Use theme words during pretend play
When to use this goal
For preschool students whose play and talk use few specific words, often "this" and "that". Classroom play themes (doctor, grocery store, restaurant, garden) bring new words naturally. Base the choice on observation and a probe of theme words before the theme starts.
- Baseline
- Probe the theme words before the theme begins and tally theme words used in the first play session. Choose words the child will hear often and can use in the home language too.
- Tips
- Tally each spontaneous or prompted use of a target theme word, recorded separately. Each theme gives a new word set; track growth across themes. Share the word list with families in their language.
- Limits
- Counts depend on how talkative the play is and on peers. Use in play does not show retention after the theme ends; probe a few words a month later.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-043.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a 15-minute pretend-play center with a theme set (such as a doctor kit, store, or kitchen) and 6 target theme words, the student will use a theme word in play to name, request, or comment (such as "bandage", "cart", or "menu") with speech, sign, or a device independently at least 6 times per 15-minute play center, on 3 of 4 observed days, as measured by frequency recording collected twice weekly during the theme.
Baseline: 1 times per 15-minute play center.
- 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
- 1 times per 15-minute play center.
- Annual goal454 characters
- By the annual IEP review date, during a 15-minute pretend-play center with a theme set (such as a doctor kit, store, or kitchen) and 6 target theme words, the student will use a theme word in play to name, request, or comment (such as "bandage", "cart", or "menu") with speech, sign, or a device independently at least 6 times per 15-minute play center, on 3 of 4 observed days, as measured by frequency recording collected twice weekly during the theme.
- Timeframe
- By the annual IEP review date
- Condition
- During a 15-minute pretend-play center with a theme set (such as a doctor kit, store, or kitchen) and 6 target theme words
- Behavior
- The student will use a theme word in play to name, request, or comment (such as "bandage", "cart", or "menu") with speech, sign, or a device independently
- Criteria
- At least 6 times per 15-minute play center, on 3 of 4 observed days
- Evaluation method
- Frequency recording
- Schedule
- Twice weekly during the theme
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 6 times per 15-minute play center
- Mastery rule:
- on 3 of 4 observed days
- Collection schedule:
- twice weekly during the theme
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 15-minute pretend-play center with a theme set (such as a doctor kit, store, or kitchen) and 6 target theme words, the student will use a theme word in play to name, request, or comment (such as "bandage", "cart", or "menu") with speech, sign, or a device independently at least 6 times per 15-minute play center, on 3 of 4 observed days, as measured by frequency recording collected twice weekly during the theme.
| 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 15-minute play center.
- 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.