Preview and practice hard words before reading aloud
When to use this goal
For students who stall on a few long or unfamiliar words in each passage, which drags down an otherwise steady rate. The preview strategy suits students whose present levels show they can decode multisyllabic words when they slow down.
- Baseline
- Watch five readings with preview time offered. Record whether the student scans, marks words, and practices them, and whether the underlined words were really the hard ones. Track words correct per minute on the same passages to see if previewing helps.
- Tips
- Previewing is a strategy the student can use for the rest of school, including before reading aloud in class. Count the strategy here and keep a rate goal for fluency itself.
- Limits
- The goal counts strategy use. Some students underline too many words; teach a limit of about five.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-flu-049.
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Goal
By the annual IEP review date, given an unpracticed instructional-level passage and 2 minutes to preview before reading aloud, the student will scan the passage, underline words that look hard, practice reading each one aloud by syllables, and then read the passage aloud independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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
- 1 of 5 opportunities.
- Annual goal421 characters
- By the annual IEP review date, given an unpracticed instructional-level passage and 2 minutes to preview before reading aloud, the student will scan the passage, underline words that look hard, practice reading each one aloud by syllables, and then read the passage aloud independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given an unpracticed instructional-level passage and 2 minutes to preview before reading aloud
- Behavior
- The student will scan the passage, underline words that look hard, practice reading each one aloud by syllables, and then read the passage aloud independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given an unpracticed instructional-level passage and 2 minutes to preview before reading aloud, the student will scan the passage, underline words that look hard, practice reading each one aloud by syllables, and then read the passage aloud independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.