Divide and read two-syllable closed words
When to use this goal
For students who read one-syllable closed words well but freeze on two-syllable words (napkin, rabbit, picnic, sunset). Dividing between the middle consonants is the first division pattern. Present levels decide readiness.
- Baseline
- Score the whole word. Ask the student to show the division on a few words to see whether the routine is the gap.
- Tips
- Drop the marking steps once the student reads these words at a glance. Next: open first syllables.
- Limits
- Doubled-consonant words (rabbit) are read with one sound; teach that explicitly.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-045.
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Goal
By the annual IEP review date, given 15 printed two-syllable words made of two closed syllables, the student will mark the vowels, divide between the middle consonants, read each syllable, and then read the whole word independently with at least 90% accuracy on two-syllable closed words read correctly, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 35% 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
- 35% accuracy.
- Annual goal409 characters
- By the annual IEP review date, given 15 printed two-syllable words made of two closed syllables, the student will mark the vowels, divide between the middle consonants, read each syllable, and then read the whole word independently with at least 90% accuracy on two-syllable closed words read correctly, 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 15 printed two-syllable words made of two closed syllables
- Behavior
- The student will mark the vowels, divide between the middle consonants, read each syllable, and then read the whole word independently
- Criteria
- With at least 90% accuracy on two-syllable closed words read correctly, 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 90% accuracy on two-syllable closed words read correctly
- 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 15 printed two-syllable words made of two closed syllables, the student will mark the vowels, divide between the middle consonants, read each syllable, and then read the whole word independently with at least 90% accuracy on two-syllable closed words read correctly, 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.