Letter Names & Sounds IEP goals for kindergarten to grade 2
34 of the letter names & sounds templates in the library are written for kindergarten to grade 2. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
34 templates · 1 skill · K–2 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Letter Names & Sounds Reading
Point to a named letter
Receptive letter identification
By the annual IEP review date, given a row of 3 uppercase letter cards and the spoken name of one of them, the student will point to or touch the named letter independently with at least 85% accuracy on letter identification trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Name uppercase letters shown in random order
Uppercase letter naming
By the annual IEP review date, given 26 uppercase letter cards shown one at a time in random order, the student will say the name of each letter independently with at least 90% accuracy on uppercase letters, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Name lowercase letters shown in random order
Lowercase letter naming
By the annual IEP review date, given 26 lowercase letter cards shown one at a time in random order, the student will say the name of each letter independently with at least 90% accuracy on lowercase letters, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected weekly.
Name letters on a 1-minute timed probe
Letter naming fluency
By the annual IEP review date, given a 1-minute probe of mixed uppercase and lowercase letters printed in random order, the student will say the name of each letter in order, moving left to right across each row independently at a rate of at least 40 letters correct per minute, in 3 of 4 consecutive weekly probes, as measured by timed probes collected weekly.
Match uppercase letters to lowercase letters
Matching uppercase and lowercase
By the annual IEP review date, given 10 uppercase letter cards and a row of the 10 matching lowercase letter cards in mixed order, the student will place each uppercase letter on or next to its lowercase partner independently with at least 90% accuracy on letter pairs, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Name the letters in their first name
Letters in own name
By the annual IEP review date, given a name card with the student's first name printed in uppercase and lowercase, the student will point to and name each letter in their first name from left to right independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during arrival or sign-in.
In kindergarten through grade 2, letter names & sounds goals target foundational skills and are measured with short probes, word lists, or direct observation that fit a young student's attention span. Criteria usually use small item sets and frequent checks.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 19 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 4 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 10 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
Frequently asked questions
How are letter names & sounds goals measured in the early grades?
With brief, repeatable measures: a one-minute probe, a 10-item set, or a few observed opportunities per day. The goal's mastery rule states how many measurements must meet the criterion.
Should early-grade goals be tied to grade-level standards?
Goals come from the student's present levels and should enable progress in the general curriculum, but the criterion is set from baseline data, not copied from a standard. The standard can inform what skill to target.
How many goals should a K-2 student have?
One per area of need identified in the evaluation. Young students often have goals across several areas (communication, early literacy, self-regulation), so keeping each goal to one measure keeps data collection realistic.
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