Echo-read a sentence with the adult's phrasing
When to use this goal
For emergent readers who can repeat words but read back a modeled sentence in a flat, word-by-word way, or who are not yet tracking print as they repeat. Base the choice on observation during shared reading; it is the earliest fluency goal and does not require independent decoding.
- Baseline
- Define a correct echo on the data sheet: all words in order, pointing stays with the words, and the phrase breaks match the model. Collect 10 sentences over two or three shared-reading sessions. Note whether the student loses one-to-one matching on longer sentences, which points to a print-tracking need rather than a phrasing one.
- Tips
- Echo reading builds the sound of fluent reading before the student can decode independently. Use books with repeated sentence patterns so the student hears the same phrasing many times. The sentence-strip condition gives a portable version for small groups and home.
- Limits
- Echo reading relies on memory of the model; it does not show the student can read the words alone. Phrasing judgments are subjective; agree on what a matching pause sounds like. Keep this goal short and move to decodable text reading as decoding develops.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-007.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during shared reading of a predictable book, after the adult reads a sentence aloud with natural phrasing while pointing to each word, the student will read the sentence back while pointing to each word, matching the adult's phrasing and pauses independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 3 of 10 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 Reading Fluency.
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 - Reading Fluency
- Baseline
- 3 of 10 opportunities.
- Annual goal426 characters
- By the annual IEP review date, during shared reading of a predictable book, after the adult reads a sentence aloud with natural phrasing while pointing to each word, the student will read the sentence back while pointing to each word, matching the adult's phrasing and pauses independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During shared reading of a predictable book, after the adult reads a sentence aloud with natural phrasing while pointing to each word
- Behavior
- The student will read the sentence back while pointing to each word, matching the adult's phrasing and pauses independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during shared reading of a predictable book, after the adult reads a sentence aloud with natural phrasing while pointing to each word, the student will read the sentence back while pointing to each word, matching the adult's phrasing and pauses independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.