Silent-e words on a 1-minute probe
When to use this goal
For students who read silent-e words accurately when they go slowly but still sound out each one, so connected reading stays slow. Present levels and a phonics inventory, not grade, decide whether fluency on this pattern is the right next step.
- Baseline
- Give three lists of matched difficulty on separate days and use the median. Count self-corrections within 3 seconds as correct, and note whether errors are short-vowel readings of silent-e words or guesses from the first letter.
- Tips
- Start rate work only after accuracy on silent-e words is solid; timing a pattern the student still misreads builds speed on errors. The mixed list checks that the student looks to the end of the word instead of reading every vowel as long. Graph the weekly scores with the student.
- Limits
- Measures speed on isolated words, not reading in text. Lists must keep the same pattern mix from week to week, or the rate will move for reasons that have nothing to do with skill.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-081.
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Goal
By the annual IEP review date, given a 1-minute list mixing unfamiliar silent-e words with closed-syllable look-alikes (such as hop and hope, cut and cute), the student will read the words aloud across the rows independently at a rate of at least 40 words read correctly per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
Baseline: 18 words read correctly per minute.
- 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. Rate (per minute) fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Timed probes gives rate (per minute) 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
- 18 words read correctly per minute.
- Annual goal365 characters
- By the annual IEP review date, given a 1-minute list mixing unfamiliar silent-e words with closed-syllable look-alikes (such as hop and hope, cut and cute), the student will read the words aloud across the rows independently at a rate of at least 40 words read correctly per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a 1-minute list mixing unfamiliar silent-e words with closed-syllable look-alikes (such as hop and hope, cut and cute)
- Behavior
- The student will read the words aloud across the rows independently
- Criteria
- At a rate of at least 40 words read correctly per minute, in 3 of 4 consecutive weekly probes
- Evaluation method
- Timed probes
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records timing length and number correct.
Frequency & rate tracker
Rate (per minute)- Student label:
- Target:
- at a rate of at least 40 words read correctly per minute
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Timed probes
- Data collector:
Goal: By the annual IEP review date, given a 1-minute list mixing unfamiliar silent-e words with closed-syllable look-alikes (such as hop and hope, cut and cute), the student will read the words aloud across the rows independently at a rate of at least 40 words read correctly per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
| Date | Probe / form | Timing (min) | # correct | # errors | Correct per minute# correct ÷ minutes | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Use the same timing length and probe type every session.
- Rate = number correct ÷ minutes timed.
- Target unit: words read correctly per minute.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.