Vocabulary IEP goals

By the annual review date, when an unfamiliar word appears in sixth-grade-level text, [Student] will state a likely meaning and name the words in the sentence that support it, with 85% accuracy, as measured by weekly context-clue probes scored with a key.

By the annual review date, when shown words carrying taught prefixes, [Student] will state how the prefix changes the meaning of the base word with 85% accuracy, as measured by weekly morphology probes.

By the annual review date, when given a base word, [Student] will produce the noun, verb and adjective forms and use one correctly in a sentence, with 80% accuracy, as measured by weekly word-form tasks scored with a key.

By the annual review date, [Student] will state the meaning of 30 taught roots and give a word that contains each, as measured by a cumulative root inventory reviewed monthly.

By the annual review date, when given key terms from a current ninth-grade-level science or social studies unit, [Student] will define each in their own words and use it in a sentence about the unit, with 85% accuracy, as measured by unit vocabulary assessments recorded on a data sheet.

By the annual review date, when given a third-grade-level word, [Student] will produce a synonym and an antonym for it with 85% accuracy across 10 words, as measured by weekly word relationship probes.

By the annual review date, when a word with more than one meaning appears in sixth-grade-level text, [Student] will state which meaning the sentence calls for, with 85% accuracy, as measured by weekly homograph probes scored with a key.

By the annual review date, during class discussion, [Student] will use a target vocabulary word correctly in 4 of 5 observed opportunities, as measured by a discussion tally kept by the teacher.

By the annual review date, in a written assignment, [Student] will use 5 target words used correctly from the current unit’s vocabulary list, as measured by written work scored against the unit word list.

By the annual review date, when given an unfamiliar word, [Student] will locate it in a print or digital dictionary and choose the entry that fits the sentence, with 85% accuracy, as measured by weekly reference tasks scored with a key.

By the annual review date, when given picture or word cards, [Student] will sort them into named categories and say why each belongs, with 90% accuracy, as measured by weekly sorting tasks recorded on a data sheet.

By the annual review date, when shown common classroom and community pictures, [Student] will name 60 pictured items correctly, as measured by a picture naming inventory taken monthly.

By the annual review date, when a task uses an academic direction verb such as compare, summarize, justify or analyze, [Student] will state what the verb asks them to do before beginning, with 85% accuracy, as measured by weekly task-analysis checks scored with a key.

By the annual review date, when shown an unfamiliar ninth-grade-level word built from a taught root and affix, [Student] will predict its meaning from its parts with 80% accuracy, as measured by weekly morphology probes scored with a key.

By the annual review date, [Student] will explain the meaning of 25 common idioms encountered in text or conversation, as measured by a cumulative idiom log reviewed monthly.

By the annual review date, when revising their own writing, [Student] will replace vague words such as good, thing or stuff with a precise alternative, with 85% accuracy across marked instances, as measured by revision drafts compared against the original.

By the annual review date, while reading assigned text, [Student] will flag words they do not know and look up or ask about them in 4 of 5 reading sessions, as measured by a student-kept word log reviewed weekly.

By the annual review date, when given a direction containing a positional word such as behind, beside or between, [Student] will follow it correctly with 90% accuracy, as measured by weekly direction-following probes recorded on a data sheet.

By the annual review date, [Student] will name the accommodation they need using its actual name — extended time, audio text, a note-taking guide — in 4 of 5 observed opportunities, as measured by case manager check-in records.

By the annual review date, when given a target word, [Student] will complete a word map with a definition, an example, a non-example and a related word, scoring 85% or higher against the map rubric, as measured by word maps scored weekly against a four-point rubric.

By the annual review date, when tested on vocabulary taught at least four weeks earlier, [Student] will define the words correctly with 80% accuracy, as measured by monthly cumulative vocabulary reviews.

By the annual review date, when [Student] meets an unfamiliar word in course reading, they will use a word-learning strategy — context, word parts, or a reference source — with no adult prompting, as measured by a prompting-level data sheet kept during class.

By the annual review date, when a word problem uses terms such as sum, difference, product, per or remaining, [Student] will state which operation the term signals with 88% accuracy, as measured by weekly math vocabulary probes scored with a key.