IEP goals for capitalization and punctuation: 16 examples
By the IEP Atlas editorial teamLast updated
Short answer
A capitalization and punctuation IEP goal names one convention, whether it is tested on a probe or in the student's own writing, and what the percent is out of. For example: in independent writing samples of at least five sentences, the student will begin each sentence with a capital letter with at least 90% accuracy on sentence beginnings across 3 consecutive weekly samples.
"Will use correct capitalization and punctuation with 80% accuracy" appears in thousands of IEPs. It never says 80% of what. Of sentences? Of words that need a capital? Of commas the student wrote, or commas that were needed? Two adults scoring the same paragraph can get 60% and 95% from that goal.
The 16 goals below each target one convention and name the denominator. Most link to templates in the writing mechanics goal bank. For the full writing area, see the pillar guide to IEP goals for writing. For the process of checking and fixing a draft, see IEP goals for editing and revising.
Probe or own writing: choose first
Every conventions goal is measured one of two ways, and the choice changes what the goal means.
- A probe gives the student sentences that need the convention, such as 10 sentences with a series that needs commas. It isolates the skill, gives a fixed denominator, and shows whether the student knows the rule.
- Own writing counts the convention in samples the student wrote. It shows whether the student uses the rule when also thinking about ideas, spelling and handwriting.
Many students pass probes and still write "i went to the store with mom and we got milk" in journals. If that is the student, write the goal on own writing. If the student does not know the rule yet, start with a probe goal and add an own-writing objective.
How to choose a capitalization or punctuation goal
| What the samples show | Convention to target | Measure |
|---|---|---|
| Sentences start lowercase; capitals scattered inside words | Capitals at sentence start, stray capitals | Percent of sentence beginnings, count per entry |
| Names, days and "i" in lowercase | Proper nouns and the pronoun I | Percent of words that need a capital |
| Run-together writing with no periods | End marks in own writing | Percent of sentence endings |
| Periods everywhere, never a question mark | Matching end marks to sentence types | Percent of sentences on a probe |
| Lists and dates without commas | Commas in series, dates, addresses | Percent of comma placements |
| Apostrophes in plurals, missing in contractions | Apostrophes | Percent of apostrophe items |
| Dialogue or quoted evidence without quotation marks | Quotation marks | Percent of quotations |
Capitalization goals
| Goal | Baseline |
|---|---|
| Begin each sentence with a capital letter: In independent writing samples of at least five sentences, the student will begin each sentence with a capital letter independently with at least 90% accuracy on sentence beginnings, across 3 consecutive weekly writing samples, as measured by work-sample analysis collected weekly. | 40% of sentence beginnings |
| Capitalize names, places, days, months and I: Given 10 dictated sentences that each contain one or two proper nouns or the pronoun I, the student will capitalize each name, place, day, month and the pronoun I independently with at least 90% accuracy on words that require a capital, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 40% of words |
| Reduce capital letters in the middle of words: During daily journal writing of at least three sentences, the student will reduce uppercase letters written where lowercase belongs to no more than 2 instances per entry, across 5 consecutive journal entries, as measured by frequency recording collected daily and summarized weekly. | 9 instances per entry |
| Capitalize book and movie titles: Given 10 sentences that include a book, movie, song or game title written in lowercase, the student will capitalize the first word and every important word of each title and keep short words such as a, the, of and in lowercase independently with at least 85% accuracy on titles, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 3 of 10 titles (30%) |
Weak: "Will use capital letters correctly."
Measurable: "In independent writing samples of at least five sentences, will begin each sentence with a capital letter with at least 90% accuracy on sentence beginnings across 3 consecutive weekly samples."
Stray capitals inside words ("baBy," "Dog") are often a handwriting habit, especially with b, d and other letters the student finds easier in uppercase. A count per entry, with a ceiling, fits better than a percent.
