Pre-writing strokes and shape copying IEP goals

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

A pre-writing IEP goal targets the strokes and shapes that letters are built from: vertical and horizontal lines, circles, crosses, diagonals and squares. It names the model (imitate after watching, or copy from a picture), the strokes, a criterion and the measure. Example: after watching an adult draw them, Ava will imitate a line, circle and cross in 4 of 5 sessions.

Before a child writes letters, they need to make the lines and shapes letters are built from. Pre-writing goals target those strokes, plus the control, grasp and paper handling that go with them. They fit preschool and kindergarten students, and older students with significant motor or cognitive needs who are not yet forming letters.

The 24 goals below are grouped into six areas. Each has a condition, a baseline, a criterion and a measure, and links to its template. All numbers are illustrations, not benchmarks. For the next step, see letter formation IEP goals and OT IEP goals for handwriting. The occupational therapy IEP goals pillar covers the full OT picture.

Imitating vs copying: the difference that matters

Imitating means the child watches an adult draw the stroke, then draws it. Copying means the child looks at a finished picture of the stroke and draws it with no demonstration. Copying is harder, because the child has to work out how to make the shape. Most children can imitate a stroke before they can copy it.

Write the condition carefully. "Will draw a circle" could mean either, and the scores will not compare across adults.

How to choose the right goal

What you see	Area to target	Measure
Scribbles, does not yet make a line on purpose	Imitating strokes	Opportunities: strokes imitated out of strokes shown
Imitates lines and circles, cannot copy from a picture	Copying strokes and shapes	Percent accuracy: shapes copied to criteria out of shapes
Lines wander, overshoot or do not stop	Line control and tracing	Percent accuracy: lines within a set boundary
Fist grasp, tires quickly, paper slides	Grasp and paper set-up	Opportunities or task analysis
Copies shapes well, not yet making letters	Bridge to letters	Percent accuracy on straight-line letters or name

Set clear scoring rules. For a circle, a common rule is "closed, with ends meeting within a set gap, and roughly round." For a cross, "two lines crossing near the middle." Write the rule on the data sheet.

Imitating strokes goals

After watching an adult draw each one, Ava will imitate a vertical line, a horizontal line and a circle, with 3 of 3 recognizable, in 4 of 5 sessions. Baseline: 1 of 3. Template.
After watching an adult draw a cross, Leo will imitate it with two lines crossing near the middle in 4 of 5 opportunities. Baseline: 0 of 5. Template.
During a whiteboard game, Mia will imitate 4 of 5 strokes shown (vertical, horizontal, circle, cross, diagonal) on 3 consecutive sessions. Baseline: 2 of 5. Template.
During circle time with a vertical easel, Noah will imitate a vertical and horizontal line in 4 of 5 opportunities. Baseline: 1 of 5. Template.

Weak: "Ava will imitate pre-writing strokes." Measurable: Goal 1 above. It names the strokes, the scoring and the schedule.

Copying strokes and shapes goals

Given a printed model of a circle, cross and square, Sam will copy each one with no demonstration, with 3 of 3 meeting the scoring rule on 4 of 5 probes. Baseline: 1 of 3. Template.
Given printed models of 5 basic shapes, Ruby will copy them with 4 of 5 meeting the scoring rule on 3 consecutive probes. Baseline: 1 of 5. Template.
Given a printed model of a diagonal line and an X, Omar will copy both with lines meeting the scoring rule in 4 of 5 probes. Baseline: 0 of 5. Template.
Given a printed model of a triangle and an overlapping two-shape design, Ella will copy them with correct corners and overlap in 4 of 5 probes. Baseline: 1 of 5. Template.

Weak: "Sam will copy shapes." Measurable: Goal 1 above. It sets "no demonstration," names the shapes and uses a scoring rule.

Line control and tracing goals

Given a path 1 cm wide, Grace will trace from start to finish staying inside the path for at least 90% of its length in 4 of 5 trials. Baseline: about half the path. Template.
Given a worksheet of 10 lines with a green start dot and a red stop dot, Kai will start and stop each line within 1 cm of the dots in 8 of 10 lines on 3 consecutive probes. Baseline: 3 of 10. Template.
Given a simple maze with a 2 cm path, Lily will draw through it without crossing a wall more than once in 4 of 5 trials. Baseline: crosses 5 or more times. Template.
Given a 10-dot dot-to-dot picture, Jay will connect the dots in order with straight lines in 9 of 10 connections on 4 of 5 probes. Baseline: 5 of 10. Template.

Weak: "Grace will improve pencil control." Measurable: Goal 1 above. The path width and the 90% rule make it scoreable.

