Capitalization, Punctuation & Grammar IEP goals for kindergarten to grade 2
12 of the capitalization, punctuation & grammar 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.
12 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.
Begin each sentence with a capital letter in own writing
Capital letter at the start of a sentence
By the annual IEP review date, in independent writing samples of at least five sentences, the student will begin each sentence with a capital letter independently with at least 90% accuracy on sentence beginnings, across 3 consecutive weekly writing samples, as measured by work-sample analysis collected weekly.
End each sentence with the correct punctuation mark in own writing
End punctuation in own writing
By the annual IEP review date, in independent writing samples of at least five sentences, the student will end each sentence with a period, question mark, or exclamation point that matches the sentence type independently with at least 90% accuracy on sentence endings, across 3 consecutive weekly writing samples, as measured by work-sample analysis collected weekly.
Capitalize names, places, days, months, and the pronoun I
Capitalizing proper nouns and I
By the annual IEP review date, given 10 dictated sentences that each contain one or two proper nouns or the pronoun I, the student will capitalize each name, place, day, month, and the pronoun I independently with at least 90% accuracy on words that require a capital, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Choose the correct end mark for given sentences
Matching end marks to sentence types
By the annual IEP review date, given 10 sentences with no end mark, mixed statements, questions, and exclamations, the student will write the end mark that matches each sentence independently with at least 90% accuracy on sentences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Use a, an, the, and plural -s correctly in sentences
Articles and plural markers
By the annual IEP review date, given 10 sentences with blanks where an article or plural marker belongs, the student will write a, an, or the before singular nouns and add -s or -es to plural nouns where needed independently with at least 90% accuracy on nouns requiring an article or plural marker, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Write first name with one capital and the rest lowercase
Uppercase and lowercase in own name
By the annual IEP review date, when asked to write their first name on a paper or project, the student will write their first name with a capital first letter and lowercase letters after it independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
In kindergarten through grade 2, capitalization, punctuation & grammar 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 8 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 3 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
Frequently asked questions
How are capitalization, punctuation & grammar 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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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.