Explain how two words are related
When to use this goal
For students who know words in isolation but cannot explain connections such as part and whole, cause and effect, or sequence, which limits comprehension of texts and class explanations. Base the choice on the SLP's assessment.
- Baseline
- Probe 4 to 5 pairs of each relationship type (part and whole, cause and effect, sequence, category, function) and record accuracy by type. Students often explain category and function relationships before cause and sequence. Confirm both words in each pair are known.
- Tips
- Score correct when the explanation states the actual relationship; "they go together" is not an explanation. Accept relationship labels in the student's own words. Keep the set of relationship types listed in the student's file and probe untrained pairs.
- Limits
- The task overlaps with associations (sl-sem-005) and analogies (sl-sem-015); choose the one that fits the student's need rather than writing all three. Explaining relationships requires sentence formulation, which can lower scores for students with limited expressive language.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-021.
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Goal
By the annual IEP review date, given 10 word pairs with a clear relationship (such as wheel and bike, rain and flood, seed and plant), the student will explain the relationship between the two words (such as "a wheel is part of a bike") independently with at least 80% accuracy on word pairs, 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 goal417 characters
- By the annual IEP review date, given 10 word pairs with a clear relationship (such as wheel and bike, rain and flood, seed and plant), the student will explain the relationship between the two words (such as "a wheel is part of a bike") independently with at least 80% accuracy on word pairs, 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 word pairs with a clear relationship (such as wheel and bike, rain and flood, seed and plant)
- Behavior
- The student will explain the relationship between the two words (such as "a wheel is part of a bike") independently
- Criteria
- With at least 80% accuracy on word pairs, 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 word pairs
- 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 word pairs with a clear relationship (such as wheel and bike, rain and flood, seed and plant), the student will explain the relationship between the two words (such as "a wheel is part of a bike") independently with at least 80% accuracy on word pairs, 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.