Begin sentences with varied openers
When to use this goal
For students who begin nearly every sentence with the subject (I, he, the dog) and whose writing reads as a list. Present levels should show reliable compound and complex sentences; varying openers is a later refinement, not a starting skill.
- Baseline
- Give two probes of 10 sentences. An item is correct when the rewritten sentence begins with one of the opener types, keeps the meaning, and is punctuated with a comma after the opener where one is needed. Also look at a recent writing sample and count how many sentences begin with the subject.
- Tips
- Teach one opener type at a time and show how moving a phrase from the end to the beginning creates it. Use the student's own paragraphs as probes once the task is familiar. Count varied openers in writing samples as a transfer check.
- Limits
- Variety for its own sake can produce awkward sentences; the scoring rule should require that the sentence still reads naturally. Grammar terms (dependent clause) may need to be taught by example. The task does not show use in composing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-016.
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Goal
By the annual IEP review date, given 10 sentences that all begin with the subject, the student will rewrite each sentence so that it begins with a time word, a prepositional phrase, a dependent clause, or an -ing phrase, with a comma after the opener where needed independently with at least 80% accuracy on sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 20% 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
- 20% accuracy.
- Annual goal409 characters
- By the annual IEP review date, given 10 sentences that all begin with the subject, the student will rewrite each sentence so that it begins with a time word, a prepositional phrase, a dependent clause, or an -ing phrase, with a comma after the opener where needed independently with at least 80% 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 sentences that all begin with the subject
- Behavior
- The student will rewrite each sentence so that it begins with a time word, a prepositional phrase, a dependent clause, or an -ing phrase, with a comma after the opener where needed independently
- Criteria
- With at least 80% accuracy on sentences, 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 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 sentences that all begin with the subject, the student will rewrite each sentence so that it begins with a time word, a prepositional phrase, a dependent clause, or an -ing phrase, with a comma after the opener where needed independently with at least 80% 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.