Say, tap, and spell each dictated word
When to use this goal
For young students who guess at spellings or write the whole word quickly and leave out sounds. Present levels should show the student can tap sounds in words orally; the routine makes segmenting part of every spelling.
- Baseline
- Watch the student spell five dictated words over two lessons and mark each step as independent, prompted, or skipped. Note where the routine breaks: skipping the tap is common in students who rush.
- Tips
- Use the same tapping routine the reading program uses so decoding and spelling match. Keep words decodable for the student's level. The routine fades naturally as spelling becomes automatic.
- Limits
- This measures the routine, not spelling accuracy; pair with a dictation probe. Students with fine motor needs may tap on the table instead of fingers. Routines can slow writing at first; that is expected.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-030.
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Goal
By the annual IEP review date, during a phonics lesson, given a word dictated by the teacher, the student will follow the say, tap, and spell routine for the dictated word using the routine picture card, performing all 5 steps independently, across 3 consecutive observed lessons, as measured by a task-analysis checklist collected twice weekly.
Baseline: 2 of 5 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 5 steps independently.
- Annual goal345 characters
- By the annual IEP review date, during a phonics lesson, given a word dictated by the teacher, the student will follow the say, tap, and spell routine for the dictated word using the routine picture card, performing all 5 steps independently, across 3 consecutive observed lessons, as measured by a task-analysis checklist collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a phonics lesson, given a word dictated by the teacher
- Behavior
- The student will follow the say, tap, and spell routine for the dictated word using the routine picture card
- Criteria
- Performing all 5 steps independently, across 3 consecutive observed lessons
- Evaluation method
- A task-analysis checklist
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 5 steps independently
- Mastery rule:
- across 3 consecutive observed lessons
- Collection schedule:
- twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a phonics lesson, given a word dictated by the teacher, the student will follow the say, tap, and spell routine for the dictated word using the routine picture card, performing all 5 steps independently, across 3 consecutive observed lessons, as measured by a task-analysis checklist collected twice weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Repeats the word aloud | ||||||||
| 2. Taps one finger for each sound | ||||||||
| 3. Writes a letter or letter pair for each tap | ||||||||
| 4. Reads back what was written, sound by sound | ||||||||
| 5. Fixes any sound that does not match | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 5).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.