Question 82

Grant will correctly highlight the main idea after reading a passage at the 5.0 instructional level in 4 out of 5 opportunities per trial over a two-week period.

This short-term reading objective is specific, measurable, and appropriately challenging for Grant, who is currently functioning at a fifth-grade reading level. It focuses on a key comprehension skill—identifying the main idea—within a realistic timeframe.

A) Grant will write a summary after reading a passage at the 5.0 instructional level, with correct grammar and punctuation, by the end of the school year.

While this objective is relevant to Grant's reading skills, it is more complex and broad in scope, focusing on writing and grammar as well as reading comprehension. It extends beyond a short-term objective as it spans the entire school year, making it less suitable for immediate assessment of Grant's progress.

B) Grant will orally retell a grade-level narrative story read in class, with fluency and prosody, with 80% accuracy.

This objective emphasizes oral retelling, which, while beneficial, does not specifically target reading comprehension skills like identifying the main idea. Additionally, it requires a different set of skills (fluency and prosody) that may not directly address Grant's immediate needs in reading comprehension as effectively as the correct option does.

C) Grant will correctly decode a list of ten CVC words with 75% accuracy in 4 out of 5 opportunities by the end of the first marking period.

Decoding CVC words is a foundational skill important for early reading, but this objective focuses exclusively on word recognition rather than comprehension. It does not address the higher-level understanding needed for identifying main ideas, which is crucial for a student at Grant's current reading level.

D) Grant will correctly highlight the main idea after reading a passage at the 5.0 instructional level in 4 out of 5 opportunities per trial over a two-week period.

This objective is ideal as it is specific and measurable, focusing directly on comprehension by requiring Grant to identify the main idea. The timeframe of two weeks allows for quick assessment and adjustment of strategies to support his learning.

Conclusion

Option D is the most appropriate short-term reading objective for Grant as it directly targets a critical comprehension skill necessary for his reading development. The other options either focus on broader or different skills that do not provide the same immediate relevance to Grant's current educational needs, thus making them less effective for his IEP goals.