Repeat long sentences word for word
When to use this goal
For students whose sentence recall is weak on assessment and who lose words or change structure when holding complex sentences in mind. Sentence repetition draws on grammar knowledge as well as memory, so gains often show up in comprehension of directions. Base the choice on assessment results and a structured probe.
- Baseline
- Present 10 sentences at two or three lengths and score each as exact or not, noting the type of change (word left out, word order changed, clause dropped). Find the length where accuracy drops; start the goal there.
- Tips
- Score a sentence correct only when every word is repeated in order; dialect-consistent changes to verb forms ("they was" for "they were") are not counted as errors. Use sentences with varied clause types. Pair with a strategy goal (visualizing, chunking) so the gain transfers to class directions.
- Limits
- Sentence repetition is a test-like task and does not measure use of complex sentences in speech. Memory and attention affect results; a student with low accuracy may need memory strategies rather than more grammar practice.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-syn-050.
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Goal
By the annual IEP review date, given 10 spoken sentences of 10 to 14 words that contain a subordinate or relative clause, the student will repeat each sentence with every word in the original order independently with at least 70% accuracy on sentences repeated with no errors, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Baseline: 30% 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
- 30% accuracy.
- Annual goal401 characters
- By the annual IEP review date, given 10 spoken sentences of 10 to 14 words that contain a subordinate or relative clause, the student will repeat each sentence with every word in the original order independently with at least 70% accuracy on sentences repeated with no errors, 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 of 10 to 14 words that contain a subordinate or relative clause
- Behavior
- The student will repeat each sentence with every word in the original order independently
- Criteria
- With at least 70% accuracy on sentences repeated with no errors, 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 70% accuracy on sentences repeated with no errors
- 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 of 10 to 14 words that contain a subordinate or relative clause, the student will repeat each sentence with every word in the original order independently with at least 70% accuracy on sentences repeated with no errors, 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.