Map sounds in long words with digital tiles
When to use this goal
For high school students who still misspell and misread long words because they do not map all the sounds. Digital tiles on a laptop keep the task age-respectful. Present levels decide fit.
- Baseline
- Score sound representation, not the conventional spelling; note spelling separately. Unstressed syllables with schwa are the most common gap.
- Tips
- Use course vocabulary to keep it relevant. Pairs with multisyllabic decoding and spelling goals.
- Limits
- Digital tools vary; keep the same tool for data.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pa-058.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a spoken two- or three-syllable word and a digital board with syllable rows and letter tiles, the student will say each syllable, map the letters for each sound in that syllable, and read the whole word independently with at least 85% accuracy on multisyllabic words mapped with every sound represented, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 35% 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. Work-sample analysis 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
- 35% accuracy.
- Annual goal431 characters
- By the annual IEP review date, given a spoken two- or three-syllable word and a digital board with syllable rows and letter tiles, the student will say each syllable, map the letters for each sound in that syllable, and read the whole word independently with at least 85% accuracy on multisyllabic words mapped with every sound represented, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a spoken two- or three-syllable word and a digital board with syllable rows and letter tiles
- Behavior
- The student will say each syllable, map the letters for each sound in that syllable, and read the whole word independently
- Criteria
- With at least 85% accuracy on multisyllabic words mapped with every sound represented, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- 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 multisyllabic words mapped with every sound represented
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a spoken two- or three-syllable word and a digital board with syllable rows and letter tiles, the student will say each syllable, map the letters for each sound in that syllable, and read the whole word independently with at least 85% accuracy on multisyllabic words mapped with every sound represented, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected 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.