I typically spread the publishing date for these IEP goal banks out from each other, but I recently had a special request for fifth grade. For 4th grade and up, I am adding a new aspect of my goal banks. In addition to example goals, I am going to add at least one lower skill level goal and one on grade level goal. The reasoning behind this is to help give ideas for students who may be at a lower skill level, but need to start accessing some grade level content. Down the road my plan is to add additional resources for progress monitoring and tracking these specific example goals. And as always, remember to make these personal to the student (i.e., change the accuracy rates, break it into steps, or simplify).
An additional note, remember that many goals are not meant to span the entire IEP calendar year. Some goal are stepping stones to others, or are meant to be a goal that can be met. If you choose a complex goal for the entire year, I recommend breaking it into chunks for teaching and progress monitoring to parents. It is disheartening for parents to see a percentage under 50%. If that occurs, I make a statement explaining why the Student is not making a lot of progress yet (maybe you simply haven’t taught it yet!).
5th Grade Literature Standards
Key Ideas and Details:
5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RL.5.1
Complex Example: Given a skill level text, Student will be able pick a meaningful phrase for their argument, and use proper punctuation to quote a phrase from a text. This goal will be mastered when Student can correctly pick and quote the text with 80% accuracy, across 10 trials, and in two separate subject areas.
Simple Example: Given a skill level text, Student will be able identify a phrase that supports an argument with an average accuracy rate of 90%, across 5 trials, in two settings.
5.2
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
CCSS.ELA-LITERACY.RL.5.2
Complex Example: Using a graphic organizer, Student will be able to determine a theme or moral of a grade level text with an average accuracy rate of 70%, across 6 test trials through out each school year quarter.
Simple Example: Student will read a grade level text and identify the parts of the story within a graphic organizer on “summaries.” Student will show mastery when they have identified all the information needed to summarize with an accuracy rate of 80% correct across 10 separate trials.
5.3
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
CCSS.ELA-LITERACY.RL.5.3
Complex Example: Using a Venn diagram, Student will read a grade level text and be able to identify details that compare and contrast specific characters or events on 4 out of 6 trials with 80% accuracy across 2 settings.
Simple Example 1: After listening to a grade level text, Student will be able to identify character traits for two different characters, and then circle the traits that are different. Student will show mastery when they meet this goal with 70% accuracy on 9 out of 10 trials.
Simple Example 2: Given a skill level text, Student will be able to identify character dialogue in a text that represents anger, happiness, or sadness. Student will show mastery when they meet this goal with 3 out of 3 correct with an average accuracy rate of 70% across 10 trials. (The idea here is to have students practice identifying character traits from dialogue. Then later use that skill to compare and contrast. This would work for the following standard as well.)
Craft and Structure:
5.4
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
CCSS.ELA-LITERACY.RL.5.4
Complex Example: Student will be able to use literal facts to determine the meaning behind metaphors and similes with 80% accuracy on 4 out of 5 trials.
Simple Example: Student will be able to identify figurative language within a text with 60% accuracy across 10 trials.
5.5
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
CCSS.ELA-LITERACY.RL.5.5
Complex Example: Given a skill level chapter book, Student will be able to determine a major event in each chapter and then describe the beginning, the rising events, climax, and resolution, across at least 2 novels this IEP year with 3 out of 4 elements correct on 2 consecutive trials.
Simple Example: After reading a skill level story, Student will name what happens first, what the problem is, and what the resolution is, with 3 out of 3 elements correct, across an average accuracy rate of 80% over 10 trials.
5.6
Describe how a narrator’s or speaker’s point of view influences how events are described.
CCSS.ELA-LITERACY.RL.5.6
Complex Example: On a skill level text, Student will be able to determine how a speaker/narrator is feeling, identify how that emotion is making them act, and last determine if they telling the story truthfully or not. Student will show mastery when they can identify all three parts with 3 out of 3 accuracy, with 80% correct across 6 trials.
