Form new words with -er, -ful, and -less
When to use this goal
For students who know base words but do not build related words with common derivational endings and prefixes (-er, -ful, -less, -ly, un-, re-). Spoken word building supports vocabulary and spelling. Base the choice on a structured probe and classroom vocabulary needs. For explaining word parts in reading, see sl-sem-017.
- Baseline
- Probe 10 items across the affixes in the classroom curriculum and record each answer. Note whether errors are the wrong affix, no affix, or a sound change in the base word (such as "magician").
- Tips
- Choose affixes with the classroom teacher so the probe matches what the class is reading. Accept any correct derived word ("teacher" or "instructor" both fit a teaching definition only if the affix target is met). Pair with spelling of the same words if a written goal also exists.
- Limits
- Spoken derivation does not show whether the student reads or spells the words. Probe items are short; use in a sample is checked separately.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-039.
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Goal
By the annual IEP review date, given 10 spoken sentence completions such as "A person who teaches is a ___" or "Something with no color is ___", the student will say the derived word that completes each sentence, adding the correct prefix or suffix to the base word independently with at least 85% accuracy on derived-word items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 40% 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
- 40% accuracy.
- Annual goal454 characters
- By the annual IEP review date, given 10 spoken sentence completions such as "A person who teaches is a ___" or "Something with no color is ___", the student will say the derived word that completes each sentence, adding the correct prefix or suffix to the base word independently with at least 85% accuracy on derived-word items, 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 sentence completions such as "A person who teaches is a ___" or "Something with no color is ___"
- Behavior
- The student will say the derived word that completes each sentence, adding the correct prefix or suffix to the base word independently
- Criteria
- With at least 85% accuracy on derived-word items, 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 derived-word items
- 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 sentence completions such as "A person who teaches is a ___" or "Something with no color is ___", the student will say the derived word that completes each sentence, adding the correct prefix or suffix to the base word independently with at least 85% accuracy on derived-word items, 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.