CCSS.ELA-LITERACY.RL.5.3   or Grade 5 CA Common Core State Standards:

RL.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).

Goal: By the end of this IEP year, the student will demonstrate the ability to independently compare and contrast characters, settings, or events in a 5th-grade level story or drama, using specific textual details, in 80% of opportunities, as judged by the clinician.

Objective 1: With moderate verbal cues, the student will compare and contrast two characters, settings, or events using specific details from a 5th-grade level story or drama, in 80% of opportunities, as judged by the clinician.

Objective 2: Following a 5th-grade level story or drama, the student will independently identify and describe three specific details that highlight the differences or similarities between characters, settings, or events in 80% of opportunities, as judged by the clinician.

Objective 3: Following a 5th-grade level story or drama, the student will independently construct a written or verbal response that effectively compares and contrasts characters, settings, or events, demonstrating cohesive organization, in 80% of opportunities, as judged by the clinician.

Grade 5 CA Common Core State Standards adapted (with the inclusion of multi-paragraph texts in writing to promote academic growth the only change) from CCSS.ELA-LITERACY.W.5.4: W.5.4 

Produce clear and coherent writing (including multiple-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience.

Goal: By the end of this IEP year, the student will produce written multi-paragraph compositions demonstrating appropriate development and organization, in 80% of opportunities, as judged by the clinician.

Objective 1: When given a writing prompt, the student will construct an essay composition with an introduction, body paragraphs, and conclusion when provided with moderate verbal cues and an outline to follow, in 80% of opportunities, as judged by the clinician.

Objective 2: When writing independently, the student will use transition words and phrases to create cohesive flow between ideas within their compositions in 80% of opportunities, as judged by the clinician.

Objective 3: The student will independently self-edit their written work to ensure it meets the criteria of clear and coherent writing, with guidance provided as needed, in 80% of opportunities, as judged by the clinician.