Identify the subject and the verb in sentences
When to use this goal
For students who are learning to fix fragments and run-ons and need the vocabulary of subject and verb to do so. It is a tool skill, so present levels should show a sentence-level need that this skill will serve.
- Baseline
- Give two probes of 10 unpracticed sentences. A sentence is correct only when both the subject and the verb are marked correctly. Tally subject errors and verb errors separately; many students find verbs first and guess at subjects when the sentence begins with a phrase.
- Tips
- Start with sentences in which the subject is a single noun at the start, then add sentences that begin with a prepositional phrase or a time word. Connect the skill immediately to editing: once the student can find subjects and verbs, use that to check for fragments in their own writing.
- Limits
- Identifying parts of a given sentence does not show that the student writes complete sentences. Terminology varies (predicate, verb phrase); align with the class program. Sentences with helping verbs or compound subjects need a scoring rule decided in advance.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-010.
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Goal
By the annual IEP review date, given 10 simple sentences at the student's independent reading level, the student will underline the subject once and the verb twice 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 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 goal326 characters
- By the annual IEP review date, given 10 simple sentences at the student's independent reading level, the student will underline the subject once and the verb twice 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 simple sentences at the student's independent reading level
- Behavior
- The student will underline the subject once and the verb twice 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 simple sentences at the student's independent reading level, the student will underline the subject once and the verb twice 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.