Tell apart commonly confused academic words
When to use this goal
For high school students whose reading and writing are tripped up by pairs such as affect and effect, imply and infer, fewer and less, and precede and proceed. Fit depends on present levels showing the student reads the words but mixes their meanings.
- Baseline
- Pick pairs that show up in the student's own writing and reading. With two choices, chance is 50%, so require the meaning as well.
- Tips
- Teach two or three pairs at a time with a memory hook. Check carryover in the student's essays.
- Limits
- Choosing between two words is easier than catching errors in one's own writing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-voc-053.
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Goal
By the annual IEP review date, given 12 sentences, each with a choice between two commonly confused words, the student will choose or correct the word that fits each sentence and give the meaning of the chosen word independently with at least 90% accuracy on sentences with the correct word and meaning, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
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 goal405 characters
- By the annual IEP review date, given 12 sentences, each with a choice between two commonly confused words, the student will choose or correct the word that fits each sentence and give the meaning of the chosen word independently with at least 90% accuracy on sentences with the correct word and meaning, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 12 sentences, each with a choice between two commonly confused words
- Behavior
- The student will choose or correct the word that fits each sentence and give the meaning of the chosen word independently
- Criteria
- With at least 90% accuracy on sentences with the correct word and meaning, on 3 of 4 consecutive biweekly 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 sentences with the correct word and meaning
- Mastery rule:
- on 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 12 sentences, each with a choice between two commonly confused words, the student will choose or correct the word that fits each sentence and give the meaning of the chosen word independently with at least 90% accuracy on sentences with the correct word and meaning, on 3 of 4 consecutive biweekly 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.