Pause and change voice at punctuation
When to use this goal
For students who read through periods and question marks as if they were not there, as shown by a prosody rubric with a low punctuation row or by listening. Base the choice on oral reading data; this goal isolates one row of prosody so it can be taught and counted.
- Baseline
- Score each end mark as observed (a pause and, for questions and exclamations, a voice change) or not. Record the reading. Check that the student can name the marks and say what each means before baseline; if not, teach that first. Note whether periods or question marks are the problem.
- Tips
- The sentence-card condition is a quick drill; the passage condition is the real measure. Color-coding marks is a good first scaffold. Reading dialogue aloud in a small group makes voice changes feel purposeful.
- Limits
- Voice changes are subjective; agree on what counts and use recordings. Readers who are still decoding word by word cannot attend to punctuation yet; check accuracy and rate first. Does not measure expression beyond punctuation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-010.
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Goal
By the annual IEP review date, given an unpracticed instructional-level passage containing 20 end punctuation marks (periods, question marks, exclamation points), the student will read the passage aloud, pausing at each end mark and raising the voice for questions independently with at least 85% accuracy on punctuation marks observed, on 3 of 4 consecutive scored readings, 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 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
- 35% accuracy.
- Annual goal444 characters
- By the annual IEP review date, given an unpracticed instructional-level passage containing 20 end punctuation marks (periods, question marks, exclamation points), the student will read the passage aloud, pausing at each end mark and raising the voice for questions independently with at least 85% accuracy on punctuation marks observed, 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 unpracticed instructional-level passage containing 20 end punctuation marks (periods, question marks, exclamation points)
- Behavior
- The student will read the passage aloud, pausing at each end mark and raising the voice for questions independently
- Criteria
- With at least 85% accuracy on punctuation marks observed, on 3 of 4 consecutive scored readings
- 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 punctuation marks observed
- 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 unpracticed instructional-level passage containing 20 end punctuation marks (periods, question marks, exclamation points), the student will read the passage aloud, pausing at each end mark and raising the voice for questions independently with at least 85% accuracy on punctuation marks observed, 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.