Read marked phrases as units
When to use this goal
For students who read accurately but one word at a time, as shown by a prosody rubric or by listening to a recording. Phrase marking is a scaffold for phrasing; this goal measures reading within the marks. Base the choice on oral reading observation.
- Baseline
- Record the reading so scoring can be checked. A phrase counts when all its words are read correctly with no pause inside it longer than about half a second. Score two or three passages and note whether breakdowns happen on longer phrases or around unfamiliar words.
- Tips
- Begin with marks placed by the adult, then have the student mark the text. The unmarked condition is the annual step, since the marks must be faded. Pair with the prosody rubric goal in core once phrasing is steady.
- Limits
- Marks are a crutch and must be removed before the skill is real; the data should show phrasing surviving without them. Half-second pauses are hard to judge live; use recordings. Does not measure rate.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-009.
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Goal
By the annual IEP review date, given an instructional-level passage with phrase boundaries marked by slashes, containing 20 marked phrases, the student will read the passage aloud, reading each marked phrase as one unit with a pause only at the marks independently with at least 85% accuracy on phrases read as units, on 3 of 4 consecutive scored readings, as measured by curriculum-based measurement probes collected weekly.
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 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
- 40% accuracy.
- Annual goal425 characters
- By the annual IEP review date, given an instructional-level passage with phrase boundaries marked by slashes, containing 20 marked phrases, the student will read the passage aloud, reading each marked phrase as one unit with a pause only at the marks independently with at least 85% accuracy on phrases read as units, on 3 of 4 consecutive scored readings, as measured by curriculum-based measurement probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an instructional-level passage with phrase boundaries marked by slashes, containing 20 marked phrases
- Behavior
- The student will read the passage aloud, reading each marked phrase as one unit with a pause only at the marks independently
- Criteria
- With at least 85% accuracy on phrases read as units, on 3 of 4 consecutive scored readings
- Evaluation method
- Curriculum-based measurement probes
- Schedule
- Weekly
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Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on phrases read as units
- Mastery rule:
- on 3 of 4 consecutive scored readings
- Collection schedule:
- weekly
- Method:
- Curriculum-based measurement
- Data collector:
Goal: By the annual IEP review date, given an instructional-level passage with phrase boundaries marked by slashes, containing 20 marked phrases, the student will read the passage aloud, reading each marked phrase as one unit with a pause only at the marks independently with at least 85% accuracy on phrases read as units, on 3 of 4 consecutive scored readings, 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.