Write dictated sentences with correct spelling
When to use this goal
For students who spell taught words correctly in lists but lose them when writing a whole sentence from dictation, where memory and handwriting compete. Present levels should show reliable list spelling of the target patterns.
- Baseline
- Give two probes of five sentences (about 25 words). Score each word, and keep a separate tally of omitted words, which signal a memory load problem rather than a spelling problem. Capitalization and punctuation can be recorded but belong to a mechanics goal.
- Tips
- Build sentences only from patterns and words the student has been taught, so the probe measures spelling, not guessing. Say the sentence naturally, then once more slowly. Dictation also serves as a warm-up for the independent writing spelling goal.
- Limits
- Sentence dictation loads working memory; a student who spells well on lists and poorly here may need the memory support named in the goal rather than more spelling instruction. Word counts vary slightly by probe, so use percent.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-010.
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Goal
By the annual IEP review date, given five dictated sentences of four to seven words made of taught spelling patterns and high-frequency words, the student will write each sentence with every word spelled correctly independently with at least 90% accuracy on dictated words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 60% 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. Curriculum-based measurement 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 Spelling.
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 - Spelling
- Baseline
- 60% accuracy.
- Annual goal379 characters
- By the annual IEP review date, given five dictated sentences of four to seven words made of taught spelling patterns and high-frequency words, the student will write each sentence with every word spelled correctly independently with at least 90% accuracy on dictated words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given five dictated sentences of four to seven words made of taught spelling patterns and high-frequency words
- Behavior
- The student will write each sentence with every word spelled correctly independently
- Criteria
- With at least 90% accuracy on dictated words, in 3 of 4 consecutive weekly probes
- Evaluation method
- Curriculum-based measurement probes
- 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 dictated words
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Curriculum-based measurement
- Data collector:
Goal: By the annual IEP review date, given five dictated sentences of four to seven words made of taught spelling patterns and high-frequency words, the student will write each sentence with every word spelled correctly independently with at least 90% accuracy on dictated words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes 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.