Spell homophones correctly in context
When to use this goal
For students whose writing is phonetically accurate but who regularly write the wrong homophone (there for their, to for too), errors that spell-checkers miss. Present levels should show otherwise reliable spelling; this is a word-specific skill at any grade.
- Baseline
- Pull the homophone pairs from errors in the student's own writing and test them in two probes of 10 sentences. Because many pairs have only two choices, chance is near 50%; look for pairs that are consistently wrong rather than inconsistent ones. Record which pairs are in the taught set.
- Tips
- Teach one pair at a time with a meaning cue (here is a place, like where). Do not teach confusable pairs together on the same day. Include the student's own paragraphs as the third condition so the skill transfers to proofreading.
- Limits
- Homophones are learned word by word, so progress is tied to the taught set and does not generalize. Spell-check cannot help, which is why this needs direct teaching. Fill-in tasks are easier than catching errors while writing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-013.
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Goal
By the annual IEP review date, given 10 sentences, each with a blank and the homophone pair spoken by the adult, the student will write the homophone that fits the meaning of each sentence independently with at least 90% accuracy on homophone items, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 50% 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 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
- 50% accuracy.
- Annual goal340 characters
- By the annual IEP review date, given 10 sentences, each with a blank and the homophone pair spoken by the adult, the student will write the homophone that fits the meaning of each sentence independently with at least 90% accuracy on homophone items, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 sentences, each with a blank and the homophone pair spoken by the adult
- Behavior
- The student will write the homophone that fits the meaning of each sentence independently
- Criteria
- With at least 90% accuracy on homophone items, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- 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 homophone items
- 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 10 sentences, each with a blank and the homophone pair spoken by the adult, the student will write the homophone that fits the meaning of each sentence independently with at least 90% accuracy on homophone items, 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.