Phonological awareness through multisyllabic decoding, sequenced the way instruction is: sounds, then patterns, then words in text.
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Annual goal
By the annual review date, when given a spoken word, [Student] will produce a word that rhymes with it with 85% accuracy across 10 trials, as measured by weekly phonological awareness probes.
Benchmarks
By the annual review date, when given a spoken word, [Student] will produce a word that rhymes with it with 45% accuracy across 10 trials, as measured by weekly phonological awareness probes.
By the annual review date, when given a spoken word, [Student] will produce a word that rhymes with it with 60% accuracy across 10 trials, as measured by weekly phonological awareness probes.
By the annual review date, when given a spoken word, [Student] will produce a word that rhymes with it with 70% accuracy across 10 trials, as measured by weekly phonological awareness probes.
Replace [Student] and any remaining bracket in your own document. The IEP team writes the goal from this student's present levels; this is a starting draft, not an IEP.
Each shown at an example present level and target.
By the annual review date, when given a spoken word, [Student] will produce a word that rhymes with it with 85% accuracy across 10 trials, as measured by weekly phonological awareness probes.
By the annual review date, when given spoken words, [Student] will say each sound in the word separately at 40 correct phonemes per minute, as measured by weekly phoneme segmentation fluency probes.
By the annual review date, when the teacher says the sounds of a word one at a time, [Student] will blend them and say the whole word with 90% accuracy across 10 words, as measured by weekly blending probes.
By the annual review date, when shown letters in random order, [Student] will produce the correct sound for 26 letter sounds, as measured by a weekly letter-sound inventory.
By the annual review date, when shown consonant-vowel-consonant words in isolation, [Student] will decode them aloud with 90% accuracy across 20 words, as measured by weekly decoding probes.
By the annual review date, when shown words containing blends and digraphs, [Student] will decode them aloud with 90% accuracy, as measured by weekly phonics pattern probes.
By the annual review date, when shown words containing silent-e and vowel team patterns, [Student] will decode them aloud with 88% accuracy, as measured by weekly vowel pattern probes.
By the annual review date, when shown words containing r-controlled vowels, [Student] will decode them aloud with 90% accuracy across 20 words, as measured by weekly phonics probes.
By the annual review date, when given multisyllabic words, [Student] will divide them into syllables and read each syllable type correctly with 85% accuracy, as measured by weekly syllable division tasks scored with a key.
By the annual review date, when shown words with common prefixes and suffixes, [Student] will read the whole word correctly with 88% accuracy, as measured by weekly affix probes.
By the annual review date, when shown irregularly spelled high-frequency words, [Student] will read 75 irregular words correctly on sight, as measured by a weekly word-list inventory.
By the annual review date, when reading third-grade-level decodable text aloud, [Student] will apply taught phonics patterns with 92% accuracy, as measured by running records taken weekly.
By the annual review date, when words containing taught phonics patterns are dictated, [Student] will spell them correctly with 85% accuracy, as measured by weekly dictation probes.
By the annual review date, when [Student] encounters an unfamiliar multisyllabic word, they will use a taught word-attack strategy to decode it with no adult prompting, as measured by a prompting-level data sheet kept during reading instruction.
By the annual review date, when shown a mixed list of letters and digraphs, [Student] will produce 55 correct letter sounds per minute, as measured by weekly timed sound probes.
By the annual review date, when asked to change one sound in a spoken word to make a new word, [Student] will produce the new word with 85% accuracy across 10 trials, as measured by weekly phoneme manipulation probes.
By the annual review date, when shown compound words, [Student] will read each part and then the whole word with 92% accuracy, as measured by weekly word probes scored with a key.
By the annual review date, when given a list of words drawn from ninth-grade-level course texts, [Student] will decode them aloud with 90% accuracy, as measured by biweekly course-vocabulary decoding probes.
By the annual review date, when [Student] decodes a word incorrectly while reading aloud, they will reattempt it using a taught pattern in 4 of 5 observed opportunities, as measured by running records with self-correction noted.
By the annual review date, when reading sixth-grade-level text containing unfamiliar proper nouns, [Student] will attempt each one using syllable division rather than skipping it, with 80% accuracy, as measured by annotated oral reading records.
By the annual review date, when shown word pairs that differ only in their vowel team, [Student] will read both words correctly with 88% accuracy, as measured by weekly minimal-pair probes.
By the annual review date, [Student] will read decodable third-grade-level text aloud for 12 minutes while maintaining taught phonics patterns, as measured by timed oral reading sessions logged weekly.
By the annual review date, when dictated words requiring a taught spelling generalization such as doubling or dropping a final e, [Student] will spell them correctly with 85% accuracy, as measured by weekly dictation probes scored with a key.
Sources
Every figure on this page comes from one of the documents below, with the date it was read. Requirements change; if a source has moved on since that date, the source is right and this page is out of date.