Sort and read words by vowel pattern
When to use this goal
For students who read words with taught vowel patterns but do not notice the pattern, so they cannot use it on new words. Sorting builds the habit of looking at the vowel pattern first. Present levels decide which patterns are sorted.
- Baseline
- Use words the student has not practiced. Score sort and reading together, and note which patterns are confused.
- Tips
- Word sorts double as spelling practice. Ask the student to explain the sort.
- Limits
- Sorting can be done by looking at letters alone; reading each card keeps the focus on decoding.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-057.
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Goal
By the annual IEP review date, given 18 unfamiliar word cards with 3 taught spellings of the same vowel sound (such as ai, ay, a-e), the student will sort each card under its vowel pattern and read the word aloud independently with at least 90% accuracy on word cards sorted and read correctly, on 3 of 4 consecutive weekly sorts, as measured by work-sample analysis 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. 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
- 45% accuracy.
- Annual goal384 characters
- By the annual IEP review date, given 18 unfamiliar word cards with 3 taught spellings of the same vowel sound (such as ai, ay, a-e), the student will sort each card under its vowel pattern and read the word aloud independently with at least 90% accuracy on word cards sorted and read correctly, on 3 of 4 consecutive weekly sorts, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 18 unfamiliar word cards with 3 taught spellings of the same vowel sound (such as ai, ay, a-e)
- Behavior
- The student will sort each card under its vowel pattern and read the word aloud independently
- Criteria
- With at least 90% accuracy on word cards sorted and read correctly, on 3 of 4 consecutive weekly sorts
- Evaluation method
- Work-sample analysis
- 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 word cards sorted and read correctly
- Mastery rule:
- on 3 of 4 consecutive weekly sorts
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 18 unfamiliar word cards with 3 taught spellings of the same vowel sound (such as ai, ay, a-e), the student will sort each card under its vowel pattern and read the word aloud independently with at least 90% accuracy on word cards sorted and read correctly, on 3 of 4 consecutive weekly sorts, as measured by work-sample analysis 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.