Match identical printed words
When to use this goal
For students at the very start of print awareness who do not yet look at the letters inside a word, often shown by matching on first letter or length alone. Base the choice on an informal matching check; this goal is common in preschool and in self-contained early literacy programs.
- Baseline
- Use 10 trials per session with distractors that share the first letter or the length of the target so the student has to look at all the letters. Chance in a field of 3 is 33 percent. Record what kind of distractor fools the student; that tells you what to teach about looking across a word.
- Tips
- A pre-reading step that builds the habit of scanning the whole word. Use words from the student's name, classroom labels, or an upcoming sight word set so the matching practice feeds later reading. Keep sessions short and game-like.
- Limits
- Matching shapes is not reading; the student may match without knowing any letters or sounds. Keep this goal short and move to letter and word reading as soon as matching is reliable. Field size limits what the score can tell you.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-sw-007.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a printed word card and a row of 3 word cards, one of which is identical, the student will point to or place the word that matches independently with at least 90% accuracy on word matching trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 40% 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 Sight Word Recognition.
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 - Sight Word Recognition
- Baseline
- 40% accuracy.
- Annual goal335 characters
- By the annual IEP review date, given a printed word card and a row of 3 word cards, one of which is identical, the student will point to or place the word that matches independently with at least 90% accuracy on word matching trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a printed word card and a row of 3 word cards, one of which is identical
- Behavior
- The student will point to or place the word that matches independently
- Criteria
- With at least 90% accuracy on word matching trials, 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 90% accuracy on word matching trials
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a printed word card and a row of 3 word cards, one of which is identical, the student will point to or place the word that matches independently with at least 90% accuracy on word matching trials, 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.