Unscramble words into a sentence and write it
When to use this goal
For students who know many words but put them in an unusual order when writing, or who are learning English word order. Present levels should show the student can read the words on the cards; the task isolates word order from spelling.
- Baseline
- Give two probes of five scrambled sentences at the same length. Score a sentence correct when the order is grammatical and makes sense (some sets have more than one correct order). Note whether errors are in question order, adjective order, or verb placement.
- Tips
- Use words the student can read so reading does not get in the way. Lengthen sentences across the year. Students learning English benefit when the sentence patterns match what they are learning orally.
- Limits
- Ordering given words is easier than producing a sentence from scratch. Capital and end-mark clues make the task much easier; record which version was used. Writing the sentence adds handwriting load; typing is fine.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-031.
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Goal
By the annual IEP review date, given five sets of three to six scrambled word cards with the first word capitalized and the end mark on the last card, the student will put the words in an order that makes a complete sentence and write the sentence with spaces between words independently with at least 80% accuracy on scrambled 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 goal429 characters
- By the annual IEP review date, given five sets of three to six scrambled word cards with the first word capitalized and the end mark on the last card, the student will put the words in an order that makes a complete sentence and write the sentence with spaces between words independently with at least 80% accuracy on scrambled 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 five sets of three to six scrambled word cards with the first word capitalized and the end mark on the last card
- Behavior
- The student will put the words in an order that makes a complete sentence and write the sentence with spaces between words independently
- Criteria
- With at least 80% accuracy on scrambled 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 scrambled 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 five sets of three to six scrambled word cards with the first word capitalized and the end mark on the last card, the student will put the words in an order that makes a complete sentence and write the sentence with spaces between words independently with at least 80% accuracy on scrambled 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.