Write a complete sentence using a given word
When to use this goal
For students who can copy or frame a sentence but struggle to generate one when given a word, as in vocabulary or spelling assignments. Present levels should show the student can say a sentence with the word orally.
- Baseline
- Collect two or three recent assignments of this type or give two probes. A sentence is correct only if it is complete, uses the word in a way that fits its meaning, and is not a bare frame such as I like [word]. Note which errors are structure errors and which are meaning errors.
- Tips
- Decide in advance whether sentences that use the word correctly but do not show its meaning (The word is cat.) count; most teams do not count them. Accept readable invented spelling of other words. Writing the sentence orally first is a reliable step for students who freeze on blank lines.
- Limits
- Five items per probe make each item worth 20 points, so look at trends. The task mixes vocabulary knowledge with sentence writing; a wrong meaning is a vocabulary error, not a sentence error, and should be tallied separately.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-009.
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Goal
By the annual IEP review date, given five target words from the week's vocabulary or spelling list, the student will write a complete sentence for each word that uses the word correctly and shows its meaning independently with at least 80% accuracy on target words, 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 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
- 40% accuracy.
- Annual goal356 characters
- By the annual IEP review date, given five target words from the week's vocabulary or spelling list, the student will write a complete sentence for each word that uses the word correctly and shows its meaning independently with at least 80% accuracy on target words, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given five target words from the week's vocabulary or spelling list
- Behavior
- The student will write a complete sentence for each word that uses the word correctly and shows its meaning independently
- Criteria
- With at least 80% accuracy on target words, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on target words
- 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 five target words from the week's vocabulary or spelling list, the student will write a complete sentence for each word that uses the word correctly and shows its meaning independently with at least 80% accuracy on target words, 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.