Find and fix the grammar error in a sentence
When to use this goal
For students who produce target structures with support but do not notice their own errors, and who need an editing skill for speaking and writing. Base the choice on the SLP's assessment; use the structures the student has already been taught. Forms that follow the student's home dialect are not errors and must not be targeted; confirm with the family before choosing this structure.
- Baseline
- Present 20 sentences balanced between correct and incorrect, with errors only in structures the student has been taught, and record judgment and repair separately. Chance is 50% for judgment alone, so look at repairs. Try the student's own recorded sentences as a second probe.
- Tips
- Score an item correct when the judgment is right and, for incorrect sentences, the repair produces a grammatical sentence; a correct judgment with no repair is partial. Errors must be in taught structures only, and dialect forms must not be presented as errors. Keep a balance of correct and incorrect items so the student cannot answer "wrong" every time.
- Limits
- Judging sentences is a metalinguistic skill that develops later than production and may be hard for some students regardless of grammar knowledge. Performance on other people's sentences does not guarantee self-correction in conversation; see sl-syn-023.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-022.
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Goal
By the annual IEP review date, given 10 spoken sentences, about half containing an error in a taught structure (tense, agreement, pronoun, plural), the student will judge whether each sentence is correct and fix the ones that are not independently with at least 85% accuracy on sentences judged and corrected, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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 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
- 50% accuracy.
- Annual goal434 characters
- By the annual IEP review date, given 10 spoken sentences, about half containing an error in a taught structure (tense, agreement, pronoun, plural), the student will judge whether each sentence is correct and fix the ones that are not independently with at least 85% accuracy on sentences judged and corrected, 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 spoken sentences, about half containing an error in a taught structure (tense, agreement, pronoun, plural)
- Behavior
- The student will judge whether each sentence is correct and fix the ones that are not independently
- Criteria
- With at least 85% accuracy on sentences judged and corrected, 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 85% accuracy on sentences judged and corrected
- 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 spoken sentences, about half containing an error in a taught structure (tense, agreement, pronoun, plural), the student will judge whether each sentence is correct and fix the ones that are not independently with at least 85% accuracy on sentences judged and corrected, 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.