Point to each word as an adult reads
When to use this goal
For kindergarten students who sweep along the line but cannot touch one word for each spoken word, so pointing drifts ahead or behind. Present levels in left-to-right tracking show readiness. Multisyllable words are the usual breakdown.
- Baseline
- Score ten lines from a book the student has not memorized. A line counts only if every word is touched in order and the finger ends on the last word. Note whether two-syllable words (pumpkin, rabbit) cause extra taps.
- Tips
- This is often called one-to-one matching. Memorized books hide the skill, so probe with new books. Including words with two syllables shows the student is using the spaces, not the beats.
- Limits
- The skill is easier with an adult's voice to match; independent reading is the next step and depends on word recognition. Ten lines per probe takes several minutes; keep the book short.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pc-007.
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Goal
By the annual IEP review date, during shared reading of an unfamiliar patterned book with 4 to 8 words per line, the student will touch each printed word as the adult reads it, ending the line on the last word as the adult says it independently in at least 8 of 10 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 3 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 Print Concepts & Early Literacy.
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 - Print Concepts & Early Literacy
- Baseline
- 3 of 10 opportunities.
- Annual goal380 characters
- By the annual IEP review date, during shared reading of an unfamiliar patterned book with 4 to 8 words per line, the student will touch each printed word as the adult reads it, ending the line on the last word as the adult says it independently in at least 8 of 10 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During shared reading of an unfamiliar patterned book with 4 to 8 words per line
- Behavior
- The student will touch each printed word as the adult reads it, ending the line on the last word as the adult says it independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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 weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during shared reading of an unfamiliar patterned book with 4 to 8 words per line, the student will touch each printed word as the adult reads it, ending the line on the last word as the adult says it independently in at least 8 of 10 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected 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.