Build complex sentences in academic explanations
When to use this goal
For secondary students whose spoken answers in class are short, loosely joined, or hard to follow because clauses are not linked. The rubric scores how sentences are built, not the content grade. Base the choice on recorded class responses and a language sample.
- Baseline
- Record two or three 1- to 2-minute explanations on unit topics the student knows. Score each row and note the connectives used. Ask the content teacher for typical prompts so probes match real class tasks.
- Tips
- Score from a recording so two raters can agree. The rubric is about structure, so content errors do not lower the score. Dialect features (such as invariant be or zero copula) are not errors and do not lower the complete-sentence row. Share the rubric with the student; many secondary students like scoring their own recording first and comparing with the SLP.
- Limits
- Topic knowledge affects how much a student says; use topics already taught. The rubric does not score vocabulary or accuracy of ideas. Written explanations are a separate skill (written expression).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-028.
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Goal
By the annual IEP review date, when asked to explain a concept from the current unit (such as a cause of a historical event or how a process works) in a 1- to 2-minute recorded response, the student will give a spoken explanation that uses complex sentences, precise connectives, and complete clauses independently, earning a score of at least 7 out of 8 on a 4-row spoken sentence structure rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 3 out of 8 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 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
- 3 out of 8 rubric points.
- Annual goal527 characters
- By the annual IEP review date, when asked to explain a concept from the current unit (such as a cause of a historical event or how a process works) in a 1- to 2-minute recorded response, the student will give a spoken explanation that uses complex sentences, precise connectives, and complete clauses independently, earning a score of at least 7 out of 8 on a 4-row spoken sentence structure rubric scored 0 to 2 per row, 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
- When asked to explain a concept from the current unit (such as a cause of a historical event or how a process works) in a 1- to 2-minute recorded response
- Behavior
- The student will give a spoken explanation that uses complex sentences, precise connectives, and complete clauses independently
- Criteria
- Earning a score of at least 7 out of 8 on a 4-row spoken sentence structure rubric scored 0 to 2 per row, 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 7 out of 8 on a 4-row spoken sentence structure rubric scored 0 to 2 per row
- 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, when asked to explain a concept from the current unit (such as a cause of a historical event or how a process works) in a 1- to 2-minute recorded response, the student will give a spoken explanation that uses complex sentences, precise connectives, and complete clauses independently, earning a score of at least 7 out of 8 on a 4-row spoken sentence structure rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Complete sentences: clauses have a subject and a verb (0 = mostly fragments, 1 = some, 2 = nearly all) | Complex sentences: at least two sentences with a subordinate or relative clause | Connectives fit the meaning (cause, contrast, sequence, addition) | Ideas linked across sentences without strings of "and then" or "and so" | Total (of 8) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row spoken sentence structure rubric scored 0 to 2 per row. 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.