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).
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- L.K.1.E: Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
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- L.K.1.F: Produce and expand complete sentences in shared language activities.
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- 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
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- L.K.2.B: Recognize and name end punctuation.
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- L.K.2.C: Write a letter or letters for most consonant and short-vowel sounds (phonemes).
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- L.K.2.D: Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
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- 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).
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- 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.
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- L.K.5.B: Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
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- 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.
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- 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.
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- RF.K.2.B: Count, pronounce, blend, and segment syllables in spoken words.
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- RF.K.2.C: Blend and segment onsets and rimes of single-syllable spoken words.
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- RF.K.2.D: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
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- 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
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- 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.
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