Match a picture's beginning sound to its letter
When to use this goal
For students who can hear the first sound of a word and know some letter sounds but do not yet connect the two, which is the bridge from phonological awareness to phonics. Check both prerequisite skills before choosing this goal.
- Baseline
- Use 20 pictures whose names the student says correctly and that begin with taught consonants. Check the two parts separately at baseline: can the student say the first sound, and can the student find the letter for a spoken sound? The goal targets whichever link is missing, so write that in present levels.
- Tips
- This task is common on kindergarten screeners and in early phonics programs, so it transfers directly to classroom activities. Avoid pictures whose names start with blends or with letters that have two sounds. The alphabet strip condition is the step toward writing the first letter of words.
- Limits
- Picture naming errors (saying kitty for cat) make the item unscorable; confirm names first. A field of 3 permits guessing. Does not show whether the student can write the letter or read a word.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-let-011.
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Goal
By the annual IEP review date, given a picture of a familiar object and a choice of 3 lowercase letters, the student will say the beginning sound of the pictured word and point to the letter that makes it independently with at least 85% accuracy on beginning sound items, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice 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 goal373 characters
- By the annual IEP review date, given a picture of a familiar object and a choice of 3 lowercase letters, the student will say the beginning sound of the pictured word and point to the letter that makes it independently with at least 85% accuracy on beginning sound items, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a picture of a familiar object and a choice of 3 lowercase letters
- Behavior
- The student will say the beginning sound of the pictured word and point to the letter that makes it independently
- Criteria
- With at least 85% accuracy on beginning sound items, 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 85% accuracy on beginning sound items
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, given a picture of a familiar object and a choice of 3 lowercase letters, the student will say the beginning sound of the pictured word and point to the letter that makes it independently with at least 85% accuracy on beginning sound items, 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.