Blends and digraphs in a decodable story
When to use this goal
For first- and second-grade students who read blends and digraphs on word lists but miss them in stories. The passage uses only taught patterns. Present levels decide where the student is in the phonics sequence.
- Baseline
- Score only marked pattern words so the result reflects the target. Compare with list accuracy on the same patterns; a large gap points to attention to print in connected text.
- Tips
- The core decodable-text template covers all taught patterns; this one isolates blends and digraphs at the point many students stall. Pair with a fluency goal once accuracy is high.
- Limits
- Decodable stories vary in quality; keep to one series for probes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-026.
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Goal
By the annual IEP review date, given an unpracticed decodable story of 100 to 150 words built on taught blends and digraphs, with those words marked on the examiner copy, the student will read the story aloud independently with at least 95% accuracy on marked blend and digraph words read in the story, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 70% 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
- 70% accuracy.
- Annual goal408 characters
- By the annual IEP review date, given an unpracticed decodable story of 100 to 150 words built on taught blends and digraphs, with those words marked on the examiner copy, the student will read the story aloud independently with at least 95% accuracy on marked blend and digraph words read in the story, 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 decodable story of 100 to 150 words built on taught blends and digraphs, with those words marked on the examiner copy
- Behavior
- The student will read the story aloud independently
- Criteria
- With at least 95% accuracy on marked blend and digraph words read in the story, 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 95% accuracy on marked blend and digraph words read in the story
- 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 decodable story of 100 to 150 words built on taught blends and digraphs, with those words marked on the examiner copy, the student will read the story aloud independently with at least 95% accuracy on marked blend and digraph words read in the story, 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.