Remember silent letters in kn, wr, mb words
When to use this goal
For students who spell by sound so well that they leave out silent letters (nock, rite, lam for lamb). Present levels should show strong phonetic spelling; the goal targets the common silent pairs kn, wr, mb, gn, and gh.
- Baseline
- Give two lists of 15 words. Score each word; track silent-letter errors separately. Note homophones (write and right, knight and night) and check them in sentence context.
- Tips
- Group words by pattern and teach where in the word each pair appears (kn and wr at the start, mb at the end). Saying the silent letter aloud in a spelling voice (k-nife) helps some students remember.
- Limits
- Silent letters must be memorized by pattern; growth can be slow. Homophones need sentence context to score. Lists do not show transfer.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-039.
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Goal
By the annual IEP review date, given 15 dictated words with silent letter pairs (kn, wr, mb, gn, gh), the student will spell each word with its silent letter in the correct place independently with at least 80% accuracy on dictated words, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Baseline: 30% 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
- 30% accuracy.
- Annual goal344 characters
- By the annual IEP review date, given 15 dictated words with silent letter pairs (kn, wr, mb, gn, gh), the student will spell each word with its silent letter in the correct place independently with at least 80% accuracy on dictated 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 words with silent letter pairs (kn, wr, mb, gn, gh)
- Behavior
- The student will spell each word with its silent letter in the correct place independently
- Criteria
- With at least 80% accuracy on dictated 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 80% accuracy on dictated 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 words with silent letter pairs (kn, wr, mb, gn, gh), the student will spell each word with its silent letter in the correct place independently with at least 80% accuracy on dictated 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.