Complete sentence stems with because, but, or so
When to use this goal
For students who write simple sentences but do not give reasons, contrasts, or results, and whose oral explanations are also brief. It builds the thinking behind complex sentences in a highly structured form. Base the choice on present levels in oral language and simple-sentence writing.
- Baseline
- Give two probes of 10 stems with three or four of each conjunction. An item is correct when the ending fits the conjunction (a reason for because, a contrast for but, a result for so) and the sentence is complete. Students often do well on because and poorly on but; record each conjunction separately.
- Tips
- Use stems about content the class is studying so the activity doubles as a comprehension check. Do the stems orally for a week before writing. Accept invented spelling; score the logic and completeness.
- Limits
- Stems are heavily scaffolded; independent use of because, but, and so in composing is a separate step. Some endings fit more than one conjunction, so the scoring rule should focus on whether the ending makes sense with the given word.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-021.
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Goal
By the annual IEP review date, given 10 sentence stems that end in because, but, or so, on familiar topics, the student will complete each stem with an ending that makes sense for the conjunction and forms a complete sentence independently with at least 90% accuracy on sentence stems, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 30% 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
- 30% accuracy.
- Annual goal376 characters
- By the annual IEP review date, given 10 sentence stems that end in because, but, or so, on familiar topics, the student will complete each stem with an ending that makes sense for the conjunction and forms a complete sentence independently with at least 90% accuracy on sentence stems, 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 sentence stems that end in because, but, or so, on familiar topics
- Behavior
- The student will complete each stem with an ending that makes sense for the conjunction and forms a complete sentence independently
- Criteria
- With at least 90% accuracy on sentence stems, 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 sentence stems
- 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 sentence stems that end in because, but, or so, on familiar topics, the student will complete each stem with an ending that makes sense for the conjunction and forms a complete sentence independently with at least 90% accuracy on sentence stems, 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.