Read silent-e and short-vowel word pairs
When to use this goal
For students who have been taught silent e but still read cape as cap or ignore the e when it appears. Base the choice on a probe of minimal pairs. This goal targets the contrast directly rather than silent-e words alone.
- Baseline
- Score each word of a pair separately. Note the direction of errors: reading the long word as short means the e is being ignored, while reading the short word as long means the student has over-applied the rule. Both patterns need different teaching.
- Tips
- Minimal pairs make the rule visible. The sentence condition checks that the student reads the pattern in context, where guessing from meaning is tempting. Move to the vowel-team goal once this contrast is steady.
- Limits
- Pairs where the short-vowel word is more common (hop, hope) favor the short reading; mix the list. Some silent-e words do not follow the rule (have, come); exclude them from probes. Does not measure rate.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-011.
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Goal
By the annual IEP review date, given 10 pairs of printed words that differ only by a final e (for example, cap and cape, kit and kite), the student will read both words in each pair aloud independently with at least 90% accuracy on target words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 50% accuracy.
- 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. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Curriculum-based measurement gives percent accuracy 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 Phonics & Decoding.
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
- Reading - Phonics & Decoding
- Baseline
- 50% accuracy.
- Annual goal351 characters
- By the annual IEP review date, given 10 pairs of printed words that differ only by a final e (for example, cap and cape, kit and kite), the student will read both words in each pair aloud independently with at least 90% accuracy on target words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 pairs of printed words that differ only by a final e (for example, cap and cape, kit and kite)
- Behavior
- The student will read both words in each pair aloud independently
- Criteria
- With at least 90% accuracy on target words, in 3 of 4 consecutive weekly probes
- Evaluation method
- Curriculum-based measurement probes
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on target words
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Curriculum-based measurement
- Data collector:
Goal: By the annual IEP review date, given 10 pairs of printed words that differ only by a final e (for example, cap and cape, kit and kite), the student will read both words in each pair aloud independently with at least 90% accuracy on target words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.