Use taught story words when retelling
When to use this goal
For young students who learn interesting words from read-alouds (enormous, furious, whisper) but retell with only familiar words. Using story words in a retell shows the words are becoming theirs. Base the choice on retell samples and vocabulary probes after read-alouds.
- Baseline
- Collect two retells after repeated read-alouds and tally taught story words used correctly. Check receptive knowledge of the words afterward; if the student does not know them, the teaching needs more exposures first.
- Tips
- Tally each correct use of a taught story word in the retell. Each word counts once per retell. Choose 3 to 5 words per book that are useful beyond the story. This links vocabulary and narrative goals (see narrative-language).
- Limits
- Some stories invite more of the taught words than others. The count does not measure retell quality.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-038.
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Goal
By the annual IEP review date, during a retell of a picture book read aloud three times, with 4 taught story words, the student will use a taught story word correctly while retelling the story independently at least 3 times per story retell, across 3 consecutive weekly retells, as measured by frequency recording collected weekly.
Baseline: 0 times per story retell.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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 times per story retell.
- Annual goal331 characters
- By the annual IEP review date, during a retell of a picture book read aloud three times, with 4 taught story words, the student will use a taught story word correctly while retelling the story independently at least 3 times per story retell, across 3 consecutive weekly retells, as measured by frequency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a retell of a picture book read aloud three times, with 4 taught story words
- Behavior
- The student will use a taught story word correctly while retelling the story independently
- Criteria
- At least 3 times per story retell, across 3 consecutive weekly retells
- Evaluation method
- Frequency recording
- Schedule
- Weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 3 times per story retell
- Mastery rule:
- across 3 consecutive weekly retells
- Collection schedule:
- weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a retell of a picture book read aloud three times, with 4 taught story words, the student will use a taught story word correctly while retelling the story independently at least 3 times per story retell, across 3 consecutive weekly retells, as measured by frequency recording collected weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per story retell.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.