Coloring and drawing goals

Given a large shape (about 10 cm across), Ben will keep crayon marks inside the outline for most of the shape in 4 of 5 opportunities. Baseline: 1 of 5. Template.
Given a simple picture with 3 sections, Ava will color each section staying inside the lines for at least 80% of the edge in 4 of 5 pictures. Baseline: 1 of 5. Template.
When asked to draw a person, Leo will include at least 6 recognizable body parts on 3 consecutive monthly probes. Baseline: 2 body parts. Template.
Given matching pictures on two sides of a worksheet, Mia will draw a line from each item to its match, ending on the target, in 4 of 5 items on 4 of 5 probes. Baseline: 2 of 5. Template.

Weak: "Ben will color within the lines." Measurable: Goal 1 above. It starts with a large shape and a lenient rule, which fits a beginner.

Grasp and paper set-up goals

During drawing and coloring, Noah will hold the crayon with a tripod or modified tripod grasp in 4 of 5 observed tasks. Baseline: fisted grasp in 4 of 5. Template.
Before drawing, Sam will set up his crayon or pencil grip, completing 5 of 5 steps, on 4 of 5 days. Baseline: 2 of 5. Template.
While drawing or tracing, Ruby will hold the paper steady with her helper hand in 4 of 5 observed tasks. Baseline: paper slides in 4 of 5. Template.
During a coloring or tracing task, Omar will keep drawing for 5 minutes without stopping to rest his hand in 4 of 5 tasks. Baseline: 2 minutes. Template.

Weak: "Noah will use a correct grasp." Measurable: Goal 1 above. A "modified tripod" counts too, because many functional grasps are not textbook tripods.

Bridge to letters goals

Given a model, Ella will copy the straight-line capital letters (such as E, F, H, L, T) with 8 of 10 meeting the scoring rule on 3 consecutive probes. Baseline: 2 of 10. Template.
When forming letters, Kai will start each letter at the top in 8 of 10 letters on 4 of 5 probes. Baseline: 4 of 10. Template.
Given a model, Grace will write her first name with every letter recognizable and in order on 4 of 5 days. Baseline: 2 of 5 letters. Template.
Given a model, Lily will form the "magic c" letters (c, a, d, g, o) with one smooth starting stroke in 8 of 10 letters on 4 of 5 probes. Baseline: 3 of 10. Template.

Weak: "Ella will begin writing letters." Measurable: Goal 1 above. Straight-line capitals come first because they reuse strokes the child already makes.

For name writing in more depth, see name writing IEP goals.

How to measure pre-writing goals

Use the same paper, tool and model size each probe.
Keep 3 to 5 dated work samples per month. The samples show change better than any number for families.
Score with a written rule for each shape. Write it at the top of the accuracy data sheet.
For grasp and set-up goals, use the opportunity data sheet or the task analysis data sheet.

Probe weekly. Practice can happen in many places: shaving cream, sand trays, easels, chalk. Measure with the same paper and tool each time.

Short-term objectives

Step down by model type. For copying goal 1:

After watching an adult draw a circle, cross and square, Sam will imitate each.
With a dotted guide for each shape, Sam will trace and then copy it.
With a printed model and no demonstration, Sam will copy each shape.

The order of strokes in children's development roughly follows lines, then circles, then crosses, then diagonals and squares, then triangles. Use the student's present levels to choose the next step, not age alone.

Adapting by grade and support level

Student	Focus	Example target
Preschool, beginning	Imitating lines and circles, grasp	Imitate 3 of 3 strokes
Preschool to K, developing	Copying shapes, tracing, start and stop	Copy 4 of 5 shapes from a model
K to 1, ready for letters	Straight-line capitals, name, starting points	8 of 10 capitals meeting the rule
Older student with significant needs	Functional marks: name, signature mark, check boxes	Mark a check box inside the box in 4 of 5 forms

For older students who will not write by hand in a functional way, consider typing or other access methods early, rather than repeating pre-writing goals year after year. The written expression goals page shows how early marks connect to composing. Paste a draft into the goal checker before the meeting.

Each goal needs a way to measure progress and a reporting schedule written into the IEP.^[1] Early childhood guidance stresses embedding practice in everyday routines and play.^[2]

Frequently asked questions

What are pre-writing strokes?

They are the basic lines and shapes letters are built from: vertical and horizontal lines, circles, crosses, diagonal lines, squares, X shapes and triangles. Children usually make them first by imitating an adult, then by copying a picture.

What is the difference between imitating and copying a shape?

Imitating means the child watches an adult draw the shape and then draws it. Copying means the child looks at a finished picture of the shape, with no demonstration. Copying is harder, so goals should say which one is meant.

Should an older student keep working on pre-writing goals?

Only if they are still making progress toward useful writing. If handwriting will not become functional, the team should look at typing, a signature stamp or other access methods, and write goals for those instead.

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Sources

34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
DEC Recommended Practices, Division for Early Childhood, Council for Exceptional Children

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.