![]() ![]() Given a variety of texts and materials (i.e. Given a short auditory passage and a set of comprehension questions, will accurately differentiate between literal and inferential comprehension questions in 85% of opportunities across three consecutive probing sessions. Given a photo or illustration, will independently generate an inferential ‘why’ or ‘how’ question in 4/5 opportunities across three consecutive probing sessions. because, such as, first/next/last, therefore, etc.) Make and describe one connection to their own background knowledgeĭetermine text structure by underlining signal words (i.e. Infer why key vocabulary words were used in the text Generate an inferential ‘why’ or ‘how’ question Infer a character’s motivation or emotionįormulate an inference and identify one visual clue to support itįormulate an inference and identify the most important evidence from the text to support it I think _ because the text says _ and I know _)Ĭombine visual evidence with background knowledge to make an inferenceĭifferentiate between literal and inferential questionsĪccurately respond to inferential questions stories, articles, poems, videos, etc.)Ī sentence frame (i.e. ![]() Mix and match the following skills, supports, and materials below to create an individualized IEP goal for making inferences. For examples of various criterion as applied to vocabulary, see example goals above. *Criterion should be individualized based upon student’s current skill level. noun, verb, adjective, adverb - in 4/5 of opportunities across three consecutive therapy sessions. ![]() Given a word in the context of a sentence, will independently state the part of speech - i.e. _ is a type of _ that has a _ and is used for…), will describe using class, feature, and function in 4/5 opportunities across three consecutive probes. Given a picture or an object and a sentence frame (i.e. to infer the meaning of an unknown word in 80% of opportunities across three consecutive probing sessions. context clues, affixes/ root words, part of speech, etc. Given a sentence containing an unknown word and a familiar visual, will use a vocabulary strategy - i.e. State the meaning of an underline vocabulary word State the meaning of 5 common prefixes and 5 common suffixes Use context clues to determine the meaning of an unknown wordĮxpress a definition using the word’s prefix, suffix, and/or rootĭescribe using class, feature, and function context clues, part of speech, affixes/roots, etc.) to infer the meaning of an unknown word Mix and match the following skills, supports, and materials below to create an individualized IEP goal for vocabulary. ![]()
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