Form plurals of y, f, and fe nouns
When to use this goal
For students who add -s to every noun (babys, leafs, mouses). Present levels should show reliable -s and -es plurals; the goal targets the y-to-ies, f-to-ves, and common irregular plurals.
- Baseline
- Give two probes of 15 nouns mixed across groups. Score each plural. Note whether the student knows the rule for y after a vowel (keys, not keies) and the f words that just add s (roofs, chefs).
- Tips
- Teach the y rule first (consonant plus y changes, vowel plus y does not). Irregular plurals (children, mice, teeth) are a short list to memorize. Use nouns from current reading.
- Limits
- Some f words have two accepted plurals (scarfs, scarves). Spoken plurals can differ from written ones for students learning English. Lists do not show use in writing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-043.
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Goal
By the annual IEP review date, given 15 singular nouns ending in y, f, fe, or with irregular plurals, in a sentence frame, the student will write the correct plural spelling for each noun independently with at least 85% accuracy on plural nouns, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 35% 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
- 35% accuracy.
- Annual goal336 characters
- By the annual IEP review date, given 15 singular nouns ending in y, f, fe, or with irregular plurals, in a sentence frame, the student will write the correct plural spelling for each noun independently with at least 85% accuracy on plural nouns, 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 singular nouns ending in y, f, fe, or with irregular plurals, in a sentence frame
- Behavior
- The student will write the correct plural spelling for each noun independently
- Criteria
- With at least 85% accuracy on plural nouns, 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 plural nouns
- 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 singular nouns ending in y, f, fe, or with irregular plurals, in a sentence frame, the student will write the correct plural spelling for each noun independently with at least 85% accuracy on plural nouns, 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.