Map CVC sounds to letter tiles
When to use this goal
For students who segment spoken words with chips but do not yet connect each sound to a letter. Mapping with letter tiles joins phonemic awareness to phonics. Present levels should show the letter sounds for the tiles used.
- Baseline
- Use 10 words. Score the whole word correct only when every sound and tile is right; also tally which position (first, middle, last) causes errors.
- Tips
- Bridges the core sound-box template (chips) to spelling. Keep tiles consistent: vowels in one color, consonants in another.
- Limits
- Mixes letter knowledge with phonemic awareness; if letter sounds are weak, errors may reflect that.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pa-032.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, given a spoken CVC word, three sound boxes, and a set of 8 letter tiles, the student will say each sound while placing its letter tile in a box, then read the word independently with at least 90% accuracy on CVC words mapped with every tile correct, 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 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
- 35% accuracy.
- Annual goal382 characters
- By the annual IEP review date, given a spoken CVC word, three sound boxes, and a set of 8 letter tiles, the student will say each sound while placing its letter tile in a box, then read the word independently with at least 90% accuracy on CVC words mapped with every tile correct, 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 CVC word, three sound boxes, and a set of 8 letter tiles
- Behavior
- The student will say each sound while placing its letter tile in a box, then read the word independently
- Criteria
- With at least 90% accuracy on CVC words mapped with every tile correct, 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 mapped with every tile correct
- 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 CVC word, three sound boxes, and a set of 8 letter tiles, the student will say each sound while placing its letter tile in a box, then read the word independently with at least 90% accuracy on CVC words mapped with every tile correct, 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.