Locate a matching word in a sentence
When to use this goal
For kindergarten students who can match letters but cannot find a whole word inside a line of print, because they do not yet see where words begin and end. Present levels in matching identical printed words on cards show readiness.
- Baseline
- Include sentences with a look-alike word (the and then, cat and can) so a first-letter guess fails. Score a frame correct only when it includes the whole word and nothing else.
- Tips
- Matching does not require reading the word, so it fits early in the year. Use words from the class's shared reading. This builds toward finding sight words in text.
- Limits
- Visual matching is not word recognition. Students with visual discrimination needs may need larger print; check with the OT or TVI.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pc-018.
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Goal
By the annual IEP review date, given a word card and a printed sentence of 4 to 7 words that contains the same word, for 8 items, the student will find the word in the sentence that matches the card and frame it with two fingers independently with at least 88% accuracy on word matching items, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 25% 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 Print Concepts & Early Literacy.
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 - Print Concepts & Early Literacy
- Baseline
- 25% accuracy.
- Annual goal395 characters
- By the annual IEP review date, given a word card and a printed sentence of 4 to 7 words that contains the same word, for 8 items, the student will find the word in the sentence that matches the card and frame it with two fingers independently with at least 88% accuracy on word matching items, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a word card and a printed sentence of 4 to 7 words that contains the same word, for 8 items
- Behavior
- The student will find the word in the sentence that matches the card and frame it with two fingers independently
- Criteria
- With at least 88% accuracy on word matching items, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- 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 88% accuracy on word matching items
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a word card and a printed sentence of 4 to 7 words that contains the same word, for 8 items, the student will find the word in the sentence that matches the card and frame it with two fingers independently with at least 88% accuracy on word matching items, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data 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.