Identify nouns, verbs, adjectives, and adverbs in sentences
When to use this goal
For students who need grammar vocabulary to follow class instruction in sentence expansion and editing, and who currently cannot find the verb or the describing word in a sentence. It is a tool skill; present levels should show a writing need it serves.
- Baseline
- Give two probes of 10 items with the four parts balanced. Record accuracy by part of speech; nouns and verbs are usually learned first and adverbs last. Avoid sentences where a word could be two parts of speech.
- Tips
- Teach each part by its question, not its definition, and connect it immediately to a writing task (find the verb, then make it stronger). Keep this goal short-term; once the labels are reliable, retire it in favor of a writing goal that uses them.
- Limits
- Labeling parts of speech does not change writing by itself. Many words shift category by use, which confuses students; keep probe items clear. Four-choice labeling allows 25% by chance.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-mec-014.
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Goal
By the annual IEP review date, given 10 sentences at the student's independent reading level and a part of speech to find in each, the student will mark the word that is the named part of speech in each sentence independently with at least 90% accuracy on sentences, in 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 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
- 40% accuracy.
- Annual goal357 characters
- By the annual IEP review date, given 10 sentences at the student's independent reading level and a part of speech to find in each, the student will mark the word that is the named part of speech in each sentence independently with at least 90% 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 at the student's independent reading level and a part of speech to find in each
- Behavior
- The student will mark the word that is the named part of speech in each sentence independently
- Criteria
- With at least 90% 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 90% 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 at the student's independent reading level and a part of speech to find in each, the student will mark the word that is the named part of speech in each sentence independently with at least 90% 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.