EdPlan Dual Reading Goals Guide
EdPlan IEP Goal 1 Reading Literature (RL)
Literary Analysis & Perspective Goal
Character, Setting, Event Dynamics, and Viewpoint Influences
Student Grade: Rising 5th Grade
Baseline (PLAAFP): RL.4.3, RL.4.6, RL.4.9
Grade 5 Targets: RL.5.1, RL.5.3, RL.5.6
**Given [Condition]**Stimulus, text & graphic support
**[Student]**Learner name
**[Targeted Skill]**Observable literary behavior
**To Extent [Criteria]**Accuracy, consistency & trials
Annual Measurable Goal: Literature (12-Month Target) Standards: RL.5.1, RL.5.3, RL.5.6
Given a grade-level literary passage (Lexile 740L–1010L) and a character-and-perspective graphic organizer, [Student] will analyze key literary elements by quoting accurate text evidence to describe character traits, motivations, and interactions, and explain how the narrator's point of view shapes event descriptions, achieving an average score of at least 80% (Level 3 Proficient) on a 4-point literary rubric across 4 out of 5 consecutive bi-weekly probes.
Scaffolded Objectives (Literature)
Objective 1.1 (Benchmark: Months 1–5 • RL.5.1, RL.4.3) Text Evidence & Character Inferences
Given an instructional-level fictional text and a guided text-evidence chart, [Student] will cite at least two explicit text quotes and draw one inferential conclusion regarding a character's traits, feelings, or response to a major event, with at least 80% accuracy across 3 consecutive bi-weekly work samples.
Condition: Instructional passage + evidence chart
Skill: 2 quotes + 1 inference on character actions
Criteria: 80% accuracy across 3 consecutive trials
Objective 1.2 (Benchmark: Months 6–10 • RL.5.6, RL.4.6) Point of View & Event Framing
Given a grade-level literary excerpt featuring distinct character perspectives and a POV sentence frame, [Student] will identify whether narration is first- or third-person and explain how the narrator's perspective shapes how story events are described, scoring at least 80% (meeting 4 of 5 rubric criteria) across 4 out of 5 consecutive probes.
Condition: Grade-level excerpt + POV sentence frame
Skill: Identify POV & explain influence on event description
Criteria: 80% (4/5 criteria) across 4/5 consecutive probes
Literary Performance Rubric (4-Point Scale)
Level 1: Emerging (<60%)
Level 2: Developing (60–74%)
Level 3: Proficient (75–89%) *Mastery
Level 4: Advanced (90–100%)
Names characters or setting with verbal cues; cannot cite textual quotes or explain character motives.
Quotes 1 text detail; draws basic inferences with prompts; names POV but cannot explain how it shapes story events.
Quotes 2+ accurate details; explains character traits/responses; explains how narrator POV influences event descriptions.
Independently quotes subtle evidence; analyzes conflicting perspectives across multiple characters and theme patterns.
Specially Designed Instruction (SDI)
- Character Action-to-Trait Modeling: Think-alouds connecting dialogue/actions to inferred feelings and traits.
- Perspective Stems: "Because the narrator sees the event from ___, they describe it as ___."
Accommodations & Supports
- Visual Emotion & Trait Bank: Tier-2 vocabulary reference sheet for inferring motives and traits.
- Text Chunking: Segment narrative text into 150-word increments with stop-and-jot inference prompts.
EdPlan Format: Given [Condition], [Student] will do [Skill], to this extent [Criteria] Page 1 of 2 • Goal 1: Reading Literature
EdPlan IEP Goal 2 Reading Informational Text (RI)
Informational Text Evidence & Argument Goal
Explicit Evidence, Inferences, Central Points, and Author's Reasons
Student Grade: Rising 5th Grade
Baseline (PLAAFP): RI.4.1, RI.4.8
Grade 5 Targets: RI.5.1, RI.5.8
**Given [Condition]**Article, Lexile & argument frame
**[Student]**Learner name
**[Targeted Skill]**Observable informational behavior
**To Extent [Criteria]**Accuracy, consistency & trials
Annual Measurable Goal: Informational Text (12-Month Target) Standards: RI.5.1, RI.5.8
Given a grade-level informational article or text excerpt (Lexile 740L–1010L) and an author's argument graphic organizer, [Student] will quote accurate facts and details to explain explicit ideas and inferences, and explain how the author uses specific reasons and evidence to support particular points in the text, scoring at least 80% (Level 3 Proficient) on a 4-point informational text rubric across 4 out of 5 consecutive bi-weekly assessment probes.
Scaffolded Objectives (Informational Text)
Objective 2.1 (Benchmark: Months 1–5 • RI.5.1, RI.4.1) Explicit Evidence & Central Idea Inferences
Given an instructional-level informational passage with section headings and a two-column fact/inference chart, [Student] will locate and quote at least two explicit textual details and explain one valid inference that directly supports the central topic or section main idea, achieving at least 80% accuracy across 3 consecutive bi-weekly assessment probes.
