Blend and split spoken compound words
When to use this goal
For students who hear whole words but not their parts, as shown by a short compound-word check. Compound words are the easiest unit to blend and split, so this goal often opens phonological instruction.
- Baseline
- Test blending and splitting separately with 10 items each; blending is usually easier, so the annual goal may target splitting with blending as the first step. Choose compound words whose parts the student knows (cupcake, football, raincoat). Note whether the student repeats the whole word when asked for a part.
- Tips
- Use pictures to keep vocabulary from being the barrier. Once compound words are steady, move to two-syllable words that are not compounds, then to onset and rime. Fits well in small-group circle time with a quick turn for each student.
- Limits
- Compound words are a small step; do not keep this goal once the student can do it, and do not treat it as evidence of phoneme-level skill. The pause length between parts changes the difficulty, so keep it fixed. Some compound words have parts the student does not know as words.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pa-008.
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Goal
By the annual IEP review date, given two spoken words that form a compound word (for example, sun and flower) with a one-second pause between them, the student will say the compound word formed by the two parts, or say the two parts of the compound word independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 3 of 10 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 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
- 3 of 10 opportunities.
- Annual goal404 characters
- By the annual IEP review date, given two spoken words that form a compound word (for example, sun and flower) with a one-second pause between them, the student will say the compound word formed by the two parts, or say the two parts of the compound word independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given two spoken words that form a compound word (for example, sun and flower) with a one-second pause between them
- Behavior
- The student will say the compound word formed by the two parts, or say the two parts of the compound word independently
- Criteria
- In at least 8 of 10 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 8 of 10 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 two spoken words that form a compound word (for example, sun and flower) with a one-second pause between them, the student will say the compound word formed by the two parts, or say the two parts of the compound word independently in at least 8 of 10 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 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.