Tell one letter from one word
When to use this goal
For young students who point to a whole word when asked for a letter, or a single letter when asked for a word. Present levels in naming a few letters are helpful but not required; the concept is about units of print.
- Baseline
- Mix requests for letters and words in random order. Include one-letter words (a, I) only if the team decides how they are scored. Record whether misses are letters called words or the reverse.
- Tips
- A word window (a card with a slot) makes framing easy. Student names are great examples: a name is a word made of letters. Letter names are not required; keep naming in a letter-knowledge goal.
- Limits
- One-letter words blur the line. The goal does not cover first and last letters in a word.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-pc-008.
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Goal
By the annual IEP review date, during a concepts-of-print check with an unfamiliar book, when the adult asks show me one letter or show me one word on 10 items, the student will frame one letter or one word, as asked, with two fingers or a word window independently with at least 90% accuracy on letter and word items, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Baseline: 40% 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 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
- 40% accuracy.
- Annual goal420 characters
- By the annual IEP review date, during a concepts-of-print check with an unfamiliar book, when the adult asks show me one letter or show me one word on 10 items, the student will frame one letter or one word, as asked, with two fingers or a word window independently with at least 90% accuracy on letter and word items, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a concepts-of-print check with an unfamiliar book, when the adult asks show me one letter or show me one word on 10 items
- Behavior
- The student will frame one letter or one word, as asked, with two fingers or a word window independently
- Criteria
- With at least 90% accuracy on letter and word items, in 3 of 4 consecutive weekly probes
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- 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 letter and word items
- Mastery rule:
- in 3 of 4 consecutive weekly probes
- Collection schedule:
- weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a concepts-of-print check with an unfamiliar book, when the adult asks show me one letter or show me one word on 10 items, the student will frame one letter or one word, as asked, with two fingers or a word window independently with at least 90% accuracy on letter and word items, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected 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.