Goal Bank

Mix and match the following skills, supports, and materials below to create an individualized IEP goal for vocabulary.

Formula: Given [materials] and [supports], NAME will [vocabulary skill] in [criterion*].

MATERIALS:

• a tier 2 vocabulary word
• a multiple meaning word
• a category or topic
• a list of 10 words
• the context of a sentence
• a picture or an object
• a 4-6 sentence paragraph
• a short story or article
• a math word problem
• directions to an assignment

SUPPORTS:

• a verbal prompt
• a graphic organizer
• a familiar visual
• a sentence frame (i.e. a ____ is a type of ____)
• a dictionary
• or INDEPENDENTLY

VOCABULARY SKILL:

• use a vocabulary strategy (i.e. context clues, part of speech, affixes/roots, etc.) to infer the meaning of an unknown word
• use context clues to determine the meaning of an unknown word
• state a word’s part of speech
• express a definition using the word’s prefix, suffix, and/or root
• express five related words
• describe using class, feature, and function
• state five category members
• identify one synonym and one antonym
• state the meaning of 5 common prefixes and 5 common suffixes
• state the meaning of an underline vocabulary word

EXAMPLES:

• Given a sentence containing an unknown word and a familiar visual, [name] will use a vocabulary strategy - i.e. context clues, affixes/root words, part of speech, etc. - to infer the meaning of an unknown word in 80% of opportunities across three consecutive probing sessions.
• Given a picture or an object and a sentence frame (i.e. __ is a type of __ that has a __ and is used for…), [name] will describe using class, feature, and function in 4/5 opportunities across three consecutive probes.
• Given a word in the context of a sentence, [name] will independently state the part of speech - i.e. noun, verb, adjective, adverb - in 4/5 of opportunities across three consecutive therapy sessions.

*Criterion should be individualized based upon student’s current skill level. For examples of various criterion as applied to vocabulary, see example goals above.

Helpful Resources for Vocabulary:

Making Inferences

Mix and match the following skills, supports, and materials below to create an individualized IEP goal for making inferences.

Formula: Given [materials] and [supports], NAME will [inferencing skill] in [criterion*].

MATERIALS:

• a photo or illustration
• a wordless picture book
• a photo paired with a sentence
• one to two sentences of text
• a 4-6 sentence paragraph
• an auditory passage
• a short fictional story or video
• a nonfiction article or video
• a variety of text and materials (i.e. stories, articles, poems, videos, etc.)

SUPPORTS:

• a verbal prompt
• a graphic organizer
• a familiar visual
• a sentence frame (i.e. I think __ because the text says __ and I know __)
• a set of comprehension questions
• or INDEPENDENTLY

INFERENCE SKILL:

• combine visual evidence with background knowledge to make an inference
• differentiate between literal and inferential questions
• accurately respond to inferential questions
• infer a character’s motivation or emotion
• formulate an inference and identify one visual clue to support it
• formulate an inference and identify the most important evidence from the text to support it
• generate an inferential ‘why’ or ‘how’ question
• infer why key vocabulary words were used in the text
• support an inference with text evidence
• make and describe one connection to their own background knowledge
• determine text structure by underlining signal words (i.e. because, such as, first/next/last, therefore, etc.)

EXAMPLES:

• Given a photo or illustration, [name] will independently generate an inferential ‘why’ or ‘how’ question in 4/5 opportunities across three consecutive probing sessions.
• Given a short auditory passage and a set of comprehension questions, [name] will accurately differentiate between literal andinferential comprehension questions in 85% of opportunities across three consecutive probing sessions.
• Given a variety of texts and materials (i.e. article, video, poem) and a graphic organizer, [name] will support an inference using text evidence in 3/4 opportunities across three consecutive probing sessions.

*Criterion should be individualized based upon student’s current skill level. For examples of various criterion as applied to inferencing, see example goals above.