Reduce skipped syllables in long words
When to use this goal
For students who read long words in text by dropping a middle syllable (remember read as rember, especially read as specially), which can change meaning. Present levels from oral reading error analysis decide fit.
- Baseline
- Use passages with similar numbers of long words. Record the specific words; patterns (unstressed middle syllables) guide practice.
- Tips
- Pair with the mark-syllables strategy template, which gives a replacement habit.
- Limits
- Fast natural speech also drops syllables (probably as probly); count only drops that change or garble the word.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-058.
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Goal
By the annual IEP review date, during oral reading of an unpracticed 200-word passage at the student's instructional level, the student will reduce dropping a syllable from a word of three or more syllables (self-corrected words not counted) to no more than 2 times per 200-word passage, in 3 of 4 consecutive weekly probes, as measured by frequency recording collected weekly.
Baseline: 7 times per 200-word passage.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 7 times per 200-word passage.
- Annual goal377 characters
- By the annual IEP review date, during oral reading of an unpracticed 200-word passage at the student's instructional level, the student will reduce dropping a syllable from a word of three or more syllables (self-corrected words not counted) to no more than 2 times per 200-word passage, in 3 of 4 consecutive weekly probes, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During oral reading of an unpracticed 200-word passage at the student's instructional level
- Behavior
- The student will reduce dropping a syllable from a word of three or more syllables (self-corrected words not counted)
- Criteria
- No more than 2 times per 200-word passage, in 3 of 4 consecutive weekly probes
- Evaluation method
- Frequency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- no more than 2 times per 200-word passage
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during oral reading of an unpracticed 200-word passage at the student's instructional level, the student will reduce dropping a syllable from a word of three or more syllables (self-corrected words not counted) to no more than 2 times per 200-word passage, in 3 of 4 consecutive weekly probes, as measured by frequency recording collected weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 200-word passage.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.