Written Expression IEP goals for kindergarten to grade 2
22 of the written expression 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.
22 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.
Written Expression Writing
Write correct word sequences on timed story-starter probes
Writing production and fluency (CBM story starters)
By the annual IEP review date, given an unpracticed story starter, 1 minute to plan, and 3 minutes to write, the student will write a continuation of the story independently at a rate of at least 9 correct word sequences per minute, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.
Write a personal narrative with a beginning, middle, and end
Narrative writing
By the annual IEP review date, given a personal narrative prompt and a 30-minute writing period, the student will write a personal narrative with a clear beginning, middle, and end independently, earning a score of at least 11 out of 15 on a 15-point narrative writing rubric, on 3 of 4 consecutive scored writing samples, as measured by a defined scoring rubric collected every two weeks.
Sustain writing during independent writing time
Writing stamina
By the annual IEP review date, during a 20-minute independent writing block with an assigned topic, the student will sustain writing on the assigned topic by handwriting, typing, or dictating independently for at least 12 minutes, on 4 of 5 observed writing blocks, as measured by duration recording collected twice weekly.
Dictate a sentence about a drawing for an adult to write
Dictating a message about a drawing
By the annual IEP review date, after completing a drawing during center or journal time, the student will dictate a complete sentence about the drawing for an adult to write under it with one open question such as what is happening in your picture in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Label a drawing with letters or words
Emergent writing with letters and labels
By the annual IEP review date, after completing a drawing during journal or center time, the student will write at least one label on the drawing using the first letter sound or more of the word independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Write a journal entry of connected sentences about a picture or event
Daily journal writing
By the annual IEP review date, given a daily journal prompt or a picture and 15 minutes of journal time, the student will write at least three connected sentences about the prompt independently in at least 4 of 5 opportunities, across 3 consecutive weeks of journal entries, as measured by opportunity-by-opportunity data collected weekly.
In kindergarten through grade 2, written expression 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:
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 3 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 6 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 11 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 1 goal here
Frequently asked questions
How are written expression 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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