Choose the homophone that fits the sentence
When to use this goal
For students who confuse words that sound alike (their, there, they're; to, too, two) in reading and writing, which writing samples will show. Base the choice on error analysis; the goal targets meaning, with spelling as the vehicle.
- Baseline
- Pull the pairs from the student's own writing errors and the words that appear most in text. Chance is 50 percent on a two-way choice, so include the justification. Keep a tally by pair; most students struggle with two or three specific sets.
- Tips
- Teach a meaning cue for each word (there has here in it) and practice in sentences, never in isolation. The own-writing condition makes the goal relevant. Pairs with a spelling goal.
- Limits
- A small set of pairs means scores jump in big steps. Choosing the right word in a probe does not guarantee using it in free writing; sample writing too. Homophones are partly a spelling skill.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-voc-011.
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Goal
By the annual IEP review date, given 10 sentences, each with a blank and a choice of 2 or 3 homophones, the student will choose the homophone that fits the sentence independently with at least 90% accuracy on homophone items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 45% 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
- 45% accuracy.
- Annual goal318 characters
- By the annual IEP review date, given 10 sentences, each with a blank and a choice of 2 or 3 homophones, the student will choose the homophone that fits the sentence independently with at least 90% accuracy on homophone items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 sentences, each with a blank and a choice of 2 or 3 homophones
- Behavior
- The student will choose the homophone that fits the sentence independently
- Criteria
- With at least 90% accuracy on homophone items, on 3 of 4 consecutive probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 homophone items
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 sentences, each with a blank and a choice of 2 or 3 homophones, the student will choose the homophone that fits the sentence independently with at least 90% accuracy on homophone items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
| 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.