IEP goals for 1st, 2nd and 3rd grade: 16 examples
By the IEP Atlas editorial teamLast updated
Short answer
IEP goals for 3rd grade, and for grades 1 and 2, usually target decoding, reading fluency, sentence and paragraph writing, math facts and classroom routines. A strong goal names the condition, the behavior, a criterion with a denominator and the measure. The 16 examples below are labeled by grade and show the baseline each goal grew from.
Grades 1 to 3 are when reading, writing and math facts are taught directly. A student who misses a step here carries the gap into grade 4, where the work shifts to reading to learn. Goals for this age should target the exact step that is missing, measured with short probes the teacher can give in a few minutes.
Each goal below has the four parts from the pillar guide on how to write IEP goals: a condition, an observable behavior, a criterion with a denominator and a measurement method. Each one is labeled with a grade and lists its baseline. The students and numbers are illustrations, not norms or targets.
For more templates, the library has a K to 2 goals hub and a grades 3 to 5 goals hub. For the year before, see IEP goals for kindergarten.
How to choose the right goal for grades 1 to 3
Start from the skill that blocks the most class work. In grade 1, that is often decoding. By grade 3, it may be fluency or multiplication facts.
| Student profile | Sub-skill to target | Measurement method | Data sheet |
|---|---|---|---|
| Guesses at words from the first letter | Decoding taught phonics patterns | Words correct out of a list | Accuracy sheet |
| Decodes but reads word by word | Oral reading fluency | Words correct per minute | Reading fluency sheet |
| Reads a story but cannot tell what happened | Retell and answering questions | Elements on a checklist | Rubric scoring sheet |
| Writes a few letters or one run-on line | Sentences, spelling, paragraphs | Sentences, letter sequences, rubric points | Rubric scoring sheet |
| Counts on fingers for every fact | Fact fluency | Digits correct per minute | Accuracy sheet |
| Misses directions or leaves games upset | Classroom routines, regulation | Opportunities | Opportunity sheet |
Phonics and decoding goals
Guidance on foundational reading for kindergarten to grade 3 recommends teaching students to decode words, analyze word parts and write and recognize words.[1] These goals measure each step in the phonics sequence. See the K to 2 phonics templates and the grades 3 to 5 phonics templates.
- Grade 1. Given a list of 20 CVC words and words with digraphs such as ship and chat, Corbin will read at least 18 of 20 correctly, each within 3 seconds, on 3 consecutive weekly probes. Baseline: 7 of 20.
- Grade 2. Given 30 one-syllable words with vowel teams and r-controlled vowels, Esme will read at least 25 of 30 correctly on 3 of 4 weekly probes. Baseline: 11 of 30.
- Grade 3. Given 15 two-syllable words with closed and open syllables, Ama will mark the syllable break and read at least 12 of 15 correctly on 3 of 4 biweekly probes. Baseline: 4 of 15.
Weak: "Corbin will know his phonics sounds."
Measurable: The first goal above. It names the word types, the count and a time limit per word, so a guessed word does not score as read. The phonics goals examples guide covers each pattern in more depth.
Reading fluency and comprehension goals
Once a student decodes, rate and understanding are the next targets. Fluency probes take 1 minute, which makes weekly data easy. See the K to 2 reading hub and the grades 3 to 5 reading hub.
- Grade 2. Given an unpracticed grade 2 passage, Keira will read aloud at 70 words correct per minute with at least 95% of words correct on 3 consecutive weekly probes. Baseline: a median of 38 words correct per minute with 88% of words correct. Measure: oral reading fluency.
- Grade 3. After reading a grade 3 story on her own, Ama will retell it and include at least 5 of 6 story elements (characters, setting, problem, 2 events, solution) on a retell checklist on 3 of 4 probes. Baseline: 2 of 6 elements.
- Grade 1. After hearing a grade 1 picture book read aloud, Esme will answer at least 4 of 5 who, what and where questions correctly on 4 consecutive weekly probes. Baseline: 2 of 5 answers.
Weak: "Keira will read more fluently."
Measurable: The first goal in this section. "Fluently" becomes a rate, an accuracy floor and three probes in a row. For more targets, see the fluency templates for K to 2 and fluency templates for grades 3 to 5.
Writing and spelling goals
Early writing goals move from sentences in grade 1 to short paragraphs in grade 3. Spelling is easiest to track with correct letter sequences, which give credit for partly correct words. The K to 2 writing hub has more.
- Grade 1. Given a picture prompt, Corbin will write 3 complete sentences, each starting with a capital letter and ending with an end mark, in 4 of 5 weekly samples. Baseline: 1 sentence with no end mark.
- Grade 2. Given a 12-word dictation probe of taught patterns, Keira will write at least 60 correct letter sequences on 3 consecutive weekly probes. Baseline: a median of 28.
- Grade 3. Given a topic and a 4-box planner, Esme will write an opinion paragraph with an opinion, 2 reasons and a closing, scoring at least 7 of 8 points on a paragraph rubric on 3 of 4 samples. Baseline: 3 of 8 points. Measure: rubric scoring.
Weak: "Esme will write a paragraph."
Measurable: The third goal in this section. It sets the planner, the parts and a rubric score, so any teacher could check it. See the spelling templates for K to 2 and the sentence construction templates.
Math goals for facts, regrouping and word problems
Grades 1 to 3 build addition, subtraction and then multiplication. Intervention guidance for the elementary grades includes daily time on building quick retrieval of basic facts.[2] See the K to 2 math hub and the grades 3 to 5 math hub.
