Word formation. Major and minor ways of word formation content introduction

Sample IEP Goals for Oral Communication

The student will group familiar items belonging to the same category and say a

carrier phrase to label the category, (e.g. “These are all toys.”).
Evaluation Method:
A. (X)% of appropriate responses maintained over a 30 day period as
documented by SLP in therapy log.
* B. Demonstration of skill with (X) sets of familiar objects.
Example Goal #2 (Receptive and Expressive: Explain Vocabulary and
Categorization)
The student will explain groupings of people, objects, places, events, and actions
from story contexts to demonstrate likenesses and differences among items. The
student’s explanations will include (X-word) sentences which are meaningful to
the context.
Evaluation Method:
A. (X)% appropriate responses maintained over a 30 day period as documented by SLP in therapy log.
* B. Demonstration of skill with at least one story studied in the classroom.[9]
Example Goal #3 (Expressive: Oral Word-Finding)
The student will use (X) strategies to facilitate recall of words from his/her
personal repertoire during interactions with peers and adults (e.g., describing word in
question, accessing phonological cues, using a picture, using a synonym).
Student will use strategy/strategies with no more than one cue or reminder.
Evaluation Method:
A. Language samples obtained over a 30 day period will reflect use of
above strategy/strategies (X) times.
* B. Demonstration of skill with one story, personal experience or event
presented in class.
Speech and Language Services
Montgomery County Public Schools
Rockville, Maryland
Example Goal #4 (Expressive: Communicative Intents/Interactions)
The student will participate in interactions for (X) exchanges. The communication
will involve (greetings, requests, protests, clarification, and/or explanations).
Evaluation Method: