Ask what a new word means
When to use this goal
For students who hear unfamiliar words in read-alouds, directions, and lessons but do not say anything, so they miss meaning without anyone knowing. Asking ("What does ___ mean?" or "What's a ___?") is a word-learning strategy. Base the choice on observation and on vocabulary probes after read-alouds.
- Baseline
- Plan 5 unfamiliar words in a read-aloud, confirm afterward that the student did not know them, and record whether they asked. Note how often classmates ask and whether asking is welcomed in the classroom.
- Tips
- Each planned or confirmed unfamiliar word is one opportunity, scored independent when the student asks without a prompt. Answer every question warmly. Check afterward that the word was really unknown; asking about known words is fine but not counted.
- Limits
- It is hard to know which words a student does not know; planned words make data cleaner. Some students prefer not to ask in front of peers; a private signal to the teacher counts.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-031.
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Goal
By the annual IEP review date, during a class read-aloud or lesson with 5 planned unfamiliar words, the student will ask what an unfamiliar word means using words, sign, or a device independently in at least 3 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 0 of 5 opportunities.
- 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. Opportunities 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 opportunities 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
- 0 of 5 opportunities.
- Annual goal325 characters
- By the annual IEP review date, during a class read-aloud or lesson with 5 planned unfamiliar words, the student will ask what an unfamiliar word means using words, sign, or a device independently in at least 3 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a class read-aloud or lesson with 5 planned unfamiliar words
- Behavior
- The student will ask what an unfamiliar word means using words, sign, or a device independently
- Criteria
- In at least 3 of 5 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 3 of 5 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a class read-aloud or lesson with 5 planned unfamiliar words, the student will ask what an unfamiliar word means using words, sign, or a device independently in at least 3 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.