Name words that begin with a given sound
When to use this goal
For students who can match beginning sounds but cannot retrieve their own examples, which is a step toward using sounds flexibly in spelling and word play. Base the choice on a brief generation check; it is common in preschool and kindergarten literacy plans.
- Baseline
- Present 10 sounds across a session, using continuous sounds first and avoiding sounds the student misarticulates. Accept any real word that begins with the sound, including names, and write that rule down. Record whether the student gives a word that begins with the letter name instead (for example, says elephant for /e/).
- Tips
- Works during circle time, letter-of-the-week activities, and transitions. The scene picture reduces the vocabulary retrieval load. Fade the example word before counting the goal met.
- Limits
- Word retrieval depends on vocabulary and word-finding skills, so a student with a language need may fail for reasons unrelated to sound awareness; coordinate with the speech-language pathologist. Natural opportunities are hard to control; plan them. Does not measure segmentation or blending.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pa-017.
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Goal
By the annual IEP review date, given a spoken sound and the direction to say a word that begins with it, the student will say a real word that begins with the given sound independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 2 of 10 opportunities.
- 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. Opportunities 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 opportunities 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 Phonological Awareness.
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 - Phonological Awareness
- Baseline
- 2 of 10 opportunities.
- Annual goal321 characters
- By the annual IEP review date, given a spoken sound and the direction to say a word that begins with it, the student will say a real word that begins with the given sound independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a spoken sound and the direction to say a word that begins with it
- Behavior
- The student will say a real word that begins with the given sound independently
- Criteria
- In at least 8 of 10 opportunities, 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
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 8 of 10 opportunities
- 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 spoken sound and the direction to say a word that begins with it, the student will say a real word that begins with the given sound independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.