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

(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: 
A. 
Language samples obtained will reflect use of target skill(s) observed 
at 
least 
(X) 
times over a 30-day period. 
* B. 
Demonstration of target skill(s) with 
(peers/adults) 
in 
(social 
situations/ 
discussion opportunities)
. 

---

Example Goal #5 (Receptive: Understands Sentences [including 
directions]) 
The student’s responses will show that s/he understands 
(X-word) 
sentences that 
include, 
(e.g. sequence cues, varied verb tense, modifiers, 
prepositional phrases, 
and question forms), 
with no more than one repetition. The orally 
presented 
information will be developmentally appropriate and be supported by 
the use of 
visual aides. 
Evaluation Method: 
A. (X)% 
appropriate responses to orally presented language, obtained 
by 
observation on 3 out of 4 occasions. 
* B. 
Demonstration of skill with one activity presented in class. 
Example Goal #6 (Expressive: Oral Messages) 
The student will produce grammatically and syntactically correct 
(X-
word) 
sentences to convey messages to peers and adults. The messages will be 
clear 
and contextually appropriate to the audience(s). 
Evaluation Method: