Vowel-r patterns air, are, ear, and ore
When to use this goal
For students who read ar, or, er, ir, and ur but misread the less common vowel-r spellings (air, are, ear, eer, ore), often reading care as car or near as ner. A phonics inventory and present levels, not grade, decide whether these patterns are next.
- Baseline
- Probe each pattern with four unfamiliar words to see which are already known. Decide ahead how to score ear, which has more than one sound (near, bear, earth); on lists, accept any reading that makes a real word.
- Tips
- Teach patterns that share a sound together (air and are; ear and eer) and sort them by spelling. The sentence condition makes a good annual step once lists are solid, because context settles words like bear and near.
- Limits
- Regional accents change how these vowels sound, so score against the student's own speech. Does not measure spelling of the patterns, which is usually much harder.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-082.
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Goal
By the annual IEP review date, given a list of 20 unfamiliar words with air, are, ear, eer, and ore, the student will read each word aloud with the correct vowel-r sound independently with at least 85% accuracy on vowel-r words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 35% 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
- 35% accuracy.
- Annual goal334 characters
- By the annual IEP review date, given a list of 20 unfamiliar words with air, are, ear, eer, and ore, the student will read each word aloud with the correct vowel-r sound independently with at least 85% accuracy on vowel-r words, 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 a list of 20 unfamiliar words with air, are, ear, eer, and ore
- Behavior
- The student will read each word aloud with the correct vowel-r sound independently
- Criteria
- With at least 85% accuracy on vowel-r words, 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 85% accuracy on vowel-r words
- 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 a list of 20 unfamiliar words with air, are, ear, eer, and ore, the student will read each word aloud with the correct vowel-r sound independently with at least 85% accuracy on vowel-r words, 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.