- Grade 1. Given 20 addition and subtraction facts within 10, Ama will answer at least 18 of 20 correctly within 2 minutes on 3 consecutive probes. Baseline: 9 of 20.
- Grade 2. Given 10 two-digit addition and subtraction problems that need regrouping, Corbin will solve at least 9 of 10 correctly, using base-ten drawings or the written steps, on 3 of 4 probes. Baseline: 3 of 10.
- Grade 3. Given a 2-minute probe of multiplication facts for 0 to 5 and 10, Keira will write at least 30 digits correct per minute on 3 consecutive weekly probes. Baseline: a median of 11. Measure: rate per minute.
- Grade 3. Given 6 one-step word problems with multiplication or division, Esme will draw a model and solve at least 5 of 6 correctly on 2 consecutive probes. Baseline: 1 of 6.
Weak: "Corbin will improve his math skills."
Measurable: The second goal in this section. It names the problem type, the strategies allowed and the score. See the addition and subtraction templates for K to 2 and the multiplication and division templates for grades 3 to 5.
Classroom routine and self-regulation goals
Young students lose a lot of learning time to missed directions, upset at recess and frustration during seat work. Count the chances and the times the student uses the skill. The K to 2 behavior hub has more.
- Grade 1. When the teacher gives a 2-step direction to the whole class, Esme will start both steps within 15 seconds on at least 8 of 10 recorded opportunities across 3 days. Baseline: 3 of 10. Measure: opportunities.
- Grade 2. During a structured recess game, Ama will take turns and stay in the game until it ends, including when she loses, in 4 of 5 observed recess periods. Baseline: 1 of 5.
- Grade 3. When frustrated during independent work, Corbin will use his break card or a taught calming step instead of tearing or crumpling work in at least 9 of 10 recorded incidents. Baseline: 2 of 10.
Weak: "Corbin will behave appropriately when upset."
Measurable: The third goal in this section. It names the trigger, the replacement behavior and the count. See the following directions templates and the emotional regulation templates for grades 3 to 5.
How to measure progress on these goals
Short probes on the same type of task, given on a set schedule, show whether the line is rising.[3] Most of these take under 5 minutes.
| Goal type | Method | Sheet | How often |
|---|---|---|---|
| Word lists, word problems, facts in a set | Items correct out of a fixed set | Accuracy sheet | Weekly |
| Passage reading | Words correct per minute | Reading fluency sheet | Weekly |
| Retell, paragraphs | Elements or rubric points | Rubric scoring sheet | Every 2 weeks |
| Fact fluency, spelling | Correct per minute or letter sequences | Accuracy sheet | Weekly |
| Directions, recess, frustration | Opportunities | Opportunity sheet | Daily, totaled weekly |
Keep the probe the same each week. If the passage level or the word list changes, note it on the sheet so the graph is read correctly.
Objectives and benchmarks for grades 1 to 3
Federal rules require benchmarks or short-term objectives for students who take alternate assessments, and some states require them for every student.[4] For early-grade goals, a phonics sequence splits well into steps (CVC words, then digraphs, then blends). Fluency and fact goals split by criterion across the year. The guide to goals and objectives examples shows both ways.
Adapting these goals by support level
The same skill fits a student with light support or one in a self-contained room. Change the materials, the help and the count.
| Skill | More support | Typical support | Less support |
|---|---|---|---|
| Decoding | Letter tiles, 10 words | Word list, 20 words | Words inside a decodable passage |
| Fluency | Repeated passage with a model read | Unpracticed passage | Unpracticed passage one level higher |
| Writing | Sentence frame with a picture | Picture prompt only | Topic with no prompt or planner |
| Math facts | Number line or counters | Paper probe, no tools | Mixed facts with a shorter time limit |
| Routines | Visual cue card and adult reminder | Verbal direction to the group | Written direction on the board |
For goals in the grades that follow, see IEP goals for middle school. For goals sorted by area, see the IEP goal examples guide.
Check your draft before the meeting
Compare each goal with its present levels. The baseline should use the same unit and the same kind of task as the criterion. Then paste the goal into the goal checker to find a missing condition, mastery rule or timeframe. Treat the 16 goals above as models, and replace the numbers with what you measured for your student.
Frequently asked questions
What are common IEP goals for 1st grade?
Common 1st grade goals target reading CVC and digraph words, writing complete sentences, addition and subtraction facts within 10, and following group directions. The right goal depends on what the present levels show, not on the grade alone.
Should a 3rd grade reading goal use grade-level passages?
Use the passage level that matches the baseline. If the student reads far below grade 3, set the goal at an instructional level and add a second probe at grade level so the team can see the gap closing.
How often should I probe goals for young students?
Weekly works for most reading, spelling and math goals, since each probe takes a few minutes. Behavior and routine goals can be tallied daily and totaled each week.
Use it in IEP Atlas
Related guides
- How to write IEP goals: a step-by-step method with examples
- IEP goal examples for middle school students
- IEP goal examples: measurable goals for every area
- IEP goals and objectives examples, by area
- IEP goals for kindergarten: examples by area
- Present levels (PLAAFP) examples that lead to measurable goals
Sources
- Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade, What Works Clearinghouse, Institute of Education Sciences
- Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades, What Works Clearinghouse, Institute of Education Sciences
- Progress Monitoring: Data & Goal Setting, National Center on Intensive Intervention
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
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.