Sort words into categories
When to use this goal
For students who read words but do not connect them to each other by meaning, as shown by by difficulty with category questions on assessments. Sorting builds the networks that make new words stick. Base the choice on language data.
- Baseline
- Confirm the student can read the words; otherwise use pictures or read them aloud. Chance with 3 headers is 33 percent. Use the closed sort (headers given) for baseline and the open sort (student names the groups) as the annual step if the student is ready. Note words that are consistently misplaced.
- Tips
- Use words from the current unit so sorting doubles as review. Open sorts reveal how the student thinks about the words and make a good discussion. Keep the product as a work sample.
- Limits
- Sorting by category is one kind of word relationship; it does not show depth of meaning. Some words fit more than one group; accept reasonable placements. Does not measure new word learning.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-voc-009.
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Goal
By the annual IEP review date, given 12 printed words and 3 labeled category headers, the student will place each word under the correct header independently with at least 90% accuracy on words sorted correctly, across 3 consecutive sessions, as measured by work-sample analysis collected weekly.
Baseline: 50% 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. Work-sample analysis 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 Vocabulary.
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 - Vocabulary
- Baseline
- 50% accuracy.
- Annual goal296 characters
- By the annual IEP review date, given 12 printed words and 3 labeled category headers, the student will place each word under the correct header independently with at least 90% accuracy on words sorted correctly, across 3 consecutive sessions, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 12 printed words and 3 labeled category headers
- Behavior
- The student will place each word under the correct header independently
- Criteria
- With at least 90% accuracy on words sorted correctly, across 3 consecutive sessions
- Evaluation method
- Work-sample analysis
- 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 words sorted correctly
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 12 printed words and 3 labeled category headers, the student will place each word under the correct header independently with at least 90% accuracy on words sorted correctly, across 3 consecutive sessions, as measured by work-sample analysis 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.