Spell words with common prefixes and suffixes
When to use this goal
For students who spell base words but misspell affixed forms (unhappy, careless, movement) by sounding them out letter by letter. Present levels should show secure base-word spelling and the inflectional suffix rules.
- Baseline
- Give two probes of 15 words sampling each affix in the goal. Score whole words, and record whether the error was in the base, the affix, or at the joint (dropping a letter). Affix errors usually show the student is spelling by sound rather than by unit.
- Tips
- Teach each affix as a fixed spelling with a meaning, which also supports vocabulary. Include a few words where the base changes (happy to happiness) only after the inflectional rules are secure. Connect to the reading vocabulary goal if one exists.
- Limits
- Some affixes have more than one spelling (-able and -ible) and need word-specific memory; keep those out of early probes. Dictated lists do not show use in writing. Meaning errors (wrong affix) are vocabulary, not spelling, and should be separated.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-012.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 15 dictated unpracticed words made of a known base word plus a taught prefix or suffix (un-, re-, pre-, dis-, -ful, -less, -ness, -ment, -ly), the student will spell each word by writing the base word and the affix as units independently with at least 85% accuracy on affixed words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 35% 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
- 35% accuracy.
- Annual goal425 characters
- By the annual IEP review date, given 15 dictated unpracticed words made of a known base word plus a taught prefix or suffix (un-, re-, pre-, dis-, -ful, -less, -ness, -ment, -ly), the student will spell each word by writing the base word and the affix as units independently with at least 85% accuracy on affixed 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 15 dictated unpracticed words made of a known base word plus a taught prefix or suffix (un-, re-, pre-, dis-, -ful, -less, -ness, -ment, -ly)
- Behavior
- The student will spell each word by writing the base word and the affix as units independently
- Criteria
- With at least 85% accuracy on affixed 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 85% accuracy on affixed 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 15 dictated unpracticed words made of a known base word plus a taught prefix or suffix (un-, re-, pre-, dis-, -ful, -less, -ness, -ment, -ly), the student will spell each word by writing the base word and the affix as units independently with at least 85% accuracy on affixed 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.