Sort complete sentences from fragments
When to use this goal
For students who write fragments and cannot tell when a group of words is missing a subject or a verb. Base the choice on whether the student can read the items; read them aloud if decoding is a barrier.
- Baseline
- Give two or three probes of 10 unpracticed items. An item is correct only when it is sorted correctly and, for fragments, fixed into a complete sentence. Because sorting alone can be guessed half the time, track sort-only accuracy and fix accuracy separately on the data sheet.
- Tips
- Include fragments that are long and fragments that are short so length is not the cue. Teach the two questions (who or what is it about, what happened) and have the student say them aloud at first. Move to the student's own writing once sorting is reliable.
- Limits
- This is a recognition task; correct sorting does not mean the student writes complete sentences when composing. Some fragments are acceptable in dialogue or informal writing, so items should be clear cases. Chance performance on sorting is about 50%.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-008.
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Goal
By the annual IEP review date, given 10 written word groups, half complete sentences and half fragments, the student will mark each word group as a complete sentence or not and fix each fragment by adding the missing part independently with at least 90% accuracy on word groups, 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 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
- 50% accuracy.
- Annual goal369 characters
- By the annual IEP review date, given 10 written word groups, half complete sentences and half fragments, the student will mark each word group as a complete sentence or not and fix each fragment by adding the missing part independently with at least 90% accuracy on word groups, 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 written word groups, half complete sentences and half fragments
- Behavior
- The student will mark each word group as a complete sentence or not and fix each fragment by adding the missing part independently
- Criteria
- With at least 90% accuracy on word groups, 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 word groups
- 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 written word groups, half complete sentences and half fragments, the student will mark each word group as a complete sentence or not and fix each fragment by adding the missing part independently with at least 90% accuracy on word groups, 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.