Link sentences with also, then, so, or but
When to use this goal
For upper elementary students whose paragraphs are strings of unconnected sentences. Present levels should show reliable simple sentences; this goal starts sentence-to-sentence links with common words before formal transitions.
- Baseline
- Review six paragraphs and count those with at least two linking words that match the meaning between sentences. Note words used wrongly (so where but fits) as well as missing links.
- Tips
- Teach each linking word with its job (adding, time, result, contrast). Read paragraphs aloud with and without links to hear the difference. Move to formal transitions (however, as a result) in middle school.
- Limits
- Counting links does not show whether the paragraph is well organized. Overusing one word (then) can meet the count; require two different words if needed. Paragraph topics affect which links make sense.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-sen-041.
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Goal
By the annual IEP review date, when writing a paragraph of four or more sentences in reading, science, or social studies, the student will begin or join at least two sentences in the paragraph with a linking word that fits the meaning (also for adding, then for time, so for a result, but for a contrast) independently in at least 5 of 6 opportunities, across 3 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 goal459 characters
- By the annual IEP review date, when writing a paragraph of four or more sentences in reading, science, or social studies, the student will begin or join at least two sentences in the paragraph with a linking word that fits the meaning (also for adding, then for time, so for a result, but for a contrast) independently in at least 5 of 6 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When writing a paragraph of four or more sentences in reading, science, or social studies
- Behavior
- The student will begin or join at least two sentences in the paragraph with a linking word that fits the meaning (also for adding, then for time, so for a result, but for a contrast) independently
- Criteria
- In at least 5 of 6 opportunities, across 3 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 3 consecutive weeks of data
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when writing a paragraph of four or more sentences in reading, science, or social studies, the student will begin or join at least two sentences in the paragraph with a linking word that fits the meaning (also for adding, then for time, so for a result, but for a contrast) independently in at least 5 of 6 opportunities, across 3 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.