Mark third-person singular verbs with -s
When to use this goal
For students who say "she walk" or "the bee buzz" when describing habitual actions of one person or thing, past the age when the marker is usually learned. Forms that follow the student's home dialect are not errors and must not be targeted; confirm with the family before choosing this structure. Base the choice on a language sample.
- Baseline
- Elicit 20 habitual-action descriptions and record the marker as present or absent; include verbs ending in all three sound forms (walks, runs, buzzes). Rule out final /s/ and /z/ speech sound errors. Gather dialect information; this marker varies across dialects.
- Tips
- An obligatory context is a present-tense verb with a singular third-person subject describing a habitual or general action. Score correct when the marker is present in any of its sound forms. The elicitation question must use "does" and a time word ("every day") so the context is clearly habitual rather than ongoing (which calls for is plus -ing, sl-syn-003).
- Limits
- This is one of the last grammatical markers to appear and one of the most dialect-sensitive; use it only when the SLP has confirmed it is a target. Elicitation that sounds unnatural can lower scores; embed it in describing routines.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-011.
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Goal
By the annual IEP review date, given 10 pictures of people doing routine actions and asked "What does he/she do every day?", the student will produce the -s ending on verbs with a singular third-person subject (such as "She walks," "The bee buzzes") independently with at least 80% accuracy on obligatory contexts for third-person singular -s, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 20% 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 Grammar, Syntax & Morphology.
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 - Grammar, Syntax & Morphology
- Baseline
- 20% accuracy.
- Annual goal468 characters
- By the annual IEP review date, given 10 pictures of people doing routine actions and asked "What does he/she do every day?", the student will produce the -s ending on verbs with a singular third-person subject (such as "She walks," "The bee buzzes") independently with at least 80% accuracy on obligatory contexts for third-person singular -s, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 pictures of people doing routine actions and asked "What does he/she do every day?"
- Behavior
- The student will produce the -s ending on verbs with a singular third-person subject (such as "She walks," "The bee buzzes") independently
- Criteria
- With at least 80% accuracy on obligatory contexts for third-person singular -s, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session
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 obligatory contexts for third-person singular -s
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 pictures of people doing routine actions and asked "What does he/she do every day?", the student will produce the -s ending on verbs with a singular third-person subject (such as "She walks," "The bee buzzes") independently with at least 80% accuracy on obligatory contexts for third-person singular -s, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
| 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.