Explain the double meaning in a joke
When to use this goal
For students who know both meanings of common multiple-meaning words and now need to use that knowledge in wordplay, where the humor depends on switching meanings. Explaining a joke shows flexible word knowledge and supports social talk with peers. Present levels and vocabulary data, not grade, decide fit.
- Baseline
- Read 5 jokes and score each explanation on the rubric, then average. Check first that the student knows both meanings of each key word when asked directly; if not, start with the meanings. Note whether the student finds the joke funny but cannot explain it, which is common.
- Tips
- Score each joke on the rubric and average across the probe. Pick jokes the student enjoys and that peers tell; humor is a strong reason to talk. Students can also bring in jokes to explain, which builds ownership. Humor depends on culture and language, so choose wordplay that fits the student's experience.
- Limits
- Rubric scores depend on the jokes chosen; keep their difficulty steady across probes. Explaining a joke does not show the student uses wordplay in conversation. Students learning English may know the meanings in their home language but not the English wordplay; interpret scores with that in mind.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-sem-048.
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Goal
By the annual IEP review date, given 5 short jokes or riddles that turn on a multiple-meaning word, read aloud, the student will explain the joke by naming both meanings of the key word and telling which meaning makes it funny or surprising independently, earning a score of at least 5 out of 6 on a 6-point wordplay explanation rubric, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 2 out of 6 rubric points.
- 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. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score 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
- 2 out of 6 rubric points.
- Annual goal442 characters
- By the annual IEP review date, given 5 short jokes or riddles that turn on a multiple-meaning word, read aloud, the student will explain the joke by naming both meanings of the key word and telling which meaning makes it funny or surprising independently, earning a score of at least 5 out of 6 on a 6-point wordplay explanation rubric, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 5 short jokes or riddles that turn on a multiple-meaning word, read aloud
- Behavior
- The student will explain the joke by naming both meanings of the key word and telling which meaning makes it funny or surprising independently
- Criteria
- Earning a score of at least 5 out of 6 on a 6-point wordplay explanation rubric, on 3 of 4 consecutive biweekly probes
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 5 out of 6 on a 6-point wordplay explanation rubric
- Mastery rule:
- on 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, given 5 short jokes or riddles that turn on a multiple-meaning word, read aloud, the student will explain the joke by naming both meanings of the key word and telling which meaning makes it funny or surprising independently, earning a score of at least 5 out of 6 on a 6-point wordplay explanation rubric, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Names the word with two meanings (0 to 2) | Gives both meanings clearly (0 to 2) | Tells how the switch in meaning makes the joke work (0 to 2) | Total (of 6) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 6-point wordplay explanation rubric. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.