Use a word-learning routine on an unknown word
When to use this goal
For students who stop at an unknown word or skip it, with no plan. The routine combines context, word parts, and a reference check. Fit depends on present levels showing basic context-clue and word-part skills already taught.
- Baseline
- Observe three unknown words and mark each step independent, prompted, or skipped. Ask the student to think aloud. Many students jump straight to the dictionary; that pattern shows which steps to teach.
- Tips
- Model the routine with think-alouds. Over time the student uses it silently; ask for a quick explanation of one word after reading to check.
- Limits
- Think-alouds are slower than real reading. The checklist shows strategy steps, not whether the final meaning was right; record that too.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-voc-039.
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Goal
By the annual IEP review date, during independent reading of an instructional-level content-area text, when meeting an unknown word, the student will work through the 6-step word-learning routine and say a meaning that fits the sentence, performing all 6 steps independently, across 3 consecutive sessions, as measured by a task-analysis checklist collected weekly.
Baseline: 2 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 6 steps independently.
- Annual goal365 characters
- By the annual IEP review date, during independent reading of an instructional-level content-area text, when meeting an unknown word, the student will work through the 6-step word-learning routine and say a meaning that fits the sentence, performing all 6 steps independently, across 3 consecutive sessions, as measured by a task-analysis checklist collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During independent reading of an instructional-level content-area text, when meeting an unknown word
- Behavior
- The student will work through the 6-step word-learning routine and say a meaning that fits the sentence
- Criteria
- Performing all 6 steps independently, across 3 consecutive sessions
- Evaluation method
- A task-analysis checklist
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 6 steps independently
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during independent reading of an instructional-level content-area text, when meeting an unknown word, the student will work through the 6-step word-learning routine and say a meaning that fits the sentence, performing all 6 steps independently, across 3 consecutive sessions, as measured by a task-analysis checklist collected weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Stop and reread the sentence with the word | ||||||||
| 2. Look at the sentences before and after for clues | ||||||||
| 3. Look inside the word for a prefix, root, or suffix | ||||||||
| 4. Say a possible meaning | ||||||||
| 5. Check the meaning in the glossary or a dictionary | ||||||||
| 6. Reread the sentence with the meaning to confirm it fits | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.