Combine sentences using who, which, that, or an appositive
When to use this goal
For students who combine sentences with and, but, and because but repeat the same noun across sentences (My uncle is a chef. My uncle lives in Texas.). Present levels should show reliable compound and complex sentences; this is the next step in combining.
- Baseline
- Give two probes of 10 unpracticed pairs. An item is correct when the combined sentence keeps both ideas, uses a relative clause or appositive, and is punctuated correctly. Keep an answer key listing acceptable versions, since who and an appositive may both work.
- Tips
- Teach who for people, which and that for things, and the comma rule for nonessential clauses by example rather than by rule names. Follow up by counting these structures in the student's essays. Students who dictate can say the combined sentence; score the text that results.
- Limits
- Essential versus nonessential comma rules are subtle; decide in advance how strictly to score commas. Combining given pairs does not show composing. Ten items per probe mean each item is worth 10 points.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-017.
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Goal
By the annual IEP review date, given 10 pairs of short sentences that share a noun, the student will combine each pair into one sentence using a relative clause or an appositive, with commas where needed independently with at least 80% accuracy on sentence pairs, 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 goal354 characters
- By the annual IEP review date, given 10 pairs of short sentences that share a noun, the student will combine each pair into one sentence using a relative clause or an appositive, with commas where needed independently with at least 80% accuracy on sentence pairs, 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 pairs of short sentences that share a noun
- Behavior
- The student will combine each pair into one sentence using a relative clause or an appositive, with commas where needed independently
- Criteria
- With at least 80% accuracy on sentence pairs, 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 80% accuracy on sentence pairs
- 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 pairs of short sentences that share a noun, the student will combine each pair into one sentence using a relative clause or an appositive, with commas where needed independently with at least 80% accuracy on sentence pairs, 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.