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

1.2
 
 Sample IEP 
Goals for Oral Communication 

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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. 
Example Goal #3 (Expressive: Oral Word-Finding) 
The student will use 
(X) 
strategies to facilitate recall of words from 
his/her 

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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