Count the words in a spoken sentence
When to use this goal
For students at the earliest level of phonological awareness who do not yet hear that sentences are made of separate words. Base the choice on an informal check with blocks; this goal usually precedes syllable and rhyme work and is common in preschool programs.
- Baseline
- Use 10 sentences per session with a mix of 3, 4, and 5 words and only one-syllable words at first, so syllables are not confused with words. Record whether the student counts syllables instead of words, which is the most common error, and whether two-word phrases such as ice cream are counted as one.
- Tips
- Blocks make the response visible and keep the task concrete. Once steady, add sentences with two-syllable words so the student separates words from syllables. This is a brief goal that most students meet within a few months.
- Limits
- Word boundaries are a convention of print more than of speech, so some disagreement (compound words, contractions) is natural; agree on scoring rules. Many students develop this without a goal; use it only when the gap is documented. Does not measure phoneme-level skill.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pa-007.
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Goal
By the annual IEP review date, given a spoken sentence of 3 to 5 words and a row of blocks, the student will move one block forward for each word and state the number of words independently with at least 80% accuracy on sentences, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 30% 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. Opportunity (trial) recording 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 Phonological Awareness.
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 - Phonological Awareness
- Baseline
- 30% accuracy.
- Annual goal332 characters
- By the annual IEP review date, given a spoken sentence of 3 to 5 words and a row of blocks, the student will move one block forward for each word and state the number of words independently with at least 80% accuracy on sentences, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a spoken sentence of 3 to 5 words and a row of blocks
- Behavior
- The student will move one block forward for each word and state the number of words independently
- Criteria
- With at least 80% accuracy on sentences, 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
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on sentences
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a spoken sentence of 3 to 5 words and a row of blocks, the student will move one block forward for each word and state the number of words independently with at least 80% accuracy on sentences, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice 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.