Tell positive from negative word connotations
When to use this goal
For older students who choose words without noticing their tone (thrifty vs cheap; confident vs arrogant), which affects reading comprehension, persuasive writing, and how messages land with peers. Base the choice on reading and writing samples and on a probe of word pairs.
- Baseline
- Probe 10 pairs and record correct judgments and explanations. Note whether the student knows both words; unknown words make connotation impossible to judge, so teach meaning first.
- Tips
- Score a pair correct when the judgment and explanation both fit. Connotations can vary by community and dialect; accept explanations that show the student's reasoning and discuss differences openly.
- Limits
- Connotation is partly cultural and context-bound; there is not always one right answer. The goal does not measure word choice in the student's own writing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-044.
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Goal
By the annual IEP review date, given 10 pairs of words with similar meanings and different connotations, each in a sentence, the student will tell which word in each pair sounds positive and which sounds negative, and explain the difference independently with at least 80% accuracy on word pairs judged and explained, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Baseline: 40% 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. Work-sample analysis 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
- 40% accuracy.
- Annual goal408 characters
- By the annual IEP review date, given 10 pairs of words with similar meanings and different connotations, each in a sentence, the student will tell which word in each pair sounds positive and which sounds negative, and explain the difference independently with at least 80% accuracy on word pairs judged and explained, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 pairs of words with similar meanings and different connotations, each in a sentence
- Behavior
- The student will tell which word in each pair sounds positive and which sounds negative, and explain the difference independently
- Criteria
- With at least 80% accuracy on word pairs judged and explained, in 3 of 4 consecutive weekly probes
- Evaluation method
- Work-sample analysis
- Schedule
- Weekly
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 judged and explained
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 pairs of words with similar meanings and different connotations, each in a sentence, the student will tell which word in each pair sounds positive and which sounds negative, and explain the difference independently with at least 80% accuracy on word pairs judged and explained, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
| 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.