Simple Example: Student will be able to identify if a main character in a story is making choices that will help or hurt their situation with 70% accuracy across 10 trials.
Integration of Knowledge and Ideas:
5.7
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
CCSS.ELA-LITERACY.RL.5.7
Any Complexity Example: Given a skill level text with multimedia elements, Student will be able to describe what the media is telling on 4 out of 5 trials with 70% accuracy.
There is no 5.8 in this section. (Hey, I didn’t write them, I am just using them.)
5.9
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
CCSS.ELA-LITERACY.RL.5.9
Any Complexity Example: After listening to grade level texts or reading skill level texts, Student will be able to group stories that share the same themes correctly on 3 out of 4 books, with an average accuracy rate of 80% through out three school year quarters.
Any Complexity Example: After reading 2-3 stories on the same theme, Student will be able to find 2 things that are similar and 2 things that are different between the stories. Student will have mastered this skill when they can correctly find 3 out of 4 comparisons with an accuracy rate of 90% across 10 given trials.
Range of Reading and Level of Text Complexity:
5.10
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.RL.5.10
Note: By the time a student is in 5th grade, if they are still receiving special education services, they are most likely either: not ready for a 5th grade level reading goal, or they do not need a proficiency reading goal. Perhaps consider if they need a specific comprehension focused reading goal (refer to some located on this page), or if there is some other specific aspect of reading they need help in. I would not tie it too tightly to the standards at this point. Just focus on needs. Also remember that if a student needs help to focus to actually read, that still may merit an IEP goal. Consider placing a goal like that under a behavior goal, rather than reading instruction.
Additionally, if you have a student who is older but is currently accessing 5th grade standards, I would focus on the “meat” of these standards. I would consider that anything in the Key Ideas and Details section, and put a strong emphasis on reading practical sources (i.e. text books, internet news articles, forms, applications, directions).
5th Grade Informational Text
Key Ideas and Details:
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.1
Any Complexity Example: While reading a textbook, Student will be able to identify bolded vocabulary words, locate their definitions (within the page or in the glossary), and then correctly copy it down without prompts with an average accuracy rate of 90% across 5 consecutive trials.
Any Complexity Example: Student will be able to find the answer to a question in a textbook and then copy appropriate parts of the text to answer it. Student will master this goal when they have found the correct answer on 4 out of 5 questions with 80% accuracy across 3 consecutive trials.
5.2
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
Complex Example: Using a graphic organizer, Student will be able to determine 2-3 main ideas from a skill level informational text, and then use them to write a summary on the text. Student will master this goal when they can write a summary that includes all the main ideas with an accuracy rate of 80% on 4 out of 5 trials.
Simple Example: Student will be able to use a graphic organizer to outline a skill level informational text with no more than two prompts, on 7 out of 10 trials with an accuracy rate of 90% correctly outlined.
5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-LITERACY.RI.5.3
Complex Example: Using a sentence starter, Student will be able to read an informational text and write a sentence explaining “Since (or because) ____________ , ____________ happened. This occurred because ___________.” Mastery will be when Student can use information in the text to explain what happened on 4 out of 5 trials, with 80% accuracy, across 3 genres of informational text.
Simple Example: After reading an informational text, Student will be able to answer questions about “why” something occurred by identifying 2 or more details from the text. Student has mastered this goal when they can correctly identify 2 out of 2 details, over 10 trials with an average accuracy rate of 80%.
Craft and Structure:
5.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CCSS.ELA-LITERACY.RI.5.4
Complex Example: Student will be able to learn and correctly match 70% of the content specific vocabulary across the 5th grade school year. Student will show mastery on this skill when they can correctly match 10 vocabulary words at at time, with 90% accuracy, after two given attempts.
Simple Example: Student will be able to identify and define one 5th grade vocabulary word each history unit with an accuracy rate of 80% by the end of the IEP calendar year.
