences (30 words or more) during at least three of four classroom writing activities in a week CCSS.ELA-Literacy.W.4.10
The first thing to note is that I stretched the standard a bit for these goals– the standard is about writing over extended time frames, which I interpreted as being about how much students get writing during a writing block. If the goal is too much of a stretch for you (or your district), I would check out the narrative writing goals as many get at related skills.
- Change how much the student should write
- ______________ will write routinely over shorter time frames as demonstrated by showing writing fluency of at least 15 words per minute on a timed assessment and as measured by teacher observations and records. CCSS.ELA-Literacy.W.4.10
- _________ will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences as demonstrated by writing at least five sentences (35 words or more) during at least three of four classroom writing activities in a week CCSS.ELA-Literacy.W.4.10
- _________ will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences as demonstrated by writing at least two paragraphs or more than 50 words during at least three of four classroom writing activities in a week CCSS.ELA-Literacy.W.4.10
- Adjust how the goal is measured
- _________ will write routinely over shorter time frames as demonstrated by showing writing fluency of at least 25 words on a two-minute timed fluency assessment and as measured by teacher observations and records. CCSS.ELA-Literacy.W.4.10
- _________ will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences as demonstrated by writing at least four sentences (25 words or more) during classroom writing activities on three of four observations CCSS.ELA-Literacy.W.4.10
- Power writing is an easy writing fluency intervention– just ask students to engage in timed writing activities for a few minutes a day to build their fluency skills.
- If you need power writing ideas, prompts, or fluency charts, check out the Writing Fluency intervention on this site!
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences CCSS.ELA-Literacy.W.5.10
- I use this standard for writing fluency goals and so my assessments for this are of how many words per minute a student can write (or type!) in one or two minutes given a writing prompt. I also will monitor how much a student writes during a classroom writing activity.
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!
Given a writing prompt and adult supervision and prompting, LuAnna will write eight to ten words per minute. On her own, given a writing prompt, LuAnna will often write one or fewer words. She will write more independently on a computer, but requires supervision to stay on the typing document.
For more baseline ideas, check out the IEP Success Kit!
- 5th grade goal 1: ______________ will write routinely over shorter time frames as demonstrated by showing writing fluency of at least 20 words per minute on a timed assessment and as measured by teacher observations and records. CCSS.ELA-Literacy.W.5.10
- 5th grade goal 2: _________ will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences as demonstrated by writing at least five sentences (30 words or more) during at least three of four classroom writing activities in a week CCSS.ELA-Literacy.W.5.10
The first thing to note is that I stretched the standard a bit for these goals– the standard is about writing over extended time frames, which I interpreted as being about how much students get writing during a writing block. If the goal is too much of a stretch for you (or your district), I would check out the narrative writing goals as many get at related skills.
- Change how much the student should write
- ______________ will write routinely over shorter time frames as demonstrated by showing writing fluency of at least 15 words per minute on a timed assessment and as measured by teacher observations and records. CCSS.ELA-Literacy.W.5.10
- _________ will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences as demonstrated by writing at least five sentences (35 words or more) during at least three of four classroom writing activities in a week CCSS.ELA-Literacy.W.5.10
- _________ will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences as demonstrated by writing at least two paragraphs or more than 50 words during at least three of four classroom writing activities in a week CCSS.ELA-Literacy.W.5.10
- Adjust how the goal is measured
- _________ will write routinely over shorter time frames as demonstrated by showing writing fluency of at least 25 words on a two-minute timed fluency assessment and as measured by teacher observations and records. CCSS.ELA-Literacy.W.5.10
- _________ will write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences as demonstrated by writing at least four sentences (25 words or more) during classroom writing activities on three of four observations CCSS.ELA-Literacy.W.5.10
- Power writing is an easy writing fluency intervention– just ask students to engage in timed writing activities for a few minutes a day to build their fluency skills.
- If you need power writing ideas, prompts, or fluency charts, check out the Writing Fluency intervention on this site!
