Read short sentences made of taught words
When to use this goal
For emerging readers of any age who read single CVC words and a few high-frequency words but have not yet read a sentence, including older students in functional literacy programs. Base the choice on a probe of two or three sentences.
- Baseline
- Count every word in the five sentences as an item and score each as read correctly on the first attempt. Note whether errors are on decodable words, high-frequency words, or from losing the place. Write sentences with a consistent word count each session.
- Tips
- The step between word lists and decodable passages. For older students, write sentences about their own schedule, job tasks, or interests so the content is age-respecting. The meaning behavior adds a check that reading is not purely mechanical.
- Limits
- Sentences built from a small taught set can sound unnatural; keep them meaningful. Word-level scoring treats a skipped word and a misread word the same; note the difference. Does not measure rate or comprehension of longer text.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-020.
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Goal
By the annual IEP review date, given 5 printed sentences of 3 to 6 words made only of taught CVC words and taught high-frequency words, the student will read each sentence aloud independently with at least 90% accuracy on words in the sentences, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice 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. Opportunity (trial) recording 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 goal347 characters
- By the annual IEP review date, given 5 printed sentences of 3 to 6 words made only of taught CVC words and taught high-frequency words, the student will read each sentence aloud independently with at least 90% accuracy on words in the sentences, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 5 printed sentences of 3 to 6 words made only of taught CVC words and taught high-frequency words
- Behavior
- The student will read each sentence aloud independently
- Criteria
- With at least 90% accuracy on words in the sentences, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice 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 words in the sentences
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 5 printed sentences of 3 to 6 words made only of taught CVC words and taught high-frequency words, the student will read each sentence aloud independently with at least 90% accuracy on words in the sentences, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice 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.