Multiple-meaning words and homophones IEP goals: 12 examples
By the IEP Atlas editorial teamLast updated
Short answer
A multiple-meaning words IEP goal names the word set, the context and what the student must do: choose the meaning, explain two meanings, or use the word both ways. Example: given 10 sentences using multiple-meaning words, Kai will explain the meaning that fits each sentence for 8 of 10 words on 3 consecutive biweekly probes.
"The pitcher was full." Full of lemonade, or full of himself after a no-hitter? Multiple-meaning words like pitcher, bark, bat and table are everywhere, and many students with language disorders lock onto the first meaning they learned. In math class, "table," "product" and "volume" mean something new. In science, "matter" and "cell" do too. Homophones add a spelling layer: "their," "there" and "they're" sound the same and mean different things.
The 12 goals below cover choosing the meaning that fits, explaining more than one meaning, homophones, and school meanings of everyday words. Each shows a condition, a baseline, a criterion and the measure, with a template link. Numbers are illustrations. For how word knowledge supports comprehension, see the cluster pillar on reading comprehension strategies.
How to choose the right goal
Give a quick probe: 10 sentences, each using a multiple-meaning word in its less common sense. Ask what the word means in that sentence, then ask for another meaning.
| What the student does | Goal to start with | Measure |
|---|---|---|
| Gives the common meaning even when it does not fit | Choosing the meaning that fits the sentence | Items correct out of 10 |
| Picks the right meaning from choices but cannot explain it | Explaining the meaning in context | 0 to 2 rubric per item |
| Knows one meaning per word | Explaining two meanings of a word | 0 to 2 rubric per word |
| Mixes up homophones in reading or writing | Choosing the correct homophone | Items correct out of 10 |
| Struggles with math or science terms that are everyday words | School meanings of everyday words | 0 to 2 rubric per word |
The National Reading Panel noted that vocabulary is learned through repeated exposure in varied contexts, which is exactly what multiple-meaning words need: the same word in several settings.[1] ASHA describes semantic skills, including word meanings and relationships, as part of the language that underpins reading.[2]
Choosing the meaning that fits
- Given 10 sentences, each with a multiple-meaning word and 3 picture or word choices, Kai will choose the meaning that fits the sentence for 8 of 10 items on 3 consecutive weekly probes. Baseline: 4 of 10. Template.
- Given 10 sentences from grade 3 texts with a multiple-meaning word underlined, Kai will explain in his own words the meaning that fits, scoring at least 16 of 20 rubric points on 3 consecutive biweekly probes. Baseline: 7 of 20. Template.
- While reading a grade 5 passage with 5 underlined multiple-meaning words, Tess will name the meaning that fits and the context clue that shows it, for 4 of 5 words on 3 probes. Baseline: 1 of 5. Template.
Weak: "Kai will understand multiple-meaning words." Measurable: Goal 2 above. It names the text source, the number of items, the response and a scored criterion.
Explaining two or more meanings
- Given 10 familiar multiple-meaning words (such as bat, bark, ring), Mia will explain 2 meanings of each word, scoring at least 15 of 20 rubric points on 3 consecutive biweekly probes. Baseline: 6 of 20. Template.
- Given a multiple-meaning word, Mia will say 2 sentences that use it with different meanings, with both correct for 8 of 10 words on 3 probes. Baseline: 3 of 10. Template.
- Given 6 jokes or riddles that depend on a double meaning, Leo will explain the two meanings that make the joke work for 4 of 6 on 3 probes. Baseline: 1 of 6. Template.
Weak: "Mia will learn the different meanings of words." Measurable: Goal 1 above. It names the word set, the number of meanings and the rubric total.
Homophones
- Given 10 sentences with a blank and 2 homophone choices (such as their or there), Ana will choose the homophone that fits for 9 of 10 on 3 consecutive weekly probes. Baseline: 5 of 10. Template.
- Given 8 homophone pairs, Ana will explain the meaning of each word in the pair and use each in a sentence, for 6 of 8 pairs on 3 probes. Baseline: 2 of 8. Template.
- When editing her own one-paragraph writing, Ana will find and correct homophone errors, fixing at least 4 of 5 errors across 3 consecutive writing samples. Baseline: 1 of 5. Template.
Weak: "Ana will use homophones correctly in writing." Measurable: Goal 3 above. It names the writing, the task and the count of errors fixed.
School meanings of everyday words
- Given 10 math and science words that also have everyday meanings (table, product, volume, matter, cell), Omar will explain the school meaning with an example, scoring at least 15 of 20 rubric points on 3 consecutive biweekly probes. Baseline: 5 of 20. Template.
