Figure out an unfamiliar word from context
When to use this goal
For students who stop or guess wildly when they meet a new word in a text read to them or by them, and who do not use surrounding information to work out the meaning. Base the choice on the SLP's assessment. For vocabulary goals tied to reading instruction, see rd-voc templates.
- Baseline
- Probe 10 passages with each clue type and record whether the student gives a plausible meaning, a wrong meaning, or says they do not know. Ask the student to explain how they decided, which shows whether they used the clue. Use words the student truly does not know; pretest the word list in isolation.
- Tips
- Score correct when the stated meaning fits the passage and the student identifies a supporting clue; a correct meaning with no clue named is partial if the goal includes the clue. Accept paraphrases, not dictionary definitions. For listening, read the passage twice if the student requests it. Rotate passages so words are untrained.
- Limits
- Context does not always give enough information, and real texts often have weak clues; probes should use passages with usable clues. This goal measures the strategy, not the number of words learned, and reading-level mismatches can mask listening-level skill.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-016.
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Goal
By the annual IEP review date, given 10 short passages read aloud, each containing one unfamiliar word with a context clue (definition, example, contrast, or restatement), the student will state a likely meaning of the unfamiliar word and name the clue in the passage that supports it independently with at least 80% accuracy on unfamiliar words in context, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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 Vocabulary & Semantics.
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 - Vocabulary & Semantics
- Baseline
- 30% accuracy.
- Annual goal482 characters
- By the annual IEP review date, given 10 short passages read aloud, each containing one unfamiliar word with a context clue (definition, example, contrast, or restatement), the student will state a likely meaning of the unfamiliar word and name the clue in the passage that supports it independently with at least 80% accuracy on unfamiliar words in context, 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 short passages read aloud, each containing one unfamiliar word with a context clue (definition, example, contrast, or restatement)
- Behavior
- The student will state a likely meaning of the unfamiliar word and name the clue in the passage that supports it independently
- Criteria
- With at least 80% accuracy on unfamiliar words in context, 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 80% accuracy on unfamiliar words in context
- 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 short passages read aloud, each containing one unfamiliar word with a context clue (definition, example, contrast, or restatement), the student will state a likely meaning of the unfamiliar word and name the clue in the passage that supports it independently with at least 80% accuracy on unfamiliar words in context, 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.