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First Grade Reading IEP Goals
Standards-Aligned
This IEP goal bank is on first-grade reading prerequisite skills, including progress monitoring, data collection tools, worksheets, and lesson packs for all top nationally used IEP goals.
Best First Grade Reading IEP Goals
Free IEP goals and objectives for 1st grade reading that are focused on a learning progression for most common core clusters to build strong reading foundational skills for future grades.
First Grade Reading IEP Goals
L.1: Language
- L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- L.1.1.A: Print all upper- and lowercase letters.
- L.1.1.B: Use common, proper, and possessive nouns.
- This goal covers the following objectives
- L.1.1.C: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
- L.1.1.D: Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
- L.1.1.E: Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
- L.1.1.F: Use frequently occurring adjectives.
- This goal covers the following objectives
- L.1.1.G: Use frequently occurring conjunctions (e.g., and, but, or, so, because).
- L.1.1.H: Use determiners (e.g., articles, demonstratives).
- This goal covers the following objectives
- L.1.1.I: Use frequently occurring prepositions (e.g., during, beyond, toward).
- L.1.1.J: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
- This goal covers the following objectives
- L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- L.1.2.A: Capitalize dates and names of people.
- This goal covers the following objectives
- L.1.2.B: Use end punctuation for sentences.
- This goal covers the following objectives
- L.1.2.C: Use commas in dates and to separate single words in a series.
- L.1.2.D: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
- L.1.2.E: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
- This goal covers the following objectives
- L.1.2.A: Capitalize dates and names of people.
- L.1.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
- L.1.4.A: Use sentence-level context as a clue to the meaning of a word or phrase.
- L.1.4.B: Use frequently occurring affixes as a clue to the meaning of a word.
- L.1.4.C: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
- L.1.5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
- L.1.5.A: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
- This goal covers the following objectives
- L.1.5.B: Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
- This goal covers the following objectives
- L.1.5.C: Identify real-life connections between words and their use (e.g., note places at home that are cozy).
- This goal covers the following objectives
- L.1.5.D: Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
- This goal covers the following objectives
- L.1.5.A: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
- L.1.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
- L.1.6: Use words and phrases acquired through conversations...
RF.1: Reading: Foundational Skills
- RF.1.1: Demonstrate understanding of the organization and basic features of print.
- RF.1.1.A: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
- This goal covers the following objectives
- RF.1.1: Demonstrate understanding of the organization and basic features of print.
- RF.1.1.A: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
- RF.1.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
- RF.1.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
- RF.1.2.A: Distinguish long from short vowel sounds in spoken single-syllable words.
- RF.1.2.B: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
- RF.1.2.C: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
- RF.1.2.D: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
- RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words.
- RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words.
- RF.1.3.A: Know the spelling-sound correspondences for common consonant digraphs.
- RF.1.3.B: Decode regularly spelled one-syllable words.
- RF.1.3.C: Know final -e and common vowel team conventions for representing long vowel sounds.
- RF.1.3.D: Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
- RF.1.3.E: Decode two-syllable words following basic patterns by breaking the words into syllables.
- RF.1.3.F: Read words with inflectional endings.
- RF.1.3.G: Recognize and read grade-appropriate irregularly spelled words.
- This goal covers the following objectives
- RF.1.4: Read with sufficient accuracy and fluency to support comprehension.
- RF.1.4: Read with sufficient accuracy and fluency to support comprehension.
- RF.1.4.A: Read grade-level text with purpose and understanding.
- This goal covers the following objectives
- RF.1.4.B: Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
- RF.1.4.C: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
- This goal covers the following objectives
RL.1: Reading: Literature
- RL.1.1: Ask and answer questions about key details in a text.
- RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
- RL.1.3: Describe characters, settings, and major events in a story, using key details.
- RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
- RL.1.5: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
- RL.1.6: Identify who is telling the story at various points in a text.
- RL.1.7: Use illustrations and details in a story to describe its characters, setting, or events.
- RL.1.9: Compare and contrast the adventures and experiences of characters in stories.
- RL.1.10: With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RI.1: Reading: Informational Text
- RI.1.1: Ask and answer questions about key details in a text.
- RI.1.2: Identify the main topic and retell key details of a text.
- RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
- RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
- RI.1.5: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
- RI.1.6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
- RI.1.7: Use the illustrations and details in a text to describe its key ideas.
- RI.1.8: Identify the reasons an author gives to support points in a text.
- RI.1.9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
- RI.1.10: With prompting and support, read informational texts appropriately complex for grade 1.
W.1: Writing
- W.1.1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
- W.1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
- W.1.3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
- W.1.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
- W.1.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
- W.1.7: Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).
- W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
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