Keep the base consonant in derived words
When to use this goal
For high school students who spell advanced words by sound and lose letters that the base word keeps (sine for sign, muscel for muscle, condem for condemn). Present levels should show strong phonetic and suffix spelling; the goal connects these words to related forms where the consonant is heard.
- Baseline
- Give one or two lists of 15 words. Score each word and whether the related word is correct. A correct related word with a misspelled target shows the student has not yet linked the two.
- Tips
- Related-word pairs build vocabulary and spelling together. Pull pairs from course texts. Students who find this logic interesting often start spotting pairs on their own.
- Limits
- The strategy needs vocabulary; students who do not know the related word cannot use it. Only some words follow this pattern. Lists do not show transfer to writing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID wr-spl-054.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 15 dictated words with a silent or shifting consonant explained by a related word (such as sign and signal, muscle and muscular, condemn and condemnation), the student will spell each word with the consonant its related word shows, and write the related word beside it independently with at least 80% accuracy on dictated words, in 3 of 4 consecutive biweekly probes, as measured by curriculum-based measurement probes collected every two weeks.
Baseline: 25% 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
- 25% accuracy.
- Annual goal482 characters
- By the annual IEP review date, given 15 dictated words with a silent or shifting consonant explained by a related word (such as sign and signal, muscle and muscular, condemn and condemnation), the student will spell each word with the consonant its related word shows, and write the related word beside it independently with at least 80% accuracy on dictated words, in 3 of 4 consecutive biweekly probes, as measured by curriculum-based measurement probes collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 15 dictated words with a silent or shifting consonant explained by a related word (such as sign and signal, muscle and muscular, condemn and condemnation)
- Behavior
- The student will spell each word with the consonant its related word shows, and write the related word beside it independently
- Criteria
- With at least 80% accuracy on dictated words, in 3 of 4 consecutive biweekly probes
- Evaluation method
- Curriculum-based measurement probes
- 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 80% accuracy on dictated words
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Curriculum-based measurement
- Data collector:
Goal: By the annual IEP review date, given 15 dictated words with a silent or shifting consonant explained by a related word (such as sign and signal, muscle and muscular, condemn and condemnation), the student will spell each word with the consonant its related word shows, and write the related word beside it independently with at least 80% accuracy on dictated words, in 3 of 4 consecutive biweekly probes, as measured by curriculum-based measurement probes 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.