Read high-frequency word phrases as units
When to use this goal
For students who read high-frequency words on cards but still read them one at a time in text, with a pause between each word. Base the choice on oral reading observation and word-list data showing the words are known.
- Baseline
- Define what counts as a unit (no pause longer than about half a second between words, all words correct) and score each phrase against it. Build phrases only from words already known on cards so the goal measures phrasing rather than word recognition. Note which words cause the pause.
- Tips
- Phrase practice is the step between single words and fluent sentence reading. Use phrases that appear in the student's actual books. The timed condition can be added once accuracy is high if automaticity is still a concern.
- Limits
- Judging a pause by ear is subjective; a recording helps. Phrases out of context do not show comprehension. Lists must be equivalent across sessions.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-sw-013.
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Goal
By the annual IEP review date, given 20 short phrases (2 to 4 words) made of previously taught high-frequency words, the student will independently read each phrase aloud as one unit without pausing between the words with at least 90% accuracy on phrases read as units, 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 goal371 characters
- By the annual IEP review date, given 20 short phrases (2 to 4 words) made of previously taught high-frequency words, the student will independently read each phrase aloud as one unit without pausing between the words with at least 90% accuracy on phrases read as units, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 20 short phrases (2 to 4 words) made of previously taught high-frequency words
- Behavior
- The student will independently read each phrase aloud as one unit without pausing between the words
- Criteria
- With at least 90% accuracy on phrases read as units, 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 phrases read as units
- 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 short phrases (2 to 4 words) made of previously taught high-frequency words, the student will independently read each phrase aloud as one unit without pausing between the words with at least 90% accuracy on phrases read as units, 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.