Say every word, including small words
When to use this goal
For students who read at a reasonable pace but leave out, add, or swap small words (a, the, of, was, and), which changes meaning. Fit depends on oral reading error analysis in present levels, not grade.
- Baseline
- Tally function-word omissions, insertions, and substitutions on an examiner copy across three passages. Note whether errors increase near the end of the passage, which can point to pace or attention rather than word knowledge.
- Tips
- Teach a slower first reading with a finger or guide strip, then fade the guide. The behavior is counted as a reduction in errors, so pair it with a rate goal so the student does not slow down too much.
- Limits
- Only function-word errors are counted; other errors need a separate measure. Short passages make one or two errors a big change; use the same passage length every time.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-034.
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Goal
By the annual IEP review date, during oral reading of an unpracticed 100-word passage at the student's instructional level, the student will reduce misreading small function words such as a, the, of, was, and to by leaving them out, adding them, or swapping them (self-corrections not counted) to no more than 2 times per 100-word passage, in 3 of 4 consecutive weekly probes, as measured by frequency recording collected weekly.
Baseline: 8 times per 100-word passage.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 8 times per 100-word passage.
- Annual goal429 characters
- By the annual IEP review date, during oral reading of an unpracticed 100-word passage at the student's instructional level, the student will reduce misreading small function words such as a, the, of, was, and to by leaving them out, adding them, or swapping them (self-corrections not counted) to no more than 2 times per 100-word passage, in 3 of 4 consecutive weekly probes, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During oral reading of an unpracticed 100-word passage at the student's instructional level
- Behavior
- The student will reduce misreading small function words such as a, the, of, was, and to by leaving them out, adding them, or swapping them (self-corrections not counted)
- Criteria
- No more than 2 times per 100-word passage, in 3 of 4 consecutive weekly probes
- Evaluation method
- Frequency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- no more than 2 times per 100-word passage
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during oral reading of an unpracticed 100-word passage at the student's instructional level, the student will reduce misreading small function words such as a, the, of, was, and to by leaving them out, adding them, or swapping them (self-corrections not counted) to no more than 2 times per 100-word passage, in 3 of 4 consecutive weekly probes, as measured by frequency recording collected weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 100-word passage.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.