Read words ending in -le, -tion, and -sion
When to use this goal
For students who read closed and open syllables but mispronounce the unstressed final syllables that appear in thousands of academic words (table, nation, vision). Base the choice on a probe of these endings. Fits upper elementary and middle school students whose inventory shows this gap.
- Baseline
- Probe consonant-le and -tion/-sion separately; they are usually taught weeks apart. Record whether the error is in the final syllable or in the first syllable's vowel (reading the a in table as short), which is a common consequence of mis-dividing the word. Use unfamiliar words.
- Tips
- Teach each ending as a chunk read as a unit, and the division rule that goes with it (split before the consonant in consonant-le). The mixed list is the annual step. Pairs with the multisyllabic decoding goal in core.
- Limits
- Unstressed syllables are pronounced slightly differently across speakers; accept any reasonable pronunciation. The endings are a specific scope-and-sequence step, so this goal is usually short-term. Does not measure rate.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-019.
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Goal
By the annual IEP review date, given a list of 20 unfamiliar words mixing consonant-le, -tion, -sion, and -ture endings, the student will read each word aloud independently with at least 90% accuracy on final-syllable words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 35% 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
- 35% accuracy.
- Annual goal330 characters
- By the annual IEP review date, given a list of 20 unfamiliar words mixing consonant-le, -tion, -sion, and -ture endings, the student will read each word aloud independently with at least 90% accuracy on final-syllable 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 mixing consonant-le, -tion, -sion, and -ture endings
- Behavior
- The student will read each word aloud independently
- Criteria
- With at least 90% accuracy on final-syllable 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 final-syllable 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 mixing consonant-le, -tion, -sion, and -ture endings, the student will read each word aloud independently with at least 90% accuracy on final-syllable 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.