Short e and short i in CVC words
When to use this goal
For students who read most CVC words but mix up short e and short i (pen read as pin), one of the most common early decoding errors. Present levels should show the e and i letter sounds are taught.
- Baseline
- Include minimal pairs (pet and pit). Check whether the student hears the difference in speech; if not, phonological work on the vowels comes first. Dialect can merge these vowels before n and m (pen and pin); accept the student's speech.
- Tips
- Teach mouth shape cues (a smile for e versus a small smile for i varies by speaker; use the student's own mirror). Pair with the vowel substitution template in phonological awareness.
- Limits
- Regional accents affect these vowels; agree on scoring with the team.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-028.
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Goal
By the annual IEP review date, given 20 printed CVC words with short e or short i, in random order, the student will read each word aloud with the right vowel sound independently with at least 95% accuracy on short e and short i words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 55% 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
- 55% accuracy.
- Annual goal341 characters
- By the annual IEP review date, given 20 printed CVC words with short e or short i, in random order, the student will read each word aloud with the right vowel sound independently with at least 95% accuracy on short e and short i 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 20 printed CVC words with short e or short i, in random order
- Behavior
- The student will read each word aloud with the right vowel sound independently
- Criteria
- With at least 95% accuracy on short e and short i 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 95% accuracy on short e and short i 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 20 printed CVC words with short e or short i, in random order, the student will read each word aloud with the right vowel sound independently with at least 95% accuracy on short e and short i 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.