Read heart words and point to the irregular part
When to use this goal
For students who decode regular words but misread irregular high-frequency words (said, was, of, come), as present levels and an irregular-word inventory will show. The goal ties the word to its letters rather than to whole-word memorization. Base the choice on the inventory.
- Baseline
- Score the reading and the identification of the irregular part separately. Note which words are misread as similar-looking words (was and saw) and which are sounded out as if regular (said read as sayed). Build the set from words the student has been taught, not a generic list.
- Tips
- Matches the heart-word approach used in many structured literacy programs: the regular parts are decoded and only the irregular part is remembered. Fade the highlight before counting the goal met. The sentence condition checks transfer.
- Limits
- What counts as irregular depends on what has been taught; a word is irregular only until its pattern is learned. Pointing to the irregular part is a teaching step more than a reading outcome; the reading score is what matters for progress. Does not measure rate.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-sw-011.
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Goal
By the annual IEP review date, given 20 previously taught irregular high-frequency words on cards, one at a time, the student will read each word aloud and point to the letter or letters that do not follow the usual sound independently with at least 90% accuracy on irregular words, 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 goal384 characters
- By the annual IEP review date, given 20 previously taught irregular high-frequency words on cards, one at a time, the student will read each word aloud and point to the letter or letters that do not follow the usual sound independently with at least 90% accuracy on irregular words, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 20 previously taught irregular high-frequency words on cards, one at a time
- Behavior
- The student will read each word aloud and point to the letter or letters that do not follow the usual sound independently
- Criteria
- With at least 90% accuracy on irregular words, 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 irregular words
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 20 previously taught irregular high-frequency words on cards, one at a time, the student will read each word aloud and point to the letter or letters that do not follow the usual sound independently with at least 90% accuracy on irregular words, 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.