Blend four- and five-sound words
When to use this goal
For students who blend three-sound words but break down when a consonant blend adds a fourth or fifth sound, which shows up as reading stop for stomp or tuck for truck. Base the choice on a blending probe with longer words.
- Baseline
- Probe initial blends (st, bl, tr), final blends (mp, nd, st), and both together as separate sets of 10 so the annual condition starts where performance drops. Keep a one-second pause between sounds. Record the exact response; dropping one sound of the blend is the typical error and points to the next teaching step.
- Tips
- Use the nonsense-word condition when the student guesses real words from the first sounds. Teach blends as two separate sounds, not as units, so the skill carries to spelling. Pair with a decoding goal for CCVC and CVCC words.
- Limits
- Blending longer sound strings loads working memory, so some errors reflect memory rather than blending; shorten the pause if that seems to be the issue. Oral blending does not guarantee reading the same words in print. Picture choices allow guessing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pa-015.
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Goal
By the annual IEP review date, given 10 spoken one-syllable words with 4 or 5 sounds (including initial or final consonant blends) presented one sound at a time, the student will say the whole word independently with at least 85% accuracy on blending items, 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 goal359 characters
- By the annual IEP review date, given 10 spoken one-syllable words with 4 or 5 sounds (including initial or final consonant blends) presented one sound at a time, the student will say the whole word independently with at least 85% accuracy on blending items, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 spoken one-syllable words with 4 or 5 sounds (including initial or final consonant blends) presented one sound at a time
- Behavior
- The student will say the whole word independently
- Criteria
- With at least 85% accuracy on blending items, 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 85% accuracy on blending items
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 spoken one-syllable words with 4 or 5 sounds (including initial or final consonant blends) presented one sound at a time, the student will say the whole word independently with at least 85% accuracy on blending items, 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.