Say the sound for each consonant letter
When to use this goal
For students who name letters but whose letter-sound inventory shows many consonant sounds missing. Letter sounds, not names, are what decoding needs. Use the inventory to choose the annual set.
- Baseline
- Run the 21-consonant inventory twice and record each response exactly. Mark three error types: letter name given instead of sound, wrong sound, and sound with an added vowel (buh for /b/). Decide in advance whether an added schwa counts as correct and apply the rule every time.
- Tips
- Teach continuous sounds first because they can be stretched during blending. Model clipped sounds without an added vowel. Once about 14 consonants are secure, add the short vowels and begin blending CVC words even before all 21 are mastered.
- Limits
- Letters c, g, x, q, and y have more than one sound; define which sound counts and say so on the data sheet. Accuracy does not show speed; use the timed letter-sound probe in the decoding skill when automaticity is the gap. Articulation differences can make a correct sound hard to score; consult the speech-language pathologist.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-let-008.
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Goal
By the annual IEP review date, given 21 lowercase consonant letter cards shown one at a time in random order, the student will say the most common sound for each letter independently with at least 90% accuracy on consonant sounds, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 35% 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 Letter Names & Sounds.
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 - Letter Names & Sounds
- Baseline
- 35% accuracy.
- Annual goal326 characters
- By the annual IEP review date, given 21 lowercase consonant letter cards shown one at a time in random order, the student will say the most common sound for each letter independently with at least 90% accuracy on consonant sounds, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 21 lowercase consonant letter cards shown one at a time in random order
- Behavior
- The student will say the most common sound for each letter independently
- Criteria
- With at least 90% accuracy on consonant sounds, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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 consonant sounds
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given 21 lowercase consonant letter cards shown one at a time in random order, the student will say the most common sound for each letter independently with at least 90% accuracy on consonant sounds, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected 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.