Supply the missing rhyme in a predictable book
When to use this goal
For students who recognize rhymes in isolated pairs but do not use rhyme to predict words in stories and songs, which is one way early readers begin to anticipate print. Base the choice on observation during read-alouds.
- Baseline
- Mark 8 pause points in the book before reading so each session has the same opportunities. Count a response correct if it rhymes, even if it is not the author's word, and say so. Note whether the student answers only on familiar books, which tells you whether memory or rhyme is doing the work.
- Tips
- Fits shared reading and circle time with no extra materials. Use the unfamiliar-book condition for the annual goal so memory is not doing the work. Families can do the same with bedtime books.
- Limits
- Opportunities depend on the book, so choose texts with clear couplets and mark them. Students may supply the memorized word rather than a rhyme on familiar books. Rhyme in text is an early skill; move to phoneme goals once it is steady.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pa-018.
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Goal
By the annual IEP review date, during a read-aloud of an unfamiliar rhyming book, when the adult pauses before the final rhyming word of a couplet, the student will say a word that rhymes with the previous line's ending and fits the sentence independently in at least 7 of 8 opportunities, on 3 of 4 consecutive observation days, as measured by direct observation collected twice weekly.
Baseline: 2 of 8 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. Direct observation 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
- 2 of 8 opportunities.
- Annual goal387 characters
- By the annual IEP review date, during a read-aloud of an unfamiliar rhyming book, when the adult pauses before the final rhyming word of a couplet, the student will say a word that rhymes with the previous line's ending and fits the sentence independently in at least 7 of 8 opportunities, on 3 of 4 consecutive observation days, as measured by direct observation collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a read-aloud of an unfamiliar rhyming book, when the adult pauses before the final rhyming word of a couplet
- Behavior
- The student will say a word that rhymes with the previous line's ending and fits the sentence independently
- Criteria
- In at least 7 of 8 opportunities, on 3 of 4 consecutive observation days
- Evaluation method
- Direct observation
- 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 7 of 8 opportunities
- Mastery rule:
- on 3 of 4 consecutive observation days
- Collection schedule:
- twice weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a read-aloud of an unfamiliar rhyming book, when the adult pauses before the final rhyming word of a couplet, the student will say a word that rhymes with the previous line's ending and fits the sentence independently in at least 7 of 8 opportunities, on 3 of 4 consecutive observation days, as measured by direct observation 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 | # + (of 8) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 8 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.