Use word parts to explain a word's meaning
When to use this goal
For older students who meet many long academic words (unbreakable, predictable, biology) and have no strategy for taking them apart. Base the choice on classroom vocabulary demands and the SLP's assessment. Coordinate with reading and spelling goals that teach the same morphemes.
- Baseline
- List the prefixes, suffixes, and roots most common in the student's current courses and probe 5 words for each. Record whether the student can identify the part, state its meaning, and combine it with the base. Include a few invented words to confirm the student is applying the rule and not recalling the whole word.
- Tips
- Score correct when the student names the word part, gives its meaning, and arrives at a meaning that fits the whole word. A correct word meaning with no reference to the part is partial if the goal is strategy use. Keep the list of taught parts in the student's file and add new ones as units require. Written and spoken formats can both be used; record which.
- Limits
- Word parts do not always combine transparently ("understand" does not mean "stand under"), so include teaching about exceptions. Progress is tied to the parts taught; generalization to untaught parts is limited.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-017.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given 10 spoken or written words that contain a taught prefix, suffix, or root (such as un-, re-, pre-, -less, -able, bio-, graph), the student will identify the word part and explain the word's meaning using it (such as "un- means not, so unbreakable means it can't be broken") independently with at least 80% accuracy on words with taught word parts, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 20% 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
- 20% accuracy.
- Annual goal508 characters
- By the annual IEP review date, given 10 spoken or written words that contain a taught prefix, suffix, or root (such as un-, re-, pre-, -less, -able, bio-, graph), the student will identify the word part and explain the word's meaning using it (such as "un- means not, so unbreakable means it can't be broken") independently with at least 80% accuracy on words with taught word parts, 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 or written words that contain a taught prefix, suffix, or root (such as un-, re-, pre-, -less, -able, bio-, graph)
- Behavior
- The student will identify the word part and explain the word's meaning using it (such as "un- means not, so unbreakable means it can't be broken") independently
- Criteria
- With at least 80% accuracy on words with taught word parts, 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 words with taught word parts
- 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 or written words that contain a taught prefix, suffix, or root (such as un-, re-, pre-, -less, -able, bio-, graph), the student will identify the word part and explain the word's meaning using it (such as "un- means not, so unbreakable means it can't be broken") independently with at least 80% accuracy on words with taught word parts, 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.