Build a sentence from word cards and read it back
When to use this goal
Fits preschool and early kindergarten students who speak in phrases but have not yet connected spoken sentences to print. The student should recognize a few high-frequency words or picture-supported words; present levels in oral language and print awareness decide fit.
- Baseline
- Present five card sets in each of two or three sessions. Score a trial correct only if the order makes a sensible sentence and the student points to each card while saying it. Note whether errors are order errors (cards reversed) or reading errors (saying a different word), since the two need different teaching.
- Tips
- Use sentence frames the student hears daily (I like..., I see a..., I can...). Keep pictures on the cards until the student reads the words without them. Students who use AAC can arrange symbols on the device; the device voice counts as reading back.
- Limits
- Arranging cards measures sentence sense with print, not writing; it is a step toward writing a sentence, not a substitute. Four-word sentences have few possible orders, so guessing is possible; vary the sets. The task needs an adult present for each trial.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-007.
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Goal
By the annual IEP review date, given three to four picture-supported word cards that form a sentence, presented out of order, the student will arrange the cards left to right into a sentence that makes sense and read it aloud while pointing to each card independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 Sentence Construction.
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 - Sentence Construction
- Baseline
- 1 of 5 opportunities.
- Annual goal415 characters
- By the annual IEP review date, given three to four picture-supported word cards that form a sentence, presented out of order, the student will arrange the cards left to right into a sentence that makes sense and read it aloud while pointing to each card independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given three to four picture-supported word cards that form a sentence, presented out of order
- Behavior
- The student will arrange the cards left to right into a sentence that makes sense and read it aloud while pointing to each card independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given three to four picture-supported word cards that form a sentence, presented out of order, the student will arrange the cards left to right into a sentence that makes sense and read it aloud while pointing to each card independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.