Explain why a joke or pun is funny
When to use this goal
For students who often miss the double meaning in jokes, riddles, and puns that peers share, and who say they want to get the joke. Base the choice on a short probe of age-typical jokes and the student's interest. A student who simply does not find a joke funny is not wrong; the target is explaining the wordplay.
- Baseline
- Probe 10 jokes at the student's language level. Separate jokes that turn on multiple meanings from those that turn on sound-alike words; students often handle one type first. Check that the student knows both meanings of the key words, since a vocabulary gap is a different need.
- Tips
- Score each joke correct when the student names both meanings, in their own words. Use jokes from the student's interests and from current peer culture where possible. English learners may find puns hard for language reasons, not pragmatic ones; use home-language jokes as well when possible.
- Limits
- Explaining a joke is a language task and does not show whether the student enjoys or uses humor. Humor is cultural; avoid jokes that rely on a specific cultural reference.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-028.
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Goal
By the annual IEP review date, given 10 written and read-aloud jokes, riddles, or puns that depend on a word with two meanings or a sound-alike word, the student will explain the joke by naming the word with two meanings and telling both meanings independently with at least 80% accuracy on jokes and puns explained, on 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
Baseline: 30% 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 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
- 30% accuracy.
- Annual goal429 characters
- By the annual IEP review date, given 10 written and read-aloud jokes, riddles, or puns that depend on a word with two meanings or a sound-alike word, the student will explain the joke by naming the word with two meanings and telling both meanings independently with at least 80% accuracy on jokes and puns explained, on 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 written and read-aloud jokes, riddles, or puns that depend on a word with two meanings or a sound-alike word
- Behavior
- The student will explain the joke by naming the word with two meanings and telling both meanings independently
- Criteria
- With at least 80% accuracy on jokes and puns explained, on 3 of 4 consecutive biweekly probes
- Evaluation method
- Opportunity-by-opportunity data
- 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 jokes and puns explained
- Mastery rule:
- on 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 written and read-aloud jokes, riddles, or puns that depend on a word with two meanings or a sound-alike word, the student will explain the joke by naming the word with two meanings and telling both meanings independently with at least 80% accuracy on jokes and puns explained, on 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data 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.