Use a, an, the, and plural -s correctly in sentences
When to use this goal
For students who omit articles and plural markers in writing (I see dog, two cat), which is common for students with language impairment, hearing loss, or a first language without these forms. Coordinate with the SLP; present levels in oral language decide fit.
- Baseline
- Give two probes of 10 fill-in sentences, and separately underline every noun in three writing samples and mark whether its article or plural marker is correct. Record omissions and wrong choices (a apple) separately. Check whether the same forms are missing in speech.
- Tips
- Teach a and an by the first sound of the next word, and plural -s with pictures of one versus many. Rereading aloud catches omissions for students who have the forms in speech. If the forms are absent in speech, the SLP goal leads and this one follows.
- Limits
- Articles are among the hardest forms for multilingual students and progress may be slow; this is a language difference, not a disability, unless other evidence supports it. Irregular plurals are excluded. Fill-in items are easier than own writing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-mec-016.
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Goal
By the annual IEP review date, given 10 sentences with blanks where an article or plural marker belongs, the student will write a, an, or the before singular nouns and add -s or -es to plural nouns where needed independently with at least 90% accuracy on nouns requiring an article or plural marker, 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 goal390 characters
- By the annual IEP review date, given 10 sentences with blanks where an article or plural marker belongs, the student will write a, an, or the before singular nouns and add -s or -es to plural nouns where needed independently with at least 90% accuracy on nouns requiring an article or plural marker, 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 with blanks where an article or plural marker belongs
- Behavior
- The student will write a, an, or the before singular nouns and add -s or -es to plural nouns where needed independently
- Criteria
- With at least 90% accuracy on nouns requiring an article or plural marker, 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 nouns requiring an article or plural marker
- 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 with blanks where an article or plural marker belongs, the student will write a, an, or the before singular nouns and add -s or -es to plural nouns where needed independently with at least 90% accuracy on nouns requiring an article or plural marker, 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.