Build two-word phrases from single words
When to use this goal
For students moving from gestalts toward single words they use flexibly (names of things, actions, describing words) and who are ready to put two of those words together in new ways. This step usually follows mixing and matching gestalt chunks. A language sample and present levels, not grade or age, decide fit.
- Baseline
- Transcribe two or three 20-minute samples and sort utterances into gestalts, mixed gestalts, single words, and new two-word combinations. List the single words the student uses flexibly across contexts; those are the building blocks. Record how many new combinations occur now, even if zero.
- Tips
- Count a combination when both words are used flexibly and the pair is not a memorized chunk from the student's gestalt log. Partners model with grammatical but short language, avoid testing questions, and respond to the meaning. If the student uses AAC, symbol combinations count the same as spoken ones. Bilingual students may combine words across languages, which counts.
- Limits
- Separating new pairs from memorized chunks takes a current gestalt log and a familiar transcriber. Counts swing with activity and partner, so keep sample settings steady. The template does not cover grammar or longer sentences, which later expressive goals can take up.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-exp-063.
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Goal
By the annual IEP review date, during a 20-minute play-based language sample with a familiar partner, the student will combine two single words in a new way to request, comment, or direct (such as "blue car" or "more jump") spontaneously, without a model at least 8 times per 20-minute language sample, in 3 of 4 consecutive biweekly language samples, as measured by frequency recording collected every two weeks.
Baseline: 2 times per 20-minute language sample.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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 Expressive Language.
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 - Expressive Language
- Baseline
- 2 times per 20-minute language sample.
- Annual goal413 characters
- By the annual IEP review date, during a 20-minute play-based language sample with a familiar partner, the student will combine two single words in a new way to request, comment, or direct (such as "blue car" or "more jump") spontaneously, without a model at least 8 times per 20-minute language sample, in 3 of 4 consecutive biweekly language samples, as measured by frequency recording collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute play-based language sample with a familiar partner
- Behavior
- The student will combine two single words in a new way to request, comment, or direct (such as "blue car" or "more jump") spontaneously, without a model
- Criteria
- At least 8 times per 20-minute language sample, in 3 of 4 consecutive biweekly language samples
- Evaluation method
- Frequency recording
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 8 times per 20-minute language sample
- Mastery rule:
- in 3 of 4 consecutive biweekly language samples
- Collection schedule:
- every two weeks
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute play-based language sample with a familiar partner, the student will combine two single words in a new way to request, comment, or direct (such as "blue car" or "more jump") spontaneously, without a model at least 8 times per 20-minute language sample, in 3 of 4 consecutive biweekly language samples, as measured by frequency recording collected every two weeks.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 20-minute language sample.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.