Word endings in connected text
When to use this goal
For students who read the base of a word correctly but drop or swap endings in connected text (jump for jumped, play for plays), which changes tense and number. Check that the student reads the endings on isolated word lists first; if not, start with the inflectional endings decoding template.
- Baseline
- Use the same number of marked endings in each probe and score only those words. Note which endings are dropped most and whether the student self-corrects. Consider dialect: if the student's spoken language does not mark an ending, score it as correct when meaning is preserved and discuss the target with the team.
- Tips
- Teach the student to look at the whole word through to the end. Pair with the punctuation or self-correction templates for students who also skim over small details.
- Limits
- Counts only marked words, not overall accuracy. Dialect differences are not reading errors; agree on scoring before baseline.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-031.
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Goal
By the annual IEP review date, given an unpracticed instructional-level passage with 15 words with -s, -es, -ed, or -ing endings marked on the examiner copy, the student will read the passage aloud, saying the full ending on each marked word independently with at least 93% accuracy on marked words with endings, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 60% 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
- 60% accuracy.
- Annual goal418 characters
- By the annual IEP review date, given an unpracticed instructional-level passage with 15 words with -s, -es, -ed, or -ing endings marked on the examiner copy, the student will read the passage aloud, saying the full ending on each marked word independently with at least 93% accuracy on marked words with endings, 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 an unpracticed instructional-level passage with 15 words with -s, -es, -ed, or -ing endings marked on the examiner copy
- Behavior
- The student will read the passage aloud, saying the full ending on each marked word independently
- Criteria
- With at least 93% accuracy on marked words with endings, in 3 of 4 consecutive weekly probes
- 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 93% accuracy on marked words with endings
- 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 an unpracticed instructional-level passage with 15 words with -s, -es, -ed, or -ing endings marked on the examiner copy, the student will read the passage aloud, saying the full ending on each marked word independently with at least 93% accuracy on marked words with endings, 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.