Suffixed words with spelling changes
When to use this goal
For students who read base words and simple suffixes but misread words where the spelling changed (hoping and hopping, cried, making, bigger), often mixing up the vowel sound. Present levels should show base words and silent-e are solid.
- Baseline
- Include minimal pairs (hoping and hopping, filed and filled). Tally errors by rule.
- Tips
- Pairs with spelling instruction on the same rules. The doubled consonant signals a short vowel; teach students to look for it.
- Limits
- Rules have exceptions; avoid them in probes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-053.
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Goal
By the annual IEP review date, given 20 printed words with suffixes that dropped an e, doubled a consonant, or changed y to i, the student will read each word aloud with the base word's vowel sound and the suffix independently with at least 90% accuracy on suffixed words with spelling changes, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 45% 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
- 45% accuracy.
- Annual goal400 characters
- By the annual IEP review date, given 20 printed words with suffixes that dropped an e, doubled a consonant, or changed y to i, the student will read each word aloud with the base word's vowel sound and the suffix independently with at least 90% accuracy on suffixed words with spelling changes, 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 words with suffixes that dropped an e, doubled a consonant, or changed y to i
- Behavior
- The student will read each word aloud with the base word's vowel sound and the suffix independently
- Criteria
- With at least 90% accuracy on suffixed words with spelling changes, 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 suffixed words with spelling changes
- 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 words with suffixes that dropped an e, doubled a consonant, or changed y to i, the student will read each word aloud with the base word's vowel sound and the suffix independently with at least 90% accuracy on suffixed words with spelling changes, 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.