Change one word in a patterned sentence
When to use this goal
For beginning writers who can copy a sentence but do not yet generate their own. Present levels should show copying with letters in order; patterned sentences (I can see a dog. I can see a bus.) bridge copying and composing.
- Baseline
- Over six tries, record whether the student copies the model exactly, changes one word, or writes something else. Count only sentences that keep the pattern with a new word that fits.
- Tips
- Make class pattern books where each student adds a page; reread them often. Let the student pick the changing word. Move to patterns with two changing words when this is easy.
- Limits
- Patterned sentences are a scaffold, not independent composing. The pattern can be copied without reading; ask the student to read the sentence back. Spelling of the new word is not scored.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-030.
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Goal
By the annual IEP review date, given a model patterned sentence on a card and picture choices for the changing word, the student will write a new sentence that keeps the model pattern and changes one word to name a different thing independently in at least 5 of 6 opportunities, across 2 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 1 of 6 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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
- 1 of 6 opportunities.
- Annual goal385 characters
- By the annual IEP review date, given a model patterned sentence on a card and picture choices for the changing word, the student will write a new sentence that keeps the model pattern and changes one word to name a different thing independently in at least 5 of 6 opportunities, across 2 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a model patterned sentence on a card and picture choices for the changing word
- Behavior
- The student will write a new sentence that keeps the model pattern and changes one word to name a different thing independently
- Criteria
- In at least 5 of 6 opportunities, across 2 consecutive weeks of data
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 5 of 6 opportunities
- Mastery rule:
- across 2 consecutive weeks of data
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a model patterned sentence on a card and picture choices for the changing word, the student will write a new sentence that keeps the model pattern and changes one word to name a different thing independently in at least 5 of 6 opportunities, across 2 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.