Rebuild a cut-up sentence from a book
When to use this goal
For kindergarten students who can say a sentence from a familiar book but cannot put its printed words back in order. Present levels in pointing to each word in a line (rd-pc-007) show readiness.
- Baseline
- Probe five sentences and score each as correct only if every card is in order with spaces. Also record cards in place, which shows partial progress. The capital letter and period are clues; note whether the student uses them.
- Tips
- Cut-up sentences are a common early reading activity and give clear data. The student's own dictated sentences raise interest. Students with motor needs can drag words on a tablet.
- Limits
- Familiar sentences let the student use memory; it is still print work because the order must match the words. Whole-sentence scoring hides partial progress.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pc-023.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a sentence of 4 to 7 words from a familiar book, cut into word cards, and the sentence said aloud, the student will put the word cards in order left to right with spaces and point to each word while saying the sentence independently with at least 80% accuracy on rebuilt sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 20% 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 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
- 20% accuracy.
- Annual goal409 characters
- By the annual IEP review date, given a sentence of 4 to 7 words from a familiar book, cut into word cards, and the sentence said aloud, the student will put the word cards in order left to right with spaces and point to each word while saying the sentence independently with at least 80% accuracy on rebuilt sentences, 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 sentence of 4 to 7 words from a familiar book, cut into word cards, and the sentence said aloud
- Behavior
- The student will put the word cards in order left to right with spaces and point to each word while saying the sentence independently
- Criteria
- With at least 80% accuracy on rebuilt sentences, 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 80% accuracy on rebuilt sentences
- 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 sentence of 4 to 7 words from a familiar book, cut into word cards, and the sentence said aloud, the student will put the word cards in order left to right with spaces and point to each word while saying the sentence independently with at least 80% accuracy on rebuilt sentences, 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.