Tell apart look-alike high-frequency words
When to use this goal
For students whose errors cluster on a few confusable pairs (was and saw, of and for, then and than, where and were) even though their overall sight vocabulary is fine. Base the choice on error analysis of oral reading; this is a targeted goal, not a general one.
- Baseline
- Pull the pairs from the student's own running records. Score each word and record the specific swap, since most students confuse a pair in only one direction. Chance on a pair is 50 percent, so set the target high.
- Tips
- Teach one word of each pair to mastery before contrasting it with its partner, and anchor each to its first sound. The sentence condition is the real test. Keep this goal short; most pairs resolve within a few months of direct teaching.
- Limits
- Confusion may come from decoding (reading saw as was by reversing the order) or from guessing from context; note which. A small set of items means scores move in big steps. Does not measure general sight vocabulary.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-sw-014.
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Goal
By the annual IEP review date, given 20 cards drawn from 5 confusable word pairs identified from the student's reading errors, shown one at a time in random order, the student will read each word aloud independently with at least 95% accuracy on confusable words, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 55% 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
- 55% accuracy.
- Annual goal365 characters
- By the annual IEP review date, given 20 cards drawn from 5 confusable word pairs identified from the student's reading errors, shown one at a time in random order, the student will read each word aloud independently with at least 95% accuracy on confusable 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 cards drawn from 5 confusable word pairs identified from the student's reading errors, shown one at a time in random order
- Behavior
- The student will read each word aloud independently
- Criteria
- With at least 95% accuracy on confusable 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 95% accuracy on confusable 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 cards drawn from 5 confusable word pairs identified from the student's reading errors, shown one at a time in random order, the student will read each word aloud independently with at least 95% accuracy on confusable 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.