Sort syllables into the six syllable types
When to use this goal
For students in a structured literacy program who read some syllable types but cannot tell which type a new syllable is, so they cannot choose the vowel sound. Sorting shows they know the patterns. Present levels decide which types are included.
- Baseline
- Score sorting and reading together. Note which types are confused; vowel team and silent-e are often mixed up.
- Tips
- Use real and nonsense syllables so the student sorts by pattern, not memory. Pairs with the core multisyllabic decoding template.
- Limits
- Sorting knowledge does not always show up in reading; check word reading too.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-044.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 18 printed syllables (3 of each type: closed, open, silent-e, vowel team, r-controlled, consonant-le) and a 6-column sorting mat, the student will sort each syllable under its type and read it aloud with the matching vowel sound independently with at least 90% accuracy on syllables sorted and read correctly, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
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. Work-sample analysis 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 goal448 characters
- By the annual IEP review date, given 18 printed syllables (3 of each type: closed, open, silent-e, vowel team, r-controlled, consonant-le) and a 6-column sorting mat, the student will sort each syllable under its type and read it aloud with the matching vowel sound independently with at least 90% accuracy on syllables sorted and read correctly, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 18 printed syllables (3 of each type: closed, open, silent-e, vowel team, r-controlled, consonant-le) and a 6-column sorting mat
- Behavior
- The student will sort each syllable under its type and read it aloud with the matching vowel sound independently
- Criteria
- With at least 90% accuracy on syllables sorted and read correctly, on 3 of 4 consecutive biweekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 syllables sorted and read correctly
- Mastery rule:
- on 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 18 printed syllables (3 of each type: closed, open, silent-e, vowel team, r-controlled, consonant-le) and a 6-column sorting mat, the student will sort each syllable under its type and read it aloud with the matching vowel sound independently with at least 90% accuracy on syllables sorted and read correctly, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
| 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.