Spell plural nouns and regular past-tense verbs
When to use this goal
For students who spell base words but write plurals and past tense by sound (boxs, carrys, jumpt). Present levels should show reliable one-syllable base spelling; the goal introduces the first morphological rules. Coordinate with the SLP if the student also omits these endings in speech.
- Baseline
- Give two probes of 15 words sampling each ending. Record whether the error was in the base word, the choice of ending (-s versus -es), or spelling the ending by sound (jumpt). The last pattern is the most common and responds well to teaching the fixed spelling of -ed.
- Tips
- Teach that -ed is always spelled -ed even when it sounds like t. Keep irregular forms (children, ran) out of probes. Once reliable, check endings in the student's own writing, where they are often dropped.
- Limits
- Students who do not mark plurals or past tense in speech may omit them in writing for language reasons; this needs the SLP. Whole-word scoring hides partial knowledge. Dictation does not show transfer.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-021.
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Goal
By the annual IEP review date, given 15 dictated unpracticed words that require -s, -es, or a change from y to i before -es, the student will spell each word with the correct ending regardless of how the ending sounds independently with at least 85% accuracy on target words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 40% 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
- 40% accuracy.
- Annual goal381 characters
- By the annual IEP review date, given 15 dictated unpracticed words that require -s, -es, or a change from y to i before -es, the student will spell each word with the correct ending regardless of how the ending sounds independently with at least 85% accuracy on target 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 that require -s, -es, or a change from y to i before -es
- Behavior
- The student will spell each word with the correct ending regardless of how the ending sounds independently
- Criteria
- With at least 85% accuracy on target 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 target 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 that require -s, -es, or a change from y to i before -es, the student will spell each word with the correct ending regardless of how the ending sounds independently with at least 85% accuracy on target 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.