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
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reading cvc words goals
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decoding goals
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reading comprehension goals
Kindergarten Reading IEP Goals
L.K: Language
- L.K.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- L.K.1.A: Print many upper- and lowercase letters.
- L.K.1.B: Use frequently occurring nouns and verbs.
- L.K.1.C: Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
- L.K.1.D: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
- This goal covers the following objectives
- L.K.1.E: Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
- This goal covers the following objectives
- L.K.1.F: Produce and expand complete sentences in shared language activities.
- This goal covers the following objectives
- L.K.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- L.K.2.A: Capitalize the first word in a sentence and the pronoun
- This goal covers the following objectives
- L.K.2.B: Recognize and name end punctuation.
- This goal covers the following objectives
- L.K.2.C: Write a letter or letters for most consonant and short-vowel sounds (phonemes).
- This goal covers the following objectives
- L.K.2.D: Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
- This goal covers the following objectives
- L.K.2.A: Capitalize the first word in a sentence and the pronoun
- L.K.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
- L.K.4.A: Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
- This goal covers the following objectives
- L.K.4.B: Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
- L.K.4.A: Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
- L.K.5: With guidance and support from adults, explore word relationships and nuances in word meanings.
- L.K.5.A: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
- This goal covers the following objectives
- L.K.5.B: Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
- This goal covers the following objectives
- L.K.5.C: Identify real-life connections between words and their use (e.g., note places at school that are colorful).
- L.K.5.D: Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
- L.K.5.A: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
- L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
- L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
- This goal covers the following objectives
- L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
RF.K: Reading: Foundational Skills
- RF.K.1: Demonstrate understanding of the organization and basic features of print.
- RF.K.1.A: Follow words from left to right, top to bottom, and page by page.
- RF.K.1.B: Recognize that spoken words are represented in written language by specific sequences of letters.
- This goal covers the following objectives
- RF.K.1.C: Understand that words are separated by spaces in print.
- RF.K.1.D: Recognize and name all upper- and lowercase letters of the alphabet.
- RF.K.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
- RF.K.2.A: Recognize and produce rhyming words.
- This goal covers the following objectives
- RF.K.2.B: Count, pronounce, blend, and segment syllables in spoken words.
- This goal covers the following objectives
- RF.K.2.C: Blend and segment onsets and rimes of single-syllable spoken words.
- This goal covers the following objectives
- RF.K.2.D: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
- This goal covers the following objectives
- RF.K.2.E: Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
- This goal covers the following objectives
- RF.K.2.A: Recognize and produce rhyming words.
- RF.K.3: Know and apply grade-level phonics and word analysis skills in decoding words.
- RF.K.3.A: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
- RF.K.3.B: Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.
- This goal covers the following objectives
- Sort short and long vowel words
- Choose the word that has a different vowel sound
- Spell the short vowel word
- Complete the word with the right short vowel
- This goal covers the following objectives
- RF.K.3.C: Read common high-frequency words by sight (e.g.,?the,?of,?to,?you,?she,?my,?is,?are,?do,?does).
- RF.K.3.D: Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
- RF.K.4: Read emergent-reader texts with purpose and understanding.
- RF.K.4: Read emergent-reader texts with purpose and understanding.
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.