End punctuation goals
| Goal | Baseline |
|---|---|
| End each sentence with the correct punctuation mark: In independent writing samples of at least five sentences, the student will end each sentence with a period, question mark or exclamation point that matches the sentence type independently with at least 90% accuracy on sentence endings, across 3 consecutive weekly writing samples, as measured by work-sample analysis collected weekly. | 40% of sentence endings |
| Choose the correct end mark for given sentences: Given 10 sentences with no end mark, mixed statements, questions and exclamations, the student will write the end mark that matches each sentence independently with at least 90% accuracy on sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 5 of 10 sentences (50%) |
| Add end marks where the voice stops: After writing a journal entry or story of three or more sentences, the student will reread it aloud or in a whisper and add an end mark each place the voice stops and the idea is complete independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly. | 1 of 5 opportunities |
| Punctuate abbreviations and titles of people: Given 12 phrases with people's titles and common abbreviations (Mr., Mrs., Ms., Dr., St., Ave., Jan.), the student will write each with a capital letter and a period independently with at least 90% accuracy on abbreviations, across 3 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 30% of abbreviations |
Weak: "Will use end punctuation."
Measurable: "After writing a journal entry of three or more sentences, will reread it aloud and add an end mark at each complete stop in at least 4 of 5 opportunities across 3 consecutive weeks."
Missing periods in own writing are often a sentence boundary problem, not a punctuation problem. If the student cannot tell where one sentence ends, pair this with a goal from IEP goals for writing simple sentences.
Comma, semicolon and colon goals
| Goal | Baseline |
|---|---|
| Use commas in lists, dates and addresses: Given 10 sentences that each need commas in a series, a date or an address, the student will add commas where they belong independently with at least 85% accuracy on comma placements, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 30% of placements |
| Use commas after yes, no and names: Given 12 sentences that start with yes, no, well or the name of the person spoken to, the student will place a comma after that word independently with at least 85% accuracy on sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 3 of 12 sentences (25%) |
| Set off nonessential clauses with commas: Given 12 sentences with who, which or that clauses, half essential and half nonessential, the student will add commas around clauses that give extra information and leave essential clauses without commas independently with at least 80% accuracy on sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 3 of 12 sentences (25%) |
| Use semicolons and colons correctly: Given 10 sentences that each need a semicolon between related independent clauses or a colon before a list or explanation, the student will add the mark where it belongs and leave correctly punctuated sentences unchanged independently with at least 80% accuracy on sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 2 of 10 sentences (20%) |
Weak: "Will use commas appropriately."
Measurable: "Given 10 sentences that need commas in a series, date or address, will place at least 85% of required commas correctly on 3 of 4 weekly probes."
Commas in compound and complex sentences belong with sentence structure goals and are covered in compound and complex sentence IEP goals.
Apostrophe and quotation mark goals
| Goal | Baseline |
|---|---|
| Use apostrophes in contractions and possessives: Given 10 sentences that each need an apostrophe in a contraction or possessive noun, the student will write each with the apostrophe in the correct place and leave plurals without one independently with at least 85% accuracy on apostrophe items, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 35% of items |
| Tell its from it's and your from you're: Given 15 sentences with a blank for its, it's, your, you're, their, they're or there, the student will write the correct word by testing whether the two-word form makes sense independently with at least 90% accuracy on sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 6 of 15 sentences (40%) |
| Turn speech bubbles into quoted sentences: Given 8 comic panels with a speech bubble and a named speaker in each, the student will write a sentence for each panel that names the speaker and puts quotation marks around only the words in the bubble independently with at least 80% accuracy on panels, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly. | 2 of 8 panels (25%) |
| Punctuate quoted text evidence correctly: When writing a constructed response or essay that quotes a text, the student will place quotation marks around the exact words, put commas and periods where the class style requires and add the citation in parentheses independently with at least 85% accuracy on quotations, on 3 of 4 consecutive scored assignments, as measured by work-sample analysis collected every two weeks. | 30% of quotations |
Weak: "Will use apostrophes and quotation marks."
Measurable: "Given 10 sentences that need an apostrophe in a contraction or possessive, will place it correctly and leave plurals unmarked on at least 85% of items on 3 of 4 weekly probes."