- Given a sentence from a textbook with an underlined multiple-meaning word, Omar will use the glossary or a dictionary and choose the meaning that fits for 4 of 5 words on 3 probes. Baseline: 2 of 5. Template.
- Given 8 word problems that use words like "difference," "left" and "even," Tess will explain what the word means in the problem for 7 of 8 on 3 probes. Baseline: 3 of 8. Template.
Weak: "Omar will know math vocabulary." Measurable: Goal 1 above. It names the kind of words, the response and the rubric criterion.
How to measure multiple-meaning word goals
Use rubric scoring for explanations, with a fixed 0 to 2 rule per item:
| Score | Rule | Example for "bark" in "The bark was rough." |
|---|---|---|
| 2 | Correct meaning for this context in the student's words | "The outside of a tree" |
| 1 | Partly correct, a related idea, or correct meaning with no detail | "Part of a tree" with no further detail |
| 0 | Wrong meaning, the common meaning when it does not fit, or no answer | "When a dog barks" |
For choice and homophone items, use right or wrong and percent accuracy. Probe every 2 weeks for rubric goals and weekly for choice items. Use new sentences each probe, and draw words from a pool of taught words so retention counts.
A filled-in data sheet
Here is one illustrative probe for Kai's goal 2 (explain the meaning that fits), recorded on a rubric scoring data sheet.
| Date | Word | Sentence | Student response | Score |
|---|---|---|---|---|
| Nov 12 | bat | A bat flew out of the cave. | "An animal that flies at night" | 2 |
| Nov 12 | spring | The spring in the chair broke. | "The season" | 0 |
| Nov 12 | light | The box was light. | "Not heavy" | 2 |
| Nov 12 | park | Park the car here. | "Put it somewhere" | 1 |
| Nov 12 | match | Her socks don't match. | "They're not the same" | 2 |
| Nov 12 | trunk | The trunk was full of bags. | "Elephant nose" | 0 |
| Nov 12 | wave | She gave a wave. | "Moved her hand to say hi" | 2 |
| Nov 12 | roll | He ate a roll. | "Bread" | 2 |
| Nov 12 | fair | That's not fair. | "Not right" | 2 |
| Nov 12 | bark | The bark was rough. | "Part of a tree" | 1 |
| Total | 14 of 20 |
Kai's baseline was 7 of 20; this probe is 14. The two 0 scores both gave the first-learned meaning, so the next lessons target checking the sentence before answering.
Short-term objectives and adapting by grade
Build objectives from choice to explanation: first, choose the fitting meaning from 3 choices for 8 of 10; next, explain the fitting meaning for 6 of 10; then, explain it with a context clue for 8 of 10.
| Grade band | Words | Response |
|---|---|---|
| K to 2 | Concrete words with pictures (bat, ring, bark) | Point to or name the picture that fits |
| 3 to 5 | Common words in stories and early content (spring, light, table) | Explain the fitting meaning; give 2 meanings |
| 6 to 8 | Content words with everyday meanings (product, matter, cell) | Explain the school meaning; use a glossary |
| 9 to 12 | Academic and figurative uses (current, charge, issue) | Explain meaning in a textbook or news context |
For more goals, see the comprehension goals page, the vocabulary goals page and vocabulary semantics goals. Word-part work helps with related forms; see teaching root words. For which words to pick, see Tier 2 vocabulary words. Paste your draft into the goal checker before the meeting.
Frequently asked questions
What is the difference between multiple-meaning words and homophones?
Multiple-meaning words are spelled and said the same but have different meanings, like bat the animal and bat for baseball. Homophones sound the same but are spelled differently and mean different things, like there, their and they're.
Should an SLP or a teacher write this goal?
Either, depending on the student's needs and the service plan. SLPs often target the language skill of knowing and explaining meanings. Teachers often target using context in reading and choosing the right homophone in writing. Coordinate so the words match.
How many words should a multiple-meaning probe include?
Ten items is common. It gives enough data for a stable score and takes 5 to 10 minutes. Draw the words from a pool of taught words and use new sentences each time.
Use it in IEP Atlas
- IEP goal checker
- Comprehension goals (reading)
- Rubric scoring measurement guide
- Choose the meaning of a multiple-meaning word that fits (goal template)
- Vocabulary goals (reading)
Related guides
- Reading comprehension strategies for struggling readers
- Teaching root words and affixes to students with IEPs
- Tier 1, 2 and 3 words: choosing which vocabulary to teach
- Student-friendly definitions: 12 examples and how to write them
- Text structure signal words: chart, template and strategies
Sources
- Report of the National Reading Panel: Teaching Children to Read, Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
- Written Language Disorders, ASHA
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.