Complete a word analogy and explain the relationship
When to use this goal
For secondary students with adequate word knowledge who cannot reason about how words relate (part to whole, cause to effect, object to function), which limits inference and test performance. Base the choice on assessment of verbal reasoning and from comprehension data.
- Baseline
- Use words the student knows so the task measures relationships, not vocabulary. Probe relationship types separately (synonym, antonym, part-whole, function, category) and score the relationship statement as well as the answer. Chance with 4 choices is 25 percent.
- Tips
- Teach the bridge-sentence strategy (a glove is worn on a hand, so a sock is worn on a foot) before measuring. Analogies appear on many assessments, so the format itself is worth practicing. Keep the words at or below the student's level.
- Limits
- Analogies are a test format as much as a skill; do not overvalue them. Items can be ambiguous; test them on another adult first. Does not measure learning new words.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-voc-020.
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Goal
By the annual IEP review date, given 10 printed analogies with the last word missing and a choice of 4 words, the student will choose the word that completes the analogy and state the relationship independently with at least 80% accuracy on analogy items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 30% 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 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
- 30% accuracy.
- Annual goal348 characters
- By the annual IEP review date, given 10 printed analogies with the last word missing and a choice of 4 words, the student will choose the word that completes the analogy and state the relationship independently with at least 80% accuracy on analogy items, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 printed analogies with the last word missing and a choice of 4 words
- Behavior
- The student will choose the word that completes the analogy and state the relationship independently
- Criteria
- With at least 80% accuracy on analogy items, on 3 of 4 consecutive 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 80% accuracy on analogy items
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 printed analogies with the last word missing and a choice of 4 words, the student will choose the word that completes the analogy and state the relationship independently with at least 80% accuracy on analogy items, on 3 of 4 consecutive 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.