Match a printed word to its picture
When to use this goal
For emerging readers, including students in functional literacy programs, who are learning their first words as whole units tied to meaning. Base the choice on the team's choice of a first word set; the words should be ones the student needs.
- Baseline
- Choose 10 to 15 words that matter to the student (family names, favorite foods, classroom objects, schedule words). Confirm the student identifies the pictures by name first. Rotate the position of the correct choice and use distractors from the same set so matching is by word, not by elimination.
- Tips
- The standard entry point for whole-word instruction with students who have significant support needs. Fade the picture gradually (smaller, then absent) once matching is steady, so the word is read without it. Pair with letter-sound goals when the student is ready, because whole-word memory alone has a ceiling.
- Limits
- Matching to pictures measures recognition, not reading aloud. Whole-word learning without phonics is slow to generalize to new words. Sets of 10 to 15 words take a long time to grow; plan for a cumulative list across years.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID rd-sw-008.
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Goal
By the annual IEP review date, given a printed word from the student's first word set and a choice of 3 pictures, the student will point to or place the picture that goes with the word independently with at least 90% accuracy on word-picture matches, 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 Sight Word Recognition.
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 - Sight Word Recognition
- Baseline
- 35% accuracy.
- Annual goal352 characters
- By the annual IEP review date, given a printed word from the student's first word set and a choice of 3 pictures, the student will point to or place the picture that goes with the word independently with at least 90% accuracy on word-picture matches, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Given a printed word from the student's first word set and a choice of 3 pictures
- Behavior
- The student will point to or place the picture that goes with the word independently
- Criteria
- With at least 90% accuracy on word-picture matches, 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 word-picture matches
- 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 printed word from the student's first word set and a choice of 3 pictures, the student will point to or place the picture that goes with the word independently with at least 90% accuracy on word-picture matches, 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.