Write the letters for dictated sounds
When to use this goal
For students who know letter names but are slow or inaccurate writing the spelling for a sound, especially sounds with two-letter spellings. Present levels should show which sounds the student can write; this is a quick daily drill that feeds word spelling.
- Baseline
- Dictate the 20 sounds the student has been taught and score each sound correct when all taught spellings are written (for /ā/ after teaching, a_e, ai, ay). Record which sounds are missed; that list drives the next lessons.
- Tips
- Sound dictation takes two or three minutes and can open every phonics lesson. Say sounds clearly without adding uh (say /m/ not muh). Add new sounds as they are taught.
- Limits
- This measures sound-level knowledge, not word spelling. Pronouncing isolated sounds clearly takes practice for adults. Students with hearing or speech-sound differences may need visual cues; involve the SLP.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-029.
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Goal
By the annual IEP review date, given 20 dictated sounds from taught patterns (single consonants, short vowels, digraphs, and vowel teams), the student will write the letter or letters for each sound, including every common spelling taught for sounds with more than one spelling independently with at least 90% accuracy on dictated sounds, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data 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. 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
- 50% accuracy.
- Annual goal440 characters
- By the annual IEP review date, given 20 dictated sounds from taught patterns (single consonants, short vowels, digraphs, and vowel teams), the student will write the letter or letters for each sound, including every common spelling taught for sounds with more than one spelling independently with at least 90% accuracy on dictated sounds, 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 20 dictated sounds from taught patterns (single consonants, short vowels, digraphs, and vowel teams)
- Behavior
- The student will write the letter or letters for each sound, including every common spelling taught for sounds with more than one spelling independently
- Criteria
- With at least 90% accuracy on dictated sounds, 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 dictated sounds
- 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 20 dictated sounds from taught patterns (single consonants, short vowels, digraphs, and vowel teams), the student will write the letter or letters for each sound, including every common spelling taught for sounds with more than one spelling independently with at least 90% accuracy on dictated sounds, 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.