Spell words in a word family by changing the first sound
When to use this goal
For students who can spell a few CVC words but treat each as a separate memory item rather than using a known rime (-at, -an, -ip) to spell new words. Present levels should show rhyme awareness and some letter sounds.
- Baseline
- Give two probes using families that have been introduced. Score whole words and note whether errors are in the first sound (a letter-sound issue) or in the ending (the family is not stored). Begin with one family per probe and mix two only when single families are reliable.
- Tips
- Teach a family by building words with magnetic letters, changing only the first letter. Rhyming games support this directly. This leads into the short-vowel dictation template once several families are secure.
- Limits
- Word families are a bridge; some students lean on them and do not segment, which shows up with blends and digraphs. Five words per probe give coarse percentages. Only families that have been taught can be tested.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-022.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a known word family (such as -at or -an) and five dictated unpracticed words from that family, the student will spell each dictated word by writing the new first sound and the family ending independently with at least 90% accuracy on word family words, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data 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. Opportunity (trial) recording 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 goal391 characters
- By the annual IEP review date, given a known word family (such as -at or -an) and five dictated unpracticed words from that family, the student will spell each dictated word by writing the new first sound and the family ending independently with at least 90% accuracy on word family words, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a known word family (such as -at or -an) and five dictated unpracticed words from that family
- Behavior
- The student will spell each dictated word by writing the new first sound and the family ending independently
- Criteria
- With at least 90% accuracy on word family words, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- 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 word family words
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a known word family (such as -at or -an) and five dictated unpracticed words from that family, the student will spell each dictated word by writing the new first sound and the family ending independently with at least 90% accuracy on word family words, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data 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.