Match a picture's ending sound to its letter
When to use this goal
For students who match beginning sounds to letters but not ending sounds, which they need for spelling the ends of words. Present levels in phoneme isolation decide the readiness.
- Baseline
- Use pictures whose names the student knows. If the student gives the first sound instead of the last, the need is phoneme isolation; work on that first.
- Tips
- Comes after the beginning-sound template. Choose continuous ending sounds (m, s, n) before stop sounds (t, p, g).
- Limits
- Picture naming varies (cup or mug); check names first. Three choices still allow guessing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-let-032.
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Goal
By the annual IEP review date, given 10 picture cards of CVC words and a choice of 3 letter cards for each, the student will say the last sound of the picture name and point to or write the letter for it independently with at least 85% accuracy on ending sounds matched to the correct letter, 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 goal394 characters
- By the annual IEP review date, given 10 picture cards of CVC words and a choice of 3 letter cards for each, the student will say the last sound of the picture name and point to or write the letter for it independently with at least 85% accuracy on ending sounds matched to the correct letter, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 picture cards of CVC words and a choice of 3 letter cards for each
- Behavior
- The student will say the last sound of the picture name and point to or write the letter for it independently
- Criteria
- With at least 85% accuracy on ending sounds matched to the correct letter, 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 ending sounds matched to the correct letter
- 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 picture cards of CVC words and a choice of 3 letter cards for each, the student will say the last sound of the picture name and point to or write the letter for it independently with at least 85% accuracy on ending sounds matched to the correct letter, 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.