Say target-sound words during book sharing
When to use this goal
For preschool children whose target sound is emerging in words and who learn best in shared reading and play. A book chosen because it repeats the target words gives many natural chances without drill. Base the choice on word-level data and the child's interests.
- Baseline
- Read one or two books and record each time the child names or fills in a target word, scoring the sound. Choose books with clear pictures and a repeated line; the child's own favorite books work well if they contain the sound.
- Tips
- Each chance to name or fill in a target word is one opportunity, scored correct when the target sound is produced. Accept the child's message every time and model the word back. Share the book and words with the family so they can read it at home.
- Limits
- Children talk less when tired or with unfamiliar adults; collect data across more than one session. Book-based words are a narrow set, so pair with a play-based or routine-based template (sl-art-050) for generalization.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-art-060.
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Goal
By the annual IEP review date, during a shared book reading with a book that repeats 5 or more target-sound words, the student will name the target-sound pictures or fill in repeated words with the target sound produced correctly independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 3 of 10 opportunities.
- 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. Opportunities 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 opportunities 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 Articulation.
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
- Speech & Language - Articulation
- Baseline
- 3 of 10 opportunities.
- Annual goal395 characters
- By the annual IEP review date, during a shared book reading with a book that repeats 5 or more target-sound words, the student will name the target-sound pictures or fill in repeated words with the target sound produced correctly independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- During a shared book reading with a book that repeats 5 or more target-sound words
- Behavior
- The student will name the target-sound pictures or fill in repeated words with the target sound produced correctly independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a shared book reading with a book that repeats 5 or more target-sound words, the student will name the target-sound pictures or fill in repeated words with the target sound produced correctly independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.