Pick the example that fits a read-aloud word
When to use this goal
For young students who hear rich words in read-alouds (enormous, cautious, exhausted) but cannot yet tell when a word fits a situation. The words come from books read in class, so the goal works whether or not the student reads yet. Present levels in oral language, not grade, decide the word set.
- Baseline
- Use 10 questions from words taught in the past two weeks. With two choices, chance is 50%, so look for scores well above that. Note whether errors happen more with feeling words or action words.
- Tips
- Explain each word with a short, child-friendly definition and use it across the week. Students who use AAC can point to a picture card or use a yes or no response for each situation.
- Limits
- Two-choice questions allow guessing; vary the order and use enough items. Choosing an example is an early step; using the word comes later.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-voc-021.
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Goal
By the annual IEP review date, after a read-aloud in which 3 target words were explained with pictures, given a spoken question offering two short situations for one target word, the student will say, sign, or point to the situation that shows the target word independently with at least 85% accuracy on example-choice questions about target words, across 3 consecutive weekly reviews, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 50% 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. Opportunity (trial) recording 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
- 50% accuracy.
- Annual goal450 characters
- By the annual IEP review date, after a read-aloud in which 3 target words were explained with pictures, given a spoken question offering two short situations for one target word, the student will say, sign, or point to the situation that shows the target word independently with at least 85% accuracy on example-choice questions about target words, across 3 consecutive weekly reviews, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After a read-aloud in which 3 target words were explained with pictures, given a spoken question offering two short situations for one target word
- Behavior
- The student will say, sign, or point to the situation that shows the target word independently
- Criteria
- With at least 85% accuracy on example-choice questions about target words, across 3 consecutive weekly reviews
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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 85% accuracy on example-choice questions about target words
- Mastery rule:
- across 3 consecutive weekly reviews
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, after a read-aloud in which 3 target words were explained with pictures, given a spoken question offering two short situations for one target word, the student will say, sign, or point to the situation that shows the target word independently with at least 85% accuracy on example-choice questions about target words, across 3 consecutive weekly reviews, as measured by opportunity-by-opportunity data collected weekly.
| 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.