Read contractions and compound words
When to use this goal
For students who read the parts but stumble on the combined form, either skipping the apostrophe or breaking compound words in the wrong place. Base the choice on a short probe; the goal is often brief and suits students at any grade where these words are new.
- Baseline
- Probe contractions and compound words separately. For contractions, score the reading and the two-word expansion as separate responses so you can see whether the student reads the word but does not know what it means. Note confusions such as it's and its.
- Tips
- Contractions are high frequency in text and in dialogue, so this goal pays off quickly. Teach the apostrophe as a stand-in for missing letters. The sentence condition is the annual step.
- Limits
- The set of common contractions is small, so the goal is short-term. Compound word reading depends on knowing both parts as words. Does not measure other multisyllabic patterns.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-015.
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Goal
By the annual IEP review date, given a list of 15 printed contractions (for example, can't, it's, they're), the student will read each word aloud and say the two words it is made from independently with at least 90% accuracy on contractions and compound words, across 3 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 goal365 characters
- By the annual IEP review date, given a list of 15 printed contractions (for example, can't, it's, they're), the student will read each word aloud and say the two words it is made from independently with at least 90% accuracy on contractions and compound words, across 3 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a list of 15 printed contractions (for example, can't, it's, they're)
- Behavior
- The student will read each word aloud and say the two words it is made from independently
- Criteria
- With at least 90% accuracy on contractions and compound words, across 3 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 contractions and compound words
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Curriculum-based measurement
- Data collector:
Goal: By the annual IEP review date, given a list of 15 printed contractions (for example, can't, it's, they're), the student will read each word aloud and say the two words it is made from independently with at least 90% accuracy on contractions and compound words, across 3 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.