Write irregular past tense verbs in sentences
When to use this goal
For students who add -ed to every verb (goed, catched, thinked) or spell irregular past forms by sound (cot for caught). Present levels should show reliable regular past tense spelling; check with the SLP whether the error is also in speech.
- Baseline
- Give two probes of 15 items and score the verb only. Separate form errors (goed) from spelling errors (cot for caught); the first is grammar, the second is spelling, and each needs different teaching.
- Tips
- Group irregular verbs into families that change the same way. Words like caught, taught, and thought share a spelling; teach them together. Coordinate with the SLP if errors also appear in speech.
- Limits
- Form and spelling errors mix together; record them separately. English has many irregular verbs; choose high-use ones first. The frame version is easier than sentence dictation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-038.
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Goal
By the annual IEP review date, given 15 dictated sentences that each need an irregular past tense verb, the student will write the irregular past tense form of the verb correctly in each sentence independently with at least 85% accuracy on irregular verbs, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis 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. Work-sample analysis 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 goal347 characters
- By the annual IEP review date, given 15 dictated sentences that each need an irregular past tense verb, the student will write the irregular past tense form of the verb correctly in each sentence independently with at least 85% accuracy on irregular verbs, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 15 dictated sentences that each need an irregular past tense verb
- Behavior
- The student will write the irregular past tense form of the verb correctly in each sentence independently
- Criteria
- With at least 85% accuracy on irregular verbs, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- 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 irregular verbs
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 15 dictated sentences that each need an irregular past tense verb, the student will write the irregular past tense form of the verb correctly in each sentence independently with at least 85% accuracy on irregular verbs, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis 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.