Spell words built from Greek and Latin roots
When to use this goal
For older students whose spelling of everyday words is adequate but who misspell academic words (biology, telegraph, transport) because they treat them as random letter strings. Present levels should show secure affix spelling; roots are the next morphological layer.
- Baseline
- Give two probes of 15 words sampling each taught root. Score whole words and note whether the root, an affix, or the joint was wrong. Many errors come from spelling the root by sound (fone for phone), which shows the unit is not yet stored.
- Tips
- Teach each root with its meaning and three or four example words, which builds vocabulary at the same time. Connect to science and social studies terms the student meets. Keep probe words unpracticed by drawing from a root word bank.
- Limits
- Root knowledge is word-family specific and does not generalize beyond the taught roots. Some roots have variant spellings. Dictation does not show use in writing. Students with weak decoding may need reading of these words addressed first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-017.
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Goal
By the annual IEP review date, given 15 dictated unpracticed words built from taught roots (bio, graph, port, tele, scope, struct) and known affixes, the student will spell each word by writing the root and affixes as units independently with at least 80% accuracy on root words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 30% 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
- 30% accuracy.
- Annual goal385 characters
- By the annual IEP review date, given 15 dictated unpracticed words built from taught roots (bio, graph, port, tele, scope, struct) and known affixes, the student will spell each word by writing the root and affixes as units independently with at least 80% accuracy on root 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 built from taught roots (bio, graph, port, tele, scope, struct) and known affixes
- Behavior
- The student will spell each word by writing the root and affixes as units independently
- Criteria
- With at least 80% accuracy on root 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 80% accuracy on root 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 built from taught roots (bio, graph, port, tele, scope, struct) and known affixes, the student will spell each word by writing the root and affixes as units independently with at least 80% accuracy on root 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.