Spot what is silly in a spoken sentence
When to use this goal
For students who repeat or accept spoken information without checking whether it makes sense. Catching an absurd sentence ("The fish climbed the tree to eat its dinner") shows active listening and world knowledge. Base the choice on a listening probe.
- Baseline
- Present 10 sentences and score the judgment and, for absurd ones, whether the part was named. Choose absurdities based on everyday knowledge shared across cultures (animals, weather, body parts), not holidays or culture-specific foods.
- Tips
- Score correct only when the judgment is right and, for silly sentences, the wrong part is named. Keep the tone playful. Make sure items rely on knowledge the student has; a student who has never seen snow should not be scored on a snow item.
- Limits
- Background knowledge affects accuracy; replace items that depend on experiences the student has not had. The task is a listening check, not a full comprehension measure.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-037.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 10 spoken sentences, half that make sense and half with one absurd part, the student will tell whether each sentence makes sense and, for silly ones, name the part that does not fit independently with at least 85% accuracy on sense and nonsense judgments with the silly part named, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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. 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 Listening Comprehension & Auditory Processing.
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 - Listening Comprehension & Auditory Processing
- Baseline
- 40% accuracy.
- Annual goal443 characters
- By the annual IEP review date, given 10 spoken sentences, half that make sense and half with one absurd part, the student will tell whether each sentence makes sense and, for silly ones, name the part that does not fit independently with at least 85% accuracy on sense and nonsense judgments with the silly part named, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 spoken sentences, half that make sense and half with one absurd part
- Behavior
- The student will tell whether each sentence makes sense and, for silly ones, name the part that does not fit independently
- Criteria
- With at least 85% accuracy on sense and nonsense judgments with the silly part named, across 3 consecutive therapy 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
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on sense and nonsense judgments with the silly part named
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 spoken sentences, half that make sense and half with one absurd part, the student will tell whether each sentence makes sense and, for silly ones, name the part that does not fit independently with at least 85% accuracy on sense and nonsense judgments with the silly part named, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| 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.