Try the other vowel sound when a word does not make sense
When to use this goal
For students who know both sounds for vowels but stop at the first pronunciation even when it produces a non-word (reading robot with a short o and moving on). Base the choice on observation during oral reading; the goal targets a flexible strategy rather than a new pattern.
- Baseline
- Each misread word with a flexible vowel is one opportunity; record whether the student flexes without a cue, with a cue, or reads on. The word-list condition guarantees 10 opportunities per session; passages may need more than one text. Confirm the student knows both vowel sounds first.
- Tips
- A strategy goal that reduces the need to teach every syllable-division exception. Model it in think-alouds: say the word one way, decide whether it is a real word, try the other way. The passage conditions are the transfer step.
- Limits
- Only works for words the student has in spoken vocabulary; a student cannot recognize a real word they have never heard. Opportunities depend on text; plan them. Does not measure overall accuracy.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-021.
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Goal
By the annual IEP review date, when a word with a vowel that could be long or short is misread during oral reading of an instructional-level passage, the student will try the other vowel sound and reread the word until it is a real word that fits the sentence independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 2 of 10 opportunities.
- 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. Opportunities 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 opportunities 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
- 2 of 10 opportunities.
- Annual goal422 characters
- By the annual IEP review date, when a word with a vowel that could be long or short is misread during oral reading of an instructional-level passage, the student will try the other vowel sound and reread the word until it is a real word that fits the sentence independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When a word with a vowel that could be long or short is misread during oral reading of an instructional-level passage
- Behavior
- The student will try the other vowel sound and reread the word until it is a real word that fits the sentence independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a word with a vowel that could be long or short is misread during oral reading of an instructional-level passage, the student will try the other vowel sound and reread the word until it is a real word that fits the sentence independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.