Answer questions about because and so sentences
When to use this goal
For students who hear because and so sentences but mix up which part is the cause ("The floor was wet because it rained. What happened first?"). Causal sentences are everywhere in stories and science. Base the choice on the SLP's assessment.
- Baseline
- Give 10 items, mixing because (cause second) and so (cause first), and record errors by type. Students who always pick the first part as the cause will miss because items.
- Tips
- Score correct when the answer names the cause or result correctly. Use familiar events and class content. For older students and harder connectives, see sl-rec-034.
- Limits
- Background knowledge can let a student answer without processing the sentence; use some items where the cause is not obvious from experience. The goal does not measure saying because sentences.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-rec-052.
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Goal
By the annual IEP review date, given 10 spoken because or so sentences, each followed by a question about the cause or the result, the student will answer each question with the cause or the result as the sentence states it independently with at least 85% accuracy on because and so questions, 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 Receptive 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 - Receptive Language
- Baseline
- 40% accuracy.
- Annual goal418 characters
- By the annual IEP review date, given 10 spoken because or so sentences, each followed by a question about the cause or the result, the student will answer each question with the cause or the result as the sentence states it independently with at least 85% accuracy on because and so questions, 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 because or so sentences, each followed by a question about the cause or the result
- Behavior
- The student will answer each question with the cause or the result as the sentence states it independently
- Criteria
- With at least 85% accuracy on because and so questions, 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 because and so questions
- 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 because or so sentences, each followed by a question about the cause or the result, the student will answer each question with the cause or the result as the sentence states it independently with at least 85% accuracy on because and so questions, 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.