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Print Concepts & Early Literacy IEP goals

Print concepts are what a young reader knows about how books and print work: which way a book opens, that print carries the message, that we read left to right with a return sweep, and that spaces separate words. Good goals name the exact concept, the book or material, and how the student shows it (pointing, turning, telling). Measure book handling with a task analysis, concept questions with accuracy, and pointing to words during shared reading with opportunities.

25 templates · How we write and review goals

Sample print concepts & early literacy goals

Numbers are illustrative; set targets from the student's own baseline (how templates are made).

  • PK, K-2Task-analysis steps

    Handle a book from front to back

    Book handling

    By the annual IEP review date, during independent book time, given an unfamiliar picture book handed to the student closed and upside down, the student will look through the book from the front cover to the back cover following the book handling steps, performing at least 6 of 7 steps independently, across 3 consecutive weekly probes, as measured by a task-analysis checklist collected weekly.

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  • PKOpportunities

    Turn the page when the adult finishes reading

    Book handling

    By the annual IEP review date, during one-to-one shared reading of a picture book when the adult reads the last word on a page and pauses, the student will turn to the next page at the pause independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.

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  • PK, K-2Percent accuracy

    Show where to start reading on a page

    Left-to-right and return sweep

    By the annual IEP review date, during shared reading of an unfamiliar picture book, when the adult asks show me where I start reading on 8 pages, the student will point to the first word in the top left of the print on each page independently with at least 88% accuracy on start-of-print questions, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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  • PKPercent accuracy

    Point to the words, not the picture

    Print carries the message

    By the annual IEP review date, during shared reading, when the adult asks show me what I read on 8 pages of an unfamiliar book, the student will point to the print when asked what the adult reads independently with 100% accuracy on print versus picture questions, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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  • PK, K-2Opportunities

    Sweep a finger left to right under print

    Left-to-right and return sweep

    By the annual IEP review date, during shared reading of a book with one line of print per page, when the adult reads a line and asks the student to show how the words go, the student will sweep a finger under the line of print from left to right while the adult reads it independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.

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  • K-2, PKOpportunities

    Make the return sweep to the next line

    Left-to-right and return sweep

    By the annual IEP review date, during shared reading of a book with 2 to 3 lines of print per page, the student will move a finger from the end of one line to the start of the next line down independently in at least 9 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.

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  • K-2, PKOpportunities

    Point to each word as an adult reads

    Word boundaries and pointing to each word

    By the annual IEP review date, during shared reading of an unfamiliar patterned book with 4 to 8 words per line, the student will touch each printed word as the adult reads it, ending the line on the last word as the adult says it independently in at least 8 of 10 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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  • PK, K-2Percent accuracy

    Tell one letter from one word

    Letters versus words

    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.

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  • PK, K-2Percent accuracy

    Find words on classroom labels and charts

    Environmental print

    By the annual IEP review date, during clean-up or center time, when the adult asks the student to find a labeled bin, area or chart by its label, the student will go to the label the adult names and point to its printed word independently with at least 88% accuracy on classroom label requests, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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  • K-2, PKPercent accuracy

    Name what the author and illustrator do

    Title, author and illustrator

    By the annual IEP review date, before shared reading of a new book, when the adult asks 4 cover questions (title, author, illustrator, what each one did), the student will point to the title, author and illustrator names on the cover and tell that the author wrote the words and the illustrator made the pictures independently with at least 83% accuracy on book cover questions, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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  • PKPercent accuracy

    Find the title on a book cover

    Title, author and illustrator

    By the annual IEP review date, before shared reading, given 8 unfamiliar picture books one at a time and the question where is the name of this book, the student will point to the title on the front cover independently with at least 88% accuracy on book covers, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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  • K-2Percent accuracy

    Name end punctuation marks and their jobs

    Punctuation marks as signals

    By the annual IEP review date, during shared reading of a big book, when the adult points to 8 end marks (period, question mark, exclamation mark) and asks what it is and what it tells us, the student will name each end mark and tell what it signals to the reader independently with at least 88% accuracy on punctuation mark items, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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13 more print concepts & early literacy templates

Each opens in the builder with its sample goal, notes, objectives, and data sheet.

What print concepts & early literacy involves

  • Holding a book right side up, finding the front and back, and turning pages one at a time
  • Showing that the print, not the picture, tells the words
  • Tracking left to right and making the return sweep to the next line
  • Pointing to each word while an adult reads, matching spoken words to written words
  • Telling a letter from a word and noticing punctuation marks as signals
  • Reading familiar environmental print and naming the title, author, and illustrator

Baseline and measurement considerations

  • Take a baseline with a short concepts-of-print check using an unfamiliar picture book, asking about each concept the same way every time.
  • Score book handling (find the front, open, turn pages, close at the end) as a task analysis, marking each step independent or prompted.
  • Count word pointing during shared reading as opportunities: each line of a patterned book is one chance to match word by word.
  • Use accuracy for concept questions such as "Show me one letter" or "Where do I start reading?", with a fixed set of items per probe.
  • Teachers, paraprofessionals, and SLPs can all collect probes during shared reading; keep the book level the same so the data compare.

Progress-monitoring methods used in these templates

  • Task-analysis checklist: A routine is broken into ordered steps; each step is recorded as independent, supported, or not completed.
  • Opportunity (trial) recording: Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.
  • Work-sample analysis: Scoring completed student work (permanent products) against a defined answer key or checklist.

How each measure works

Matching data sheets

Each template links to a blank sheet built for its measure. You can also download these sheets on their own:

  • Task-analysis checklist: Marks each step of a routine as independent, with support, or not completed across sessions.
  • Opportunity tracker: Records each opportunity as independent, prompted, or not demonstrated.
  • Accuracy tracker: Number correct out of number attempted, with percent accuracy and support level.

Common mistakes when writing print concepts & early literacy goals

  • Writing "will demonstrate print awareness" without naming which concept the student will show.
  • Mixing letter names and sounds into the goal; those belong in a letter-knowledge goal.
  • Testing only with a book the student has memorized, so pointing shows recall instead of matching print.
  • Using percent accuracy for book handling, which is a sequence of steps and fits a task analysis better.
  • Writing one goal that covers every concept at once, so progress on any one concept is hard to see.

Frequently asked questions

How do I write an IEP goal for concepts of print?

Pick the one or two concepts the baseline shows are missing, such as left-to-right tracking or pointing to each word. Name the material (an unfamiliar patterned book), the response (point, turn, tell), and a count, for example 8 of 10 lines tracked with one-to-one matching. Keep letter names and sounds in a separate letter-knowledge goal.

What is a good print concepts goal for preschool?

Book handling is a common first goal: hold the book upright, open from the front, turn pages one at a time, and close it at the end, scored as steps of a task analysis. Reading familiar environmental print, like a classmate's name card or a store sign, also fits preschool well.

How often should I collect data on print concepts?

Weekly probes are enough for most print concepts, since they take only a few minutes during shared reading. Daily notes on word pointing can help in the first weeks of instruction, then move to weekly.

Do print concepts goals work for students who read braille or use AAC?

Yes, with the concept adapted to the medium. A student who reads braille tracks with the fingers and finds the start of a line by touch, and a student who uses AAC can answer concept questions by pointing or with device buttons. The TVI or SLP helps decide how the student shows each concept.

References

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