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.
- 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.
- 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).
- 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.
- 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.
- L.1.2.B: Use end punctuation for sentences.
- 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.
- 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.
- 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).
- L.1.5.C: Identify real-life connections between words and their use (e.g., note places at home that are cozy).
- 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.
- 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).
- RF.1.1: Demonstrate understanding of the organization and basic features of print.
- 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.
- 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.
- 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.