5.5
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
CCSS.ELA-LITERACY.RI.5.5
Complex Example: Given two skill level informational texts, Student will be able to determine which informational text is easier to learn from by: 1. Determining the the elements of the text (heading, body, graphics, etc.). 2. Identifying which elements make learning the information easier to use. Student will master this when they complete 2 out of 2 elements, across 6 trials, with at least 70% accuracy.
Simple Example: Student will be able to determine the problem and solution (or possible solutions) in a skill level information text, across 10 given trials with an average accuracy rate of 80%.
5.6
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
CCSS.ELA-LITERACY.RI.5.6
Complex Example: Given two first person accounts of the same event, Student will be to determine what is similar, different, and use those facts to identify if there was bias in the account. Student will be able to determine bias correctly across 4 out of 5 trials with 80% accuracy.
Simple Example: Student will be able to listen to two informational texts and identify what is similar and different about the two texts. Student will master this with 2 or less prompts, across 10 data collection times, on 4 out of 5 trials with 80% accuracy.
Integration of Knowledge and Ideas:
5.7
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.RI.5.7
Complex Example: Student will be able to identify helpful tools in an informational text that allow readers to find answers easily (such as headings, bold print, glossary, diagrams, etc.), and then locate answers to questions; student will show mastery when they find an answer to a question correctly without prompts, on 3 questions, across 10 separate trials, with an average accuracy rate of 75%.
Simple Example: Student will be able to use the wording from a question to locate an answer within a second grade level informational text, on 2 out of 3 questions correct, across 10 separate data collection times, with an average accuracy rate of 60%.
5.8
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
CCSS.ELA-LITERACY.RI.5.8
Complex Example: Given a skill level informational text, Student will be able to identify an author’s point of view and the evidence they use to back up their claim. Student will be able to identify 2 out of 2 elements, with at least 70% accuracy across 10 trials.
Simple Example: Given a skill level informational text, Student will be able to identify evidence or facts with at least 3 facts correctly identified, across 5 trials with an average of accuracy rate of 80%.
5.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-LITERACY.RI.5.9
(This is a goal that’s best broken into individual goals or benchmarks. Benchmarks are less favorable, because they imply that you master the benchmark and move on. Whereas this skill will need to be repeated from start to finish to master. Also, not all of the steps below need to necessarily be written on the IEP. If the teacher knows the steps that need to be taught beforehand to be successful, they can always incorporate those informally.)
Example: Student will be able to use a given check list to identify reliable sources of information with 4 out of 5 items on the checklist correct, across 10 trials with an average accuracy rate of 80%.
Example: Student will be able to identify key details from an informational text by using text features with 6 out of 10 trials having a 90% accuracy rate.
Example: Student will be able to take a list of 6 pieces of information and then using no more than 2 prompts or sentence starters, rewrite the information in their own words. Student will master this when they successful rewrite 4 out of 6 sentences with 70% accuracy across 3 trials.
Example: Student will be able to use a graphic organizer to write two, 3-5 sentence body paragraphs using previously constructed sentences on a given topic Student will show mastery when they have completed the graphic organizer with 90% accuracy across 2 paragraphs, across 3 consecutive trials.
Example: Student will be able to use a graphic organizer to create a 5 paragraph essay on a researched topic that includes an introduction paragraph, two body paragraphs, and a conclusion paragraph, with 4 out of 5 components without prompts with 80% accuracy.
Range of Reading and Level of Text Complexity:
5.10
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
CCSS.ELA-LITERACY.RI.5.10
Please refer to the earlier note on 5th grade reading level proficiency goals (under literature section). You could consider doing a more general comprehension goal such as “…will be able to answer 3 questions after reading a science text…” These are somewhat folded into earlier example goals. But sometimes students need a more straight forward goal.
Make sure to check out my other IEP goal banks, and follow me on Instagram @enableteachers, Facebook @enableteachers, or directly from my website, to get the latest published goal banks. In the future I plan to add progress monitoring ideas for each of these goals, other areas of the common core standards, and more general goal banks based on data you may have on your students. Let me know if there’s anything else that would be helpful! Thanks!