Punctuating dialogue in stories is covered with narrative craft in narrative writing IEP goals.
How to measure capitalization and punctuation goals
Write the denominator on the data sheet before you score. For probes it is fixed: 10 sentences, 12 phrases. For own writing it changes with each sample, so count the opportunities first.
- Sentence beginnings and endings. Count the sentences the student intended (read the sample aloud if needed), then count how many begin with a capital or end with the right mark. Five sentences with three capitals is 60%.
- Words that need a capital. Count proper nouns and "I" in the sample, then count how many are capitalized.
- Placements. For commas and apostrophes, count where the mark was needed and where the student put it correctly. Decide whether an extra comma counts against the score and write that on the sheet.
- Errors per 100 words. For a broad conventions goal in older students, count errors and divide by total words, times 100. The template to lower errors per 100 words uses this, and the conventions rubric template scores monthly samples on a 16-point rubric.
Record probe scores on the accuracy data sheet and own-writing counts on the same sheet with the sample length noted. Percent accuracy explains the measure. The IEP must state how progress on each goal will be measured.[1] A named denominator is what makes that statement mean something.
Teaching that supports these goals
The What Works Clearinghouse elementary writing guide recommends teaching students to construct sentences and to become fluent with the basic skills of writing, so that more attention is left for ideas.[2] For conventions, short daily practice in context works better than worksheets alone: one rule at a time, modeled in a sentence, practiced in dictation, then checked in the student's own writing. Students who learn better with a checklist can use one during editing, as described in IEP goals for editing and revising.
Paste a finished goal into the goal checker to flag a missing denominator.
Objectives for conventions goals
Break a broad conventions goal into one convention per objective, in the order the student needs them:
- Begin each sentence with a capital in own writing on 90% of sentence beginnings.
- End each sentence with a matching mark on 90% of sentence endings.
- Capitalize names, days, months and "I" on 90% of required words.
- Place commas in series and dates on 85% of required placements.
Adapting by grade
Targets are illustrations, not norms.
| Grade band | Typical conventions target | Typical measure |
|---|---|---|
| Kindergarten to grade 1 | Capital at the start of own name and of sentences; a period at the end | Opportunities, own writing |
| Grades 2 to 3 | Proper nouns, end marks by type, commas in dates and series, contractions | Probes plus own writing |
| Grades 4 to 5 | Possessives, quotation marks in dialogue, titles, commas after introductory words | Probes plus own writing |
| Middle and high school | Commas with clauses, semicolons and colons, quoted evidence, errors per 100 words | Own writing, monthly rubric |
The sentence construction goal bank has more conventions goals tied to sentence structure.
Frequently asked questions
What does 80% accuracy mean in a punctuation goal?
Nothing, until the goal says 80% of what. Name the denominator: sentence endings, words that need a capital, required comma placements, or sentences on a probe. Then any adult can score the same sample and get the same number.
Should capitalization and punctuation be one goal or two?
Two, unless one rubric scores both. A combined goal with one percent mixes different opportunities and hides which one is improving. A monthly conventions rubric is the exception, because each row is scored separately and the total is reported.
Do typed samples count for punctuation goals?
Yes, if the goal says so and auto-correct is turned off for probes. Auto-correct often capitalizes the first word of a sentence and the pronoun I, which would hide the skill. Note the device and settings on the data sheet.
Use it in IEP Atlas
- Writing mechanics goals (writing)
- Writing IEP goals
- Accuracy data sheet
- Percent accuracy measurement guide
- IEP goal checker
Related guides
- IEP goals for writing: written expression, spelling and mechanics
- IEP goals for editing and revising: 24 examples and a student editing checklist
- IEP goals for subject-verb agreement: 16 examples for speech and writing
- IEP goals for writing simple sentences
- Compound and complex sentence IEP goals: 12 examples
Sources
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
- Teaching Elementary School Students to Be Effective Writers, What Works Clearinghouse, Institute of Education Sciences
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.