Fix own misread words while reading aloud
When to use this goal
For early readers who keep reading after a word that does not make sense or does not match the letters. The passage must be at the student's instructional level so errors are few; present levels decide the passage level.
- Baseline
- During two or three running reads, note each of the first five errors and whether the student self-corrected it without a cue. Look at error types: errors that keep the meaning are less urgent than ones that break it.
- Tips
- Each of the first five errors is one opportunity; met means the student corrected it on their own. Give the cue card before reading, not during. Use the same passage level across probes so the number of errors stays similar.
- Limits
- Too many errors per passage means the text is too hard; drop the level. Measures self-correction, not fluency or comprehension; track those in reading goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-sm-029.
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Goal
By the annual IEP review date, during oral reading of an instructional-level passage, counting the first 5 errors the student makes, the student will stop after a misread word and reread it to correct the error independently in at least 3 of 5 opportunities, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 1 of 5 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Self-Monitoring.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Executive Function - Self-Monitoring
- Baseline
- 1 of 5 opportunities.
- Annual goal360 characters
- By the annual IEP review date, during oral reading of an instructional-level passage, counting the first 5 errors the student makes, the student will stop after a misread word and reread it to correct the error independently in at least 3 of 5 opportunities, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During oral reading of an instructional-level passage, counting the first 5 errors the student makes
- Behavior
- The student will stop after a misread word and reread it to correct the error independently
- Criteria
- In at least 3 of 5 opportunities, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 3 of 5 opportunities
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during oral reading of an instructional-level passage, counting the first 5 errors the student makes, the student will stop after a misread word and reread it to correct the error independently in at least 3 of 5 opportunities, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.