Peel off affixes to decode long words
When to use this goal
For middle school students who know common prefixes and suffixes but try to sound out long words letter by letter (unpredictability, disagreement, reconstruction). Peeling off affixes leaves a short base to decode. Present levels decide the affixes included.
- Baseline
- Score the final reading. Note whether the student finds the affixes but cannot read the base, which points to base-word decoding.
- Tips
- The core affixed-words template measures reading of affixed words; this one teaches a routine for longer ones. Connects with morphology goals in vocabulary.
- Limits
- Some letter strings look like affixes but are not (uncle); choose clear words for probes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-063.
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Goal
By the annual IEP review date, given 15 unfamiliar printed words of three or more syllables with taught prefixes and suffixes, the student will box the prefix and suffix, read the base, and then read the whole word independently with at least 85% accuracy on long affixed words read correctly, in 3 of 4 consecutive biweekly probes, as measured by curriculum-based measurement probes 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. 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
- 40% accuracy.
- Annual goal410 characters
- By the annual IEP review date, given 15 unfamiliar printed words of three or more syllables with taught prefixes and suffixes, the student will box the prefix and suffix, read the base, and then read the whole word independently with at least 85% accuracy on long affixed words read correctly, in 3 of 4 consecutive biweekly probes, as measured by curriculum-based measurement probes collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 15 unfamiliar printed words of three or more syllables with taught prefixes and suffixes
- Behavior
- The student will box the prefix and suffix, read the base, and then read the whole word independently
- Criteria
- With at least 85% accuracy on long affixed words read correctly, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Curriculum-based measurement probes
- 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 85% accuracy on long affixed words read correctly
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Curriculum-based measurement
- Data collector:
Goal: By the annual IEP review date, given 15 unfamiliar printed words of three or more syllables with taught prefixes and suffixes, the student will box the prefix and suffix, read the base, and then read the whole word independently with at least 85% accuracy on long affixed words read correctly, in 3 of 4 consecutive biweekly probes, as measured by curriculum-based measurement probes 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.