Mark target-sound words before reading a passage
When to use this goal
For readers who say the target sound correctly when they slow down and think about it, but miss it while reading. Scanning the passage first and marking target-sound words is a planning strategy that bridges structured reading and carryover. The student needs to read the passage independently.
- Baseline
- Give a passage with a known number of target-sound words and score how many the student marks. Score the read-aloud separately: the strategy only matters if marked words are then read with the sound correct. Note spelling patterns the student misses (for example, the /k/ in "chorus" or the /s/ in "city").
- Tips
- Score the marking as a work sample: words correctly marked out of all target-sound words in the passage. Also score the read-aloud on the marked words, as a check that the strategy helps. Marking teaches the student that the sound can be spelled several ways, which links speech work to spelling and phonics.
- Limits
- Marking measures planning, not speech. A student who marks every word but still reads them incorrectly needs more practice at the sentence level, not more marking. Not practical for long passages or timed reading.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-035.
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Goal
By the annual IEP review date, given a printed passage of 100 to 150 words at their independent reading level that contains 15 or more target-sound words, the student will underline each word that contains the target sound before reading the passage aloud independently with at least 90% accuracy on target-sound words marked, in 3 of 4 consecutive weekly probes, 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 Articulation.
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
- Speech & Language - Articulation
- Baseline
- 50% accuracy.
- Annual goal417 characters
- By the annual IEP review date, given a printed passage of 100 to 150 words at their independent reading level that contains 15 or more target-sound words, the student will underline each word that contains the target sound before reading the passage aloud independently with at least 90% accuracy on target-sound words marked, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a printed passage of 100 to 150 words at their independent reading level that contains 15 or more target-sound words
- Behavior
- The student will underline each word that contains the target sound before reading the passage aloud independently
- Criteria
- With at least 90% accuracy on target-sound words marked, in 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 90% accuracy on target-sound words marked
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a printed passage of 100 to 150 words at their independent reading level that contains 15 or more target-sound words, the student will underline each word that contains the target sound before reading the passage aloud independently with at least 90% accuracy on target-sound words marked, in 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.