Say, count, and write a sentence
When to use this goal
For young writers who lose track of their sentence while writing it, skipping words or stopping halfway. Present levels should show the student can say a sentence orally; the routine links the spoken sentence to the written one word by word.
- Baseline
- Watch two or three writing sessions and mark each step as done independently, done with a prompt, or not done. Compare the sentence the student said with what they wrote to see where words drop out.
- Tips
- Teach the routine with the whole class or group so it becomes a habit. Fade from the adult pointing to the picture card. Students who use AAC can say the sentence on their device and tap for each word.
- Limits
- The routine measures process, not sentence quality. Spelling is not scored, so pair with a spelling goal if needed. Longer sentences are harder to hold; keep sentence length steady during data collection.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-032.
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Goal
By the annual IEP review date, during journal or writing time, given a sentence idea the student has chosen, the student will follow the say, count, and write routine to write a sentence the student composed aloud using a picture card of the routine steps, performing at least 6 of 7 steps independently, across 3 consecutive observed writing sessions, as measured by a task-analysis checklist collected twice weekly.
Baseline: 2 of 7 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 7 steps independently.
- Annual goal417 characters
- By the annual IEP review date, during journal or writing time, given a sentence idea the student has chosen, the student will follow the say, count, and write routine to write a sentence the student composed aloud using a picture card of the routine steps, performing at least 6 of 7 steps independently, across 3 consecutive observed writing sessions, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During journal or writing time, given a sentence idea the student has chosen
- Behavior
- The student will follow the say, count, and write routine to write a sentence the student composed aloud using a picture card of the routine steps
- Criteria
- Performing at least 6 of 7 steps independently, across 3 consecutive observed writing sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 6 of 7 steps independently
- Mastery rule:
- across 3 consecutive observed writing sessions
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during journal or writing time, given a sentence idea the student has chosen, the student will follow the say, count, and write routine to write a sentence the student composed aloud using a picture card of the routine steps, performing at least 6 of 7 steps independently, across 3 consecutive observed writing sessions, as measured by a task-analysis checklist collected twice weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Says the whole sentence aloud | ||||||||
| 2. Taps or touches once for each word | ||||||||
| 3. Writes the first word with a capital letter | ||||||||
| 4. Leaves a space after each word | ||||||||
| 5. Writes every word that was said, in order | ||||||||
| 6. Puts an end mark at the end | ||||||||
| 7. Reads the sentence back while pointing to each word | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.