Build a word family from a base
When to use this goal
For students who know some prefixes and suffixes but do not see that one base word can produce many related words with the same spelling core. Present levels should show reliable spelling of common affixes; the task is generative, not dictated.
- Baseline
- Give two bases and ask for as many words as possible. Score each word written: correct when it is a real word, spelled correctly, with the base intact. Record the number of words as well as accuracy; both should grow.
- Tips
- Word families (act, action, active, react, actor) show the student that spelling stays stable when sound changes. Use content bases (form, port, graph) so the work supports class vocabulary. Make a class word-family wall.
- Limits
- Students with limited vocabulary will build fewer words. Real-word judgments sometimes need a dictionary. The task does not show spelling in writing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-050.
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Goal
By the annual IEP review date, given a base word (such as act, form, or port) and a bank of prefixes and suffixes, the student will write at least six real words built from the base, spelling each correctly and keeping the base spelling the same independently with at least 85% accuracy on words built, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
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 goal404 characters
- By the annual IEP review date, given a base word (such as act, form, or port) and a bank of prefixes and suffixes, the student will write at least six real words built from the base, spelling each correctly and keeping the base spelling the same independently with at least 85% accuracy on words built, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given a base word (such as act, form, or port) and a bank of prefixes and suffixes
- Behavior
- The student will write at least six real words built from the base, spelling each correctly and keeping the base spelling the same independently
- Criteria
- With at least 85% accuracy on words built, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
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 words built
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given a base word (such as act, form, or port) and a bank of prefixes and suffixes, the student will write at least six real words built from the base, spelling each correctly and keeping the base spelling the same independently with at least 85% accuracy on words built, in 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
| 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.