Use a taught word in a sentence that shows its meaning
When to use this goal
For students who can match or define taught words but never use them, so the words do not become part of their speaking and writing. Base the choice on classroom work samples. Fits any age; the word set changes (read-aloud words for K-2, Tier 2 and content words for older students).
- Baseline
- After a unit is taught, ask the student to use 10 of its words in sentences and code each as shows meaning, grammatical but empty ("I like the word enormous"), or wrong meaning. Compare with a matching or definition task on the same words to see where the breakdown is.
- Tips
- Score a sentence correct when the word is used with its correct meaning and the sentence gives enough information to show that meaning ("The enormous dog could not fit through the door" is correct; "I saw an enormous" is not). Grammar is not scored unless it changes the meaning. Accept spoken, signed, typed, or AAC sentences. Build the list with the teacher and probe a few words from earlier units each time to check retention.
- Limits
- Elicited sentences are not the same as spontaneous use; look for the words in class discussions and writing as supporting evidence. Scores depend on the words chosen, so keep word difficulty similar across probes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-018.
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Goal
By the annual IEP review date, given 10 taught vocabulary words from a current read-aloud or unit, the student will say a sentence using each word that shows its meaning independently with at least 80% accuracy on taught vocabulary words, on 3 of 4 consecutive biweekly probes, as measured by opportunity-by-opportunity data collected every two weeks.
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 goal351 characters
- By the annual IEP review date, given 10 taught vocabulary words from a current read-aloud or unit, the student will say a sentence using each word that shows its meaning independently with at least 80% accuracy on taught vocabulary words, 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 taught vocabulary words from a current read-aloud or unit
- Behavior
- The student will say a sentence using each word that shows its meaning independently
- Criteria
- With at least 80% accuracy on taught vocabulary words, 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 taught vocabulary words
- 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 taught vocabulary words from a current read-aloud or unit, the student will say a sentence using each word that shows its meaning independently with at least 80% accuracy on taught vocabulary words, 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.