Sentence Construction IEP goals for kindergarten to grade 2
19 of the sentence construction 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.
19 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.
Sentence Construction Writing
Write a complete simple sentence from a picture or oral prompt
Writing a complete simple sentence
By the annual IEP review date, given a picture or oral prompt during a structured writing activity, the student will write a complete sentence with a subject and a verb that begins with a capital letter and ends with end punctuation independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
Edit a passage for capitalization and punctuation
Capitalization and end punctuation
By the annual IEP review date, given a short passage containing 15 errors in capitalization (sentence beginnings, proper nouns, and the pronoun I) and end punctuation, the student will edit the passage by marking and correcting each capitalization and punctuation error independently with at least 85% accuracy on embedded capitalization and punctuation errors, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Expand kernel sentences with when, where, why, or how details
Sentence expansion
By the annual IEP review date, given 10 short kernel sentences of three to four words each, the student will expand each sentence by adding at least two details that tell when, where, why, or how while keeping it a complete sentence independently with at least 80% accuracy on kernel sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Build a sentence from word cards and read it back
Building a sentence from word cards
By the annual IEP review date, given three to four picture-supported word cards that form a sentence, presented out of order, the student will arrange the cards left to right into a sentence that makes sense and read it aloud while pointing to each card independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
Sort complete sentences from fragments
Recognizing complete and incomplete sentences
By the annual IEP review date, given 10 written word groups, half complete sentences and half fragments, the student will mark each word group as a complete sentence or not and fix each fragment by adding the missing part independently with at least 90% accuracy on word groups, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Write a complete sentence using a given word
Writing a sentence with a target word
By the annual IEP review date, given five target words from the week's vocabulary or spelling list, the student will write a complete sentence for each word that uses the word correctly and shows its meaning independently with at least 80% accuracy on target words, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
In kindergarten through grade 2, sentence construction 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:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 8 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 9 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 1 goal here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 1 goal here
Frequently asked questions
How are sentence construction 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.
IEP Atlas Pro
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