Words ending in ff, ll, ss, zz, ck
When to use this goal
For first-grade students who read CVC words but stumble on words with doubled final letters or ck (huff, bell, miss, buzz, duck), sometimes reading both letters. Present levels decide readiness.
- Baseline
- Mix the endings evenly. Note errors on the vowel versus the ending. Ask the student to spell a few of the words too, since the spelling rule is taught alongside.
- Tips
- Teach these endings with the short-vowel spelling rule. Read and spell the same words in each lesson.
- Limits
- List reading may not carry to text; check with the passage condition.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-029.
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Goal
By the annual IEP review date, given 20 printed one-syllable words ending in ff, ll, ss, zz, or ck, in random order, the student will read each word aloud, saying one sound for the doubled letters independently with at least 95% accuracy on words with doubled final consonants or ck, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 50% 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
- 50% accuracy.
- Annual goal389 characters
- By the annual IEP review date, given 20 printed one-syllable words ending in ff, ll, ss, zz, or ck, in random order, the student will read each word aloud, saying one sound for the doubled letters independently with at least 95% accuracy on words with doubled final consonants or ck, 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 one-syllable words ending in ff, ll, ss, zz, or ck, in random order
- Behavior
- The student will read each word aloud, saying one sound for the doubled letters independently
- Criteria
- With at least 95% accuracy on words with doubled final consonants or ck, 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 words with doubled final consonants or ck
- 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 one-syllable words ending in ff, ll, ss, zz, or ck, in random order, the student will read each word aloud, saying one sound for the doubled letters independently with at least 95% accuracy on words with doubled final consonants or ck, 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.