Sound out and read CVC words
When to use this goal
For students who know some letter sounds and can blend orally but have not yet put the two together to read a printed word. Base the choice on a letter-sound inventory (at least a few consonants and one or two vowels) and an oral blending check.
- Baseline
- Build the word set only from letters the student has secure sounds for, so the probe measures blending rather than letter knowledge. Record what happens at each word: says sounds but does not blend, blends a different word, or reads it straight. Check oral blending separately; if that is weak, the phonological goal comes first.
- Tips
- The first real decoding goal. Use continuous first sounds (m, s, f) so the student can stretch into the vowel. The tile and picture conditions suit preschool and students who need a concrete response. Move to the closed-syllable goal in core once CVC words are steady.
- Limits
- A small set of taught letters limits which words can be made, so sets are short and scores are coarse. Picture choices allow guessing from the first letter. Does not show automaticity; add a rate goal later.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-dec-007.
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Goal
By the annual IEP review date, given 10 printed CVC words made only of taught letters, the student will say each sound and then read the whole word independently with at least 90% accuracy on CVC words, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 20% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives percent accuracy data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Phonics & Decoding.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Reading - Phonics & Decoding
- Baseline
- 20% accuracy.
- Annual goal304 characters
- By the annual IEP review date, given 10 printed CVC words made only of taught letters, the student will say each sound and then read the whole word independently with at least 90% accuracy on CVC words, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 printed CVC words made only of taught letters
- Behavior
- The student will say each sound and then read the whole word independently
- Criteria
- With at least 90% accuracy on CVC words, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 90% accuracy on CVC words
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 10 printed CVC words made only of taught letters, the student will say each sound and then read the whole word independently with at least 90% accuracy on CVC words, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.