Add a related comment during shared book reading
When to use this goal
For young students who talk during book sharing but whose turns are usually unrelated to the page or to the adult's comment. Base the choice on observation during shared reading and family report. Speech, sign, gestures with words, and AAC all count.
- Baseline
- During two or three book-sharing sessions, record the first five adult comments followed by a pause and whether the student's next turn was related, unrelated, or absent. Note the book, since familiar books raise scores. Ask the family which books the child chooses at home.
- Tips
- Each adult comment followed by a pause is one opportunity. Score correct when the student's turn connects to the page or comment in any mode. Turns in the home language count. Keep the reading playful; pausing and waiting is the main teaching move, so model it for families.
- Limits
- Young children's turns vary a lot with interest in the book. This goal measures topic connection only, not vocabulary or sentence length. A student who rarely takes any turn may need an early-communication goal first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-022.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during shared reading of a familiar picture book when the adult makes a comment about the page and pauses, the student will add a comment, word, sign, or AAC message that is related to the page or to the adult's comment independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by opportunity-by-opportunity data collected weekly during shared reading.
Baseline: 1 of 5 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 Pragmatic 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 - Pragmatic Language
- Baseline
- 1 of 5 opportunities.
- Annual goal427 characters
- By the annual IEP review date, during shared reading of a familiar picture book when the adult makes a comment about the page and pauses, the student will add a comment, word, sign, or AAC message that is related to the page or to the adult's comment independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by opportunity-by-opportunity data collected weekly during shared reading.
- Timeframe
- By the annual IEP review date
- Condition
- During shared reading of a familiar picture book when the adult makes a comment about the page and pauses
- Behavior
- The student will add a comment, word, sign, or AAC message that is related to the page or to the adult's comment independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly observations
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly during shared reading
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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weekly observations
- Collection schedule:
- weekly during shared reading
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during shared reading of a familiar picture book when the adult makes a comment about the page and pauses, the student will add a comment, word, sign, or AAC message that is related to the page or to the adult's comment independently in at least 4 of 5 opportunities, across 3 consecutive weekly observations, as measured by opportunity-by-opportunity data collected weekly during shared reading.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.