Read words with prefixes and suffixes
When to use this goal
For students who decode one-syllable words but guess at longer words that are really a base word with parts attached (unhelpful, replacement). Base the choice on a probe of affixed words. This is a decoding goal; the meaning of word parts is a separate vocabulary goal.
- Baseline
- Confirm the base words are read correctly on their own first. Record whether errors are in the affix, the base, or the join (for example, a vowel change when a suffix is added). Use unfamiliar combinations of known parts so the probe measures the strategy rather than memorized words.
- Tips
- Teach a peel-off routine: find the prefix, find the suffix, read the base, put it back together. Pairs with the morphology vocabulary goal and the multisyllabic decoding goal. Content-area words with Latin prefixes are the next step.
- Limits
- Some words look affixed but are not (uncle, reach); choose items with care. Affixed words with changed base spelling (happiness) are harder and should be introduced deliberately. Does not measure word meaning or rate.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-016.
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Goal
By the annual IEP review date, given a list of 20 unfamiliar words with taught prefixes (un-, re-, pre-, dis-, mis-) added to known base words, the student will read each word aloud independently with at least 90% accuracy on affixed words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 40% 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
- 40% accuracy.
- Annual goal346 characters
- By the annual IEP review date, given a list of 20 unfamiliar words with taught prefixes (un-, re-, pre-, dis-, mis-) added to known base words, the student will read each word aloud independently with at least 90% accuracy on affixed 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 a list of 20 unfamiliar words with taught prefixes (un-, re-, pre-, dis-, mis-) added to known base words
- Behavior
- The student will read each word aloud independently
- Criteria
- With at least 90% accuracy on affixed 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 affixed 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 a list of 20 unfamiliar words with taught prefixes (un-, re-, pre-, dis-, mis-) added to known base words, the student will read each word aloud independently with at least 90% accuracy on affixed 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.