Middle School Language Goals

I don’t know about you but when I first started working in middle school, I was tough to transition from elementary to secondary level speech & language goals. Students in middle and high school are spending less time reading narrative or stories and more reading expository non-fiction texts. They are “reading to learn” and need goals that target vocabulary, complex syntax, and grammatical structures needed for writing assignments as well. So without much further ado…. I present some of my goals for middle school. One note: my goals tend to be more broad and have a lot of sub-goals within them but you can also break off each sub-component into a goal of its own depending on your style. Alternative, you can use my goals and write objectives for each component as well.

Syntax:

Sentence Combining/Complex Sentences: Given 2-3 simple sentences presented verbally and in writing, _____ will combine the aforementioned sentences into one grammatically-correct complex sentence in 80% of opportunities across 3 data probes.

Complex Sentences: ________ will say or write a complex sentence with correct syntax and grammar in 8 out of 10 opportunities with minimal (1-2) cues from the Speech and Language Pathologist across 3 data probes.

Multiple Meaning Words/Complex Sentences: Given a multiple meaning word, _____ will be able to provide at least 2 different meanings of the target word and then appropriately use said word in at least 2 different complex sentences with appropriate grammar and sentence structure with 80% accuracy across three data probes.

Complex Sentences: Given orally-presented passages, ____ will answer WH-questions about complex sentences containing passive voice, negatives, adverbial phrases, and/or relative clauses within said passages with 80% accuracy, averaged over three sessions.

Complex Sentences: Given a target word, _____ will use subordinating conjunctions (e.g., because, before) and conjunctive adverbs (e.g., instead) to formulate grammatically-correct complex sentences in sentence completion tasks with 80% accuracy, averaged across three sessions.

Vocabulary:

Tier 2 Words: Given a set of tier 2 vocabulary words, ______ will be able to generate definitions, generate associated words, explain the target words’ meanings in a reading or a verbal sentence context, and produce logical and semantically meaningful sentences with said tier 2 words in 80% of opportunities across 3 data probes.

Multiple Meaning Words: Given a multiple meaning word, ____ will be able to provide at least 2 different meanings of the target word and then appropriately use said word in at least 2 different complex sentences with appropriate grammar and sentence structure with 80% accuracy across three data probes.

Affixes/Roots/Context Clues: Given structured language activities, ____ will identify prefixes/suffixes, identify common roots in words, and determine meaning of words based on context cues accurately in 80% of presented opportunities with minimal prompts and cues from the clinician across three data probes.

Comprehension of Text:

Vocabulary/Syntax: After listening to a 1-3 paragraphs of text, _______ will answer questions about the meaning of complex sentences and key vocabulary within said passage with 80% accuracy across 3 data probes.

Reading Comprehension Strategies: Given a 1-5 paragraph text read aloud, ____ will demonstrate the ability to use the following compensatory strategies to aid her comprehension: identifying key words and definitions, rereading or requesting a reread of the text, paraphrasing, identifying context clues, and questioning in 80% of opportunities across 3 data probes.

Figurative Language/Sarcasm: During structured language support activities, ____ will increase his comprehension and use of figurative language by describing presented examples of sarcasm and humor with 80% accuracy measured across 3 sessions.

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