Build and read sentences with sight word cards
When to use this goal
For early readers who know a set of sight words on cards but have not used them to make or read their own sentences. Building sentences links word reading to meaning. Fit depends on present levels showing at least 15 to 20 known words.
- Baseline
- Collect five sentences across two sessions. Score each word read aloud with pointing that matches. Note whether sentences make sense; if word order is the barrier, involve the SLP.
- Tips
- Students who use AAC can build sentences on the device and then point to the printed cards. Photos of class activities make the sentences personal.
- Limits
- Students may build the same sentence each time; vary the prompts. Reading their own sentence is easier than reading one written by others.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-sw-025.
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Goal
By the annual IEP review date, given 10 sight word cards and a picture prompt, the student will arrange the cards into a sentence about the picture and read the sentence aloud while pointing to each word independently with at least 90% accuracy on words read correctly in self-built sentences, 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 goal395 characters
- By the annual IEP review date, given 10 sight word cards and a picture prompt, the student will arrange the cards into a sentence about the picture and read the sentence aloud while pointing to each word independently with at least 90% accuracy on words read correctly in self-built sentences, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 sight word cards and a picture prompt
- Behavior
- The student will arrange the cards into a sentence about the picture and read the sentence aloud while pointing to each word independently
- Criteria
- With at least 90% accuracy on words read correctly in self-built sentences, 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 words read correctly in self-built sentences
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 sight word cards and a picture prompt, the student will arrange the cards into a sentence about the picture and read the sentence aloud while pointing to each word independently with at least 90% accuracy on words read correctly in self-built sentences, 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.