Teacher and Pupil

Kindergarten 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 Kindergarten Reading IEP Goals

Free IEP goals and objectives for kindergarten reading that are focused on a learning progression for most common core clusters to build strong reading foundational skills for future grades.

Most frequently search reading IEP goals for kindergarten

Kindergarten Reading IEP Goals

L.K: Language

RF.K: Reading: Foundational Skills

RL.K: Reading: Literature

  • RL.K.1: With prompting and support, ask and answer questions about key details in a text.
    • RL.K.1: With prompting and support, ask and answer questions about key details in a text.
  • RL.K.2: With prompting and support, retell familiar stories, including key details.
    • RL.K.2: With prompting and support, retell familiar stories, including key details.
  • RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
    • RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
  • RL.K.4: Ask and answer questions about unknown words in a text.
    • RL.K.4: Ask and answer questions about unknown words in a text.
  • RL.K.5: Recognize common types of texts (e.g., storybooks, poems).
    • RL.K.5: Recognize common types of texts (e.g., storybooks, poems).
  • RL.K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
    • RL.K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
  • RL.K.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
    • RL.K.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
  • RL.K.9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
    • RL.K.9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
  • RL.K.10: Actively engage in group reading activities with purpose and understanding.
    • RL.K.10: Actively engage in group reading activities with purpose and understanding.

RI.K: Reading: Informational Text

  • RI.K.1: With prompting and support, ask and answer questions about key details in a text.
    • RI.K.1: With prompting and support, ask and answer questions about key details in a text.
  • RI.K.2: With prompting and support, identify the main topic and retell key details of a text.
    • RI.K.2: With prompting and support, identify the main topic and retell key details of a text.
  • RI.K.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
    • RI.K.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
  • RI.K.4: With prompting and support, ask and answer questions about unknown words in a text.
    • RI.K.4: With prompting and support, ask and answer questions about unknown words in a text.
  • RI.K.5: Identify the front cover, back cover, and title page of a book.
    • RI.K.5: Identify the front cover, back cover, and title page of a book.
  • RI.K.6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
    • RI.K.6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
  • RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
    • RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
  • RI.K.8: With prompting and support, identify the reasons an author gives to support points in a text.
    • RI.K.8: With prompting and support, identify the reasons an author gives to support points in a text.
  • RI.K.9: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
    • RI.K.9: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
  • RI.K.10: Actively engage in group reading activities with purpose and understanding.
    • RI.K.10: Actively engage in group reading activities with purpose and understanding.

W.K: Writing

  • W.K.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g.,?My favorite book is...).
    • W.K.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g.,?My favorite book is...).
  • W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
    • W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
  • W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
    • W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
  • W.K.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
    • W.K.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
  • W.K.6: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
    • W.K.6: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
    • W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
  • W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
    • W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.