Use a strategy on an unknown word
When to use this goal
For older students who skip or guess wildly at unfamiliar words in class texts. Independent strategies (reread for context, break the word into parts, check the glossary, ask) let them handle new words without an adult. Base the choice on think-aloud reading samples.
- Baseline
- During a think-aloud with 5 unknown words, record what the student does: skips, guesses without reason, or uses a strategy, and whether the meaning was reasonable. Check that the student has been taught the strategies before setting a target.
- Tips
- Each marked unfamiliar word is one opportunity, scored independent when the student uses a strategy and states a reasonable meaning without a prompt. A wrong meaning from a sensible strategy is noted; the strategy use still counts. Pairs with sl-sem-016 (context clues) and sl-sem-017 (word parts).
- Limits
- Think-alouds are artificial; independent reading use is harder to observe. Some texts give too few clues for any strategy to work.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-041.
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Goal
By the annual IEP review date, during independent reading of a class text with 5 marked unfamiliar words, the student will use a word-learning strategy (context, word parts, glossary, or asking) and state a likely meaning for the word independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 1 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
- 1 of 5 opportunities.
- Annual goal383 characters
- By the annual IEP review date, during independent reading of a class text with 5 marked unfamiliar words, the student will use a word-learning strategy (context, word parts, glossary, or asking) and state a likely meaning for the word independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During independent reading of a class text with 5 marked unfamiliar words
- Behavior
- The student will use a word-learning strategy (context, word parts, glossary, or asking) and state a likely meaning for the word independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly probes
- 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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during independent reading of a class text with 5 marked unfamiliar words, the student will use a word-learning strategy (context, word parts, glossary, or asking) and state a likely meaning for the word independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, 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.