Fill in the missing word in a sentence
When to use this goal
For students who read the words in a sentence but do not use meaning and grammar to anticipate what comes next, as shown by comprehension data and by oral reading errors that do not make sense.
- Baseline
- Delete content words (nouns, verbs, adjectives), not function words, so the task measures vocabulary and meaning. Use distractors that are the same part of speech so grammar alone cannot solve the item. For the open condition, write a key with acceptable answers.
- Tips
- Cloze is a common classroom and assessment format, so practice transfers. The word-bank passage condition is the step to maze probes used in progress monitoring. The no-choice condition is the annual step for students with adequate expressive vocabulary.
- Limits
- Multiple-choice cloze allows guessing (33 percent). Open cloze depends on expressive vocabulary and writing. Performance depends heavily on decoding of the sentence.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-voc-012.
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Goal
By the annual IEP review date, given 10 sentences at the student's instructional level, each with one word missing and a choice of 3 words, the student will choose the word that makes sense in the sentence independently with at least 85% accuracy on cloze items, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected 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. 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
- 40% accuracy.
- Annual goal353 characters
- By the annual IEP review date, given 10 sentences at the student's instructional level, each with one word missing and a choice of 3 words, the student will choose the word that makes sense in the sentence independently with at least 85% accuracy on cloze items, on 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 sentences at the student's instructional level, each with one word missing and a choice of 3 words
- Behavior
- The student will choose the word that makes sense in the sentence independently
- Criteria
- With at least 85% accuracy on cloze items, on 3 of 4 consecutive weekly probes
- 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 85% accuracy on cloze items
- Mastery rule:
- on 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 sentences at the student's instructional level, each with one word missing and a choice of 3 words, the student will choose the word that makes sense in the sentence independently with at least 85% accuracy on cloze items, on 3 of 4 consecutive weekly probes, 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.