Use commas after introductory phrases and dependent clauses
When to use this goal
For students who write complex sentences and varied openers but never set them off with commas, or who sprinkle commas wherever they pause. Present levels should show the student writes complex sentences and sentence openers; this goal punctuates them.
- Baseline
- Give two probes of 10 sentences including a few that need no comma. Score each sentence as correct only when the comma is present where needed and absent where not. Record which introductory type is missed most; single words (However,) are often easiest and long clauses hardest.
- Tips
- Teach the clause-first, comma; clause-last, no comma pattern with sentence pairs. Reading aloud helps many students hear the pause. Use the student's essays as the third condition and link to the sentence-opener template.
- Limits
- Short introductory phrases are sometimes written without a comma in published text, so items must be clear. The pause test is unreliable for some students and should be a bridge, not the rule. Prepared sentences are easier than own writing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-mec-012.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 10 sentences that begin with an introductory word, phrase, or dependent clause, with the comma missing, the student will independently add a comma after each introductory element and leave sentences without one unchanged with at least 85% accuracy on sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 25% 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 Capitalization, Punctuation & Grammar.
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
- Writing - Capitalization, Punctuation & Grammar
- Baseline
- 25% accuracy.
- Annual goal389 characters
- By the annual IEP review date, given 10 sentences that begin with an introductory word, phrase, or dependent clause, with the comma missing, the student will independently add a comma after each introductory element and leave sentences without one unchanged with at least 85% accuracy on sentences, in 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 that begin with an introductory word, phrase, or dependent clause, with the comma missing
- Behavior
- The student will independently add a comma after each introductory element and leave sentences without one unchanged
- Criteria
- With at least 85% accuracy on sentences, 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 85% accuracy on sentences
- 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 10 sentences that begin with an introductory word, phrase, or dependent clause, with the comma missing, the student will independently add a comma after each introductory element and leave sentences without one unchanged with at least 85% accuracy on sentences, 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.