Choose the precise emotion word for a situation
When to use this goal
For students who describe feelings in text and life with a few words (mad, sad, happy) and so miss how characters feel or struggle to tell others how they feel. This is a reading vocabulary goal; regulation goals live in emotional regulation. Present levels in language decide the word set.
- Baseline
- Accept more than one word where it fits and the detail supports it. Note whether the student picks the general word (sad) over the precise one (disappointed).
- Tips
- Builds the words a student needs to talk about characters and, later, their own experience. Pairs with character inference goals in comprehension.
- Limits
- Emotion words vary across cultures and families; accept reasoned answers. Recognizing a word in text is not the same as using it to describe one's own feelings.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-voc-044.
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Goal
By the annual IEP review date, given 10 short written scenarios and a bank of 12 emotion words (such as frustrated, disappointed, relieved, embarrassed), the student will choose the emotion word that best fits each scenario and point to the detail that shows it independently with at least 80% accuracy on scenarios matched to a precise emotion word with a supporting detail, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Baseline: 40% 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
- 40% accuracy.
- Annual goal477 characters
- By the annual IEP review date, given 10 short written scenarios and a bank of 12 emotion words (such as frustrated, disappointed, relieved, embarrassed), the student will choose the emotion word that best fits each scenario and point to the detail that shows it independently with at least 80% accuracy on scenarios matched to a precise emotion word with a supporting detail, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 short written scenarios and a bank of 12 emotion words (such as frustrated, disappointed, relieved, embarrassed)
- Behavior
- The student will choose the emotion word that best fits each scenario and point to the detail that shows it independently
- Criteria
- With at least 80% accuracy on scenarios matched to a precise emotion word with a supporting detail, on 3 of 4 consecutive biweekly 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 scenarios matched to a precise emotion word with a supporting detail
- Mastery rule:
- on 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 short written scenarios and a bank of 12 emotion words (such as frustrated, disappointed, relieved, embarrassed), the student will choose the emotion word that best fits each scenario and point to the detail that shows it independently with at least 80% accuracy on scenarios matched to a precise emotion word with a supporting detail, on 3 of 4 consecutive biweekly 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.