Read color, number, and day-of-the-week words
When to use this goal
For students who need the category words that appear in directions, calendars, and worksheets every day (red, three, Monday). Base the choice on observation of what the student cannot read on classroom materials; it is common in primary grades and in self-contained settings.
- Baseline
- Test each category separately and chart which words are known; days of the week are usually the weakest. Confirm the student knows the colors, counts, and calendar concepts first so the goal measures word reading rather than concept knowledge. Many of these words are not decodable with early phonics, so expect them to be taught as whole words with attention to their letters.
- Tips
- Data can be collected during calendar time and worksheet directions. The matching condition adds meaning to the word reading. Add month names and ordinal words later if the team wants them.
- Limits
- These words are a fixed, small set, so the goal is usually short-term. Reading the word does not show the student follows the direction it is part of. Several of these words are decodable, and decoding them should be encouraged rather than memorizing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-sw-015.
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Goal
By the annual IEP review date, given 25 printed words covering the 10 color words, the number words one to ten, and the days of the week, on cards in random order, the student will read each word aloud independently with at least 90% accuracy on category words, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 30% 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
- 30% accuracy.
- Annual goal357 characters
- By the annual IEP review date, given 25 printed words covering the 10 color words, the number words one to ten, and the days of the week, on cards in random order, the student will read each word aloud independently with at least 90% accuracy on category words, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 25 printed words covering the 10 color words, the number words one to ten, and the days of the week, on cards in random order
- Behavior
- The student will read each word aloud independently
- Criteria
- With at least 90% accuracy on category words, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- 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 90% accuracy on category words
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 25 printed words covering the 10 color words, the number words one to ten, and the days of the week, on cards in random order, the student will read each word aloud independently with at least 90% accuracy on category words, across 3 consecutive sessions, as measured by opportunity-by-opportunity data 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.