Mark phrase breaks in an unmarked passage
When to use this goal
For students who phrase well on phrase-cued text but go back to word-by-word reading when the marks are gone. Being able to mark phrases themselves is the step between cued and uncued reading. Passage level comes from present levels.
- Baseline
- Make the key with a second adult and accept reasonable alternatives (after a short introductory phrase, for example). Count marks that split a phrase as errors. Note whether the student marks only at punctuation, which shows they have not yet noticed phrases inside sentences.
- Tips
- Comes after the phrase-cued reading template. Have the student read the marked passage aloud so marking connects to reading. Fade to marking only the first paragraph, then none.
- Limits
- Phrase boundaries are not always fixed; the key needs flexibility. Marking is a written task and reflects the student's sentence knowledge as well as reading.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-038.
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Goal
By the annual IEP review date, given an unpracticed instructional-level passage with no phrase marks and 20 phrase boundaries marked on the answer key, the student will draw a slash at each place where a reader would naturally pause, then read the passage aloud using the marks independently with at least 80% accuracy on phrase boundaries marked to match the key, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis 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. Work-sample analysis 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 goal455 characters
- By the annual IEP review date, given an unpracticed instructional-level passage with no phrase marks and 20 phrase boundaries marked on the answer key, the student will draw a slash at each place where a reader would naturally pause, then read the passage aloud using the marks independently with at least 80% accuracy on phrase boundaries marked to match the key, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an unpracticed instructional-level passage with no phrase marks and 20 phrase boundaries marked on the answer key
- Behavior
- The student will draw a slash at each place where a reader would naturally pause, then read the passage aloud using the marks independently
- Criteria
- With at least 80% accuracy on phrase boundaries marked to match the key, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- 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 80% accuracy on phrase boundaries marked to match the key
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given an unpracticed instructional-level passage with no phrase marks and 20 phrase boundaries marked on the answer key, the student will draw a slash at each place where a reader would naturally pause, then read the passage aloud using the marks independently with at least 80% accuracy on phrase boundaries marked to match the key, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis 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.