Decode unfamiliar words in a textbook passage
When to use this goal
For secondary students who have the syllable and affix skills but do not apply them in science, history, or technical texts, where they skip or mumble long words. Base the choice on observation of oral reading in class materials.
- Baseline
- Mark the 15 target words on the examiner copy before the session. Score each as read correctly, self-corrected, or misread, and keep the self-correction count separate so strategy use is visible. Choose passages the student has not read in class and keep the word count similar across weeks.
- Tips
- This is the transfer goal for the multisyllabic decoding skills taught on word lists. The technical-document condition fits transition-age students. Count a self-correction within the sentence as correct so monitoring for meaning is rewarded.
- Limits
- Content passages vary in difficulty, so trends are noisier than word-list data. Proper nouns and technical terms with irregular pronunciations should not be marked. Does not measure comprehension of the passage.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-018.
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Goal
By the annual IEP review date, given an unpracticed 150- to 200-word passage from a current content-area textbook with 15 unfamiliar multisyllabic words marked on the examiner copy, the student will read the passage aloud, reading each marked word correctly or correcting it within the sentence independently with at least 85% accuracy on marked multisyllabic 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 goal472 characters
- By the annual IEP review date, given an unpracticed 150- to 200-word passage from a current content-area textbook with 15 unfamiliar multisyllabic words marked on the examiner copy, the student will read the passage aloud, reading each marked word correctly or correcting it within the sentence independently with at least 85% accuracy on marked multisyllabic 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 an unpracticed 150- to 200-word passage from a current content-area textbook with 15 unfamiliar multisyllabic words marked on the examiner copy
- Behavior
- The student will read the passage aloud, reading each marked word correctly or correcting it within the sentence independently
- Criteria
- With at least 85% accuracy on marked multisyllabic 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 85% accuracy on marked multisyllabic 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 an unpracticed 150- to 200-word passage from a current content-area textbook with 15 unfamiliar multisyllabic words marked on the examiner copy, the student will read the passage aloud, reading each marked word correctly or correcting it within the sentence independently with at least 85% accuracy on marked multisyllabic 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.