Sight Word Spelling Fry Third Hundred Dictation Progress Monitoring Probes

About this resource

One skill, start to finish. A sight word spelling IEP goal for the Fry third hundred, six equivalent dictation forms, and a graph scaled to the probe. Baseline on Monday, goal written by Tuesday, first data point on Friday.

A DICTATION probe, which is a different craft than a reading list: ten Fry third-hundred words were cut because they have a homophone or near-homophone a student could legitimately write instead (sea, four, hear, eye, high, night, seem, real, and the contractions don't and it's). What is left is unambiguous said aloud.

WHAT IS INCLUDED - 16 pages, six probe forms, FIELDS_TBD type-in fields, a binder cover and divider tabs, a family update page

A Binder Cover And Divider Tabs

• A binder cover with student, case manager and school year fields, cut and slide into a binder front or folder tab
• Six divider tabs, one per section of this file, print and cut

The Goal Page

• What the probe measures, in one paragraph
• A sample goal, invented, with every bracket meant to be edited by the team
• The six-part goal frame as type-in fields: by (date), given, student will, criterion, on ___ of ___ consecutive probes, as measured by
• A baseline table: three probes and the median
• Three benchmark rows with target date, target score, actual score and met
• The administration and scoring directions
• Lines for this student's own scoring rules, and a box for what the errors say to reteach

Six Probe Forms, A Through F

• Ten words per form for you to dictate, from a 90-word dictation-safe subset of the Fry third hundred
• Ten words were cut for a homophone or near-homophone a student could legitimately write instead: sea/see, four/for, hear/here, eye/I, high/hi, night/knight, seem/seam, real/reel, plus the contractions don't and it's
• Sixty of the ninety across the six forms, none on two forms
• The directions separate two errors that need different lessons: a decodable word sounded out and spelled wrong, and an irregular word simply never memorized
• Every form carries the goal it measures: the sample goal, plus a type-in box for the goal as written for this student, so the goal prints on the sheet the person giving the probe is holding
• A teacher scoring strip, 1 to 10, and a Correct ___ / 10 box at the foot of every form
• Name, date and form letter at the top

The Data Log And Graph

• A y-axis already scaled 0 to 10, twelve probe columns, and the instruction to draw the aim line from the baseline to the criterion first
• A twelve-row log: date, form, correct, errors, the score used on the graph, and notes

The Caseload Summary

• Twelve student rows, baseline and criterion, eight probe columns, a trend column and a decision column
• For the data meeting: rows that are flat together are a group, a row that is flat alone is a different question

A Worked Example

• Diego, fourth grade, invented. Twelve weekly probes: the baseline taken as a median, the aim line, three points under it forcing a teaching change (split practice: daily look-cover-write-check on the irregular list, and let the decodable misses clear with a week of regular instruction), the criterion met, and the progress-report sentence the log produces. Every number in that sentence is on the log.

A Family Update And Team Handoff Page

• A family update with blanks for this week's score and how it compares to the goal, ready to send home or read at a conference
• A team handoff checklist for a substitute, a new provider or a shift change, so whoever gives the probe that week knows exactly what to do
• A meeting summary sentence with blanks for the two numbers off the log, ready to drop into the progress report

What This Is, And What It Is Not

It is a fillable PDF. The goal page, the goal box on every probe form, the data log and the caseload page are type-in fields: open the file in a PDF reader, click a line or a cell, type, and Save As once per student. Print one copy of each form for yourself. The student never sees this page — you read from it and mark on it — so one set lasts the year. It works offline with no account or subscription. It does not calculate percents or draw the graph.

It is not a norm-referenced assessment and it carries no benchmark score or "typical" rate. The criteria in the sample goal are in brackets because your team sets them from the baseline and the student's IEP. Every probe is untimed on purpose; the goal page says so, so the condition stays the same all year.

Who This Is For

Third and fourth grade special education teachers and case managers writing spelling goals for any age student, intervention and Title teachers, and the paraprofessionals who give the weekly probe.

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