Condition: Instructional passage + 2-column fact/inference chart
Skill: Quote 2 explicit facts & draw 1 central idea inference
Criteria: 80% accuracy across 3 consecutive trials
Objective 2.2 (Benchmark: Months 6–10 • RI.5.8, RI.4.8) Tracing Author's Reasons & Supporting Evidence
Given a grade-level informational article presenting an author's argument and a reason-and-evidence analysis frame, [Student] will identify the author's primary point and accurately explain at least two specific reasons and supporting facts/data the author uses to substantiate that point, meeting 4 of 5 rubric criteria (80%) across 4 out of 5 consecutive measurement opportunities.
Condition: Grade-level article + reason-and-evidence frame
Skill: State main point & explain 2 supporting reasons/evidence
Criteria: 80% (4/5 criteria) across 4/5 consecutive probes
Informational Performance Rubric (4-Point Scale)
Level 1: Emerging (<60%)
Level 2: Developing (60–74%)
Level 3: Proficient (75–89%) *Mastery
Level 4: Advanced (90–100%)
Recalls topic words only with heavy prompting; cannot distinguish central point from isolated facts or data.
Identifies broad topic; locates 1 factual detail; struggles to connect how specific reasons support author's claims.
Accurately quotes 2+ relevant details; explains 1 valid inference; explains which specific reasons and evidence support author's point.
Independently traces and evaluates multiple author claims; identifies counter-evidence and critiques sufficiency of evidence.
Specially Designed Instruction (SDI)
- Claim-Evidence-Reasoning (CER) Mapping: Direct instruction using color-coding (green for claim, yellow for reason, blue for data/evidence).
- Signal Word Highlighting: Identifying transitional phrases like "for example," "because," "research reveals," "according to."
Accommodations & Supports
- Text Feature Anchor Chart: Illustrated reference for headings, subheadings, sidebars, charts, and captions.
- Sentence Frames: "The author's main point is ___. They support this point with evidence such as ___."
EdPlan Format: Given [Condition], [Student] will do [Skill], to this extent [Criteria] Page 2 of 2 • Goal 2: Reading Informational Text
EdPlan Dual Math Goals Guide
EdPlan IEP Goal 1 Math: Base Ten & Measurement
Multi-Digit Operations & Applied Area Goal
Multiplication Fluency, Division Strategies, and Geometric Problem Solving
Student Grade: Rising 5th Grade
Baseline (PLAAFP): 4.NBT.4, 4.NBT.5, 4.NBT.6, 4.MD.A.3
Grade 5 Targets: 5.NBT.5, 5.NBT.6, 5.MD.5
**Given [Condition]**Word task, grid & organizer
**[Student]**Learner name
**[Targeted Skill]**Observable math computation
**To Extent [Criteria]**Accuracy %, consistency & probes
Annual Measurable Goal: Operations & Measurement (12-Month Target) Standards: 5.NBT.5, 5.NBT.6, 5.MD.5
Given multi-step mathematical problems involving multi-digit numbers and rectangular dimensions, and reference tools (place-value grid and calculation organizer), [Student] will multiply multi-digit whole numbers (up to 3 digits by 2 digits) using standard/area strategies, divide 4-digit dividends by 2-digit divisors using partial quotients, and calculate area/perimeter in applied contexts, with at least 80% accuracy across 4 out of 5 consecutive bi-weekly assessment probes as measured by student work samples.
Scaffolded Objectives (Base Ten & Measurement)
Objective 1.1 (Benchmark: Months 1–5 • 5.NBT.5, 4.NBT.5) Multi-Digit Multiplication & Partial Products
Given 5 multi-digit multiplication problems (up to 3-digit by 2-digit) and an area model calculation grid, [Student] will decompose factors by place value, compute partial products, and add partial products to determine the correct final product, achieving at least 80% accuracy (4 of 5 correct) across 3 consecutive bi-weekly assessment trials.
Condition: 5 problems (3-digit × 2-digit) + area grid
Skill: Decompose factors, calculate partial products
Criteria: 80% accuracy (4/5) across 3 consecutive probes
Objective 1.2 (Benchmark: Months 6–10 • 5.NBT.6, 5.MD.5, 4.MD.A.3) Multi-Digit Division & Applied Area Contexts
Given 4 real-world math word problems involving multi-digit division (up to 4-digit by 1- or 2-digit) and rectangular area calculations, and a formula reference strip, [Student] will identify the unknown dimension, write a division/area equation, and calculate the solution showing all work including interpreting any remainders in context, meeting at least 80% accuracy across 4 out of 5 consecutive bi-weekly probes.
Condition: 4 applied word problems + formula strip
Skill: Formulate equation, compute quotient & interpret remainders
Criteria: 80% accuracy across 4 out of 5 consecutive probes
