Pick the meaning that fits the sentence
When to use this goal
For students who know one meaning of common multiple-meaning words (such as bat, ring, or bark) and need to choose the meaning that fits a sentence. Choosing from pictures comes before explaining both meanings aloud. Present levels and vocabulary data, not grade, decide fit.
- Baseline
- Check which meanings the student already knows by showing pictures of both meanings for each word. Then probe 10 sentences and record choices. Note words where the student always picks the more familiar meaning; those show the need clearly.
- Tips
- Score each word correct when the chosen meaning fits the sentence. Choose words from class texts and everyday talk. Teaching both meanings with pictures before probing helps, and saying the clue word builds a context-clue habit. Bilingual students may know the meaning in another language; accept a correct explanation in either language.
- Limits
- With only 2 pictures, guessing is possible; increase choices as accuracy grows. Picture choice does not show the student can explain the meanings. Some multiple-meaning words are regional or cultural, so check that the words fit the student's community.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-047.
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Goal
By the annual IEP review date, given 10 sentences read aloud, each with a multiple-meaning word and 2 pictures showing its meanings, the student will point to the picture that shows the meaning of the word in that sentence independently with at least 85% accuracy on multiple-meaning words matched to the meaning that fits, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 50% 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. Opportunity (trial) recording 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
- 50% accuracy.
- Annual goal425 characters
- By the annual IEP review date, given 10 sentences read aloud, each with a multiple-meaning word and 2 pictures showing its meanings, the student will point to the picture that shows the meaning of the word in that sentence independently with at least 85% accuracy on multiple-meaning words matched to the meaning that fits, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 sentences read aloud, each with a multiple-meaning word and 2 pictures showing its meanings
- Behavior
- The student will point to the picture that shows the meaning of the word in that sentence independently
- Criteria
- With at least 85% accuracy on multiple-meaning words matched to the meaning that fits, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly
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Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 85% accuracy on multiple-meaning words matched to the meaning that fits
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 sentences read aloud, each with a multiple-meaning word and 2 pictures showing its meanings, the student will point to the picture that shows the meaning of the word in that sentence independently with at least 85% accuracy on multiple-meaning words matched to the meaning that fits, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data 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.