Complete a word map for a new word
When to use this goal
For students who learn definitions by rote and forget them, and who need a routine for building deeper word knowledge on their own. Base the choice on present levels showing shallow word knowledge; the routine works at any grade and is often used through high school.
- Baseline
- Score two or three maps with the rubric. The non-example is usually the weakest part and the most telling, because it shows whether the student knows the word's boundaries. Note whether the meaning is copied from the definition.
- Tips
- Teach the map as a routine the student can run alone on any new word, which is the long-term value. Three words per week from content classes is a reasonable pace. Keep the maps in a notebook for review before tests.
- Limits
- Completing a map does not guarantee the word is retained; check retention separately. Rubric scoring needs anchor examples. Writing demands can hide word knowledge; allow pictures and oral responses.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-voc-013.
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Goal
By the annual IEP review date, given a new word from the current unit, its definition, and a blank four-part word map (meaning in own words, example, non-example, picture or sentence), the student will complete the word map with the meaning in their own words, an example, a non-example, and a sentence or picture independently, earning a score of at least 7 out of 8 on a 4-part word map rubric scored 0 to 2 per part, on 3 of 4 consecutive scored maps, as measured by a defined scoring rubric collected weekly.
Baseline: 3 out of 8 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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 Vocabulary.
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
- Reading - Vocabulary
- Baseline
- 3 out of 8 rubric points.
- Annual goal512 characters
- By the annual IEP review date, given a new word from the current unit, its definition, and a blank four-part word map (meaning in own words, example, non-example, picture or sentence), the student will complete the word map with the meaning in their own words, an example, a non-example, and a sentence or picture independently, earning a score of at least 7 out of 8 on a 4-part word map rubric scored 0 to 2 per part, on 3 of 4 consecutive scored maps, as measured by a defined scoring rubric collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a new word from the current unit, its definition, and a blank four-part word map (meaning in own words, example, non-example, picture or sentence)
- Behavior
- The student will complete the word map with the meaning in their own words, an example, a non-example, and a sentence or picture independently
- Criteria
- Earning a score of at least 7 out of 8 on a 4-part word map rubric scored 0 to 2 per part, on 3 of 4 consecutive scored maps
- Evaluation method
- A defined scoring rubric
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 7 out of 8 on a 4-part word map rubric scored 0 to 2 per part
- Mastery rule:
- on 3 of 4 consecutive scored maps
- Collection schedule:
- weekly
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given a new word from the current unit, its definition, and a blank four-part word map (meaning in own words, example, non-example, picture or sentence), the student will complete the word map with the meaning in their own words, an example, a non-example, and a sentence or picture independently, earning a score of at least 7 out of 8 on a 4-part word map rubric scored 0 to 2 per part, on 3 of 4 consecutive scored maps, as measured by a defined scoring rubric collected weekly.
| Date | Task / sample | Meaning: accurate and in the student's own words, not copied | Example: a specific instance that fits the word | Non-example: something close but clearly not the word | Sentence or picture: shows the meaning, not just the word | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-part word map rubric scored 0 to 2 per part. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.