IEP reading goals
Decoding IEP goals for CVC words
6 example goals for decoding cvc words, each with a condition, behavior, criterion, measure and time frame.
Short answer
A CVC decoding goal says the student will read consonant-vowel-consonant words (like sit, mop, fan) or made-up CVC words, with a criterion such as 18 of 20 correct or 40 correct sounds per minute, measured on new word lists every week or two.
These are example goals for discussion. Each student's goals are written by the IEP team from that student's own assessment data. This page is not legal advice.
When does a decoding cvc words goal make sense?
Reading CVC words is the first real decoding. The student looks at three letters, says each sound, and blends them into a word. Until that works reliably, more complicated phonics won't hold.
A CVC goal fits a student who knows most letter sounds but reads "sit" as "sat" or "s... i... t" without getting to the word. Made-up words (like "vop" or "tib") are useful in the measure because the student can't have memorized them, so the score shows decoding and nothing else.
Write the criterion around whole words read correctly. Some teams also count correct sounds, which shows progress earlier, when a student gets two of three sounds right.
Example decoding cvc words goals
By the annual review, given 20 unpracticed CVC words with short a, i and o, the student will read each word aloud with 18 of 20 correct on 3 consecutive weekly probes, measured by a teacher-made word list.
- Condition
- Given 20 unpracticed CVC words with short a, i and o
- Behavior
- Read each word aloud
- Criterion
- With 18 of 20 correct on 3 consecutive weekly probes
- Measure
- A teacher-made word list
- Time frame
- By the annual review
By the annual review, given 20 unpracticed CVC words with all 5 short vowels, the student will read each word aloud with 18 of 20 correct on 3 consecutive weekly probes, measured by a mixed short-vowel word list.
- Condition
- Given 20 unpracticed CVC words with all 5 short vowels
- Behavior
- Read each word aloud
- Criterion
- With 18 of 20 correct on 3 consecutive weekly probes
- Measure
- A mixed short-vowel word list
- Time frame
- By the annual review
By the annual review, given a one-minute list of made-up CVC words, the student will read the words with at least 15 whole words read correctly on 3 consecutive weekly probes, measured by a timed made-up word probe.
- Condition
- Given a one-minute list of made-up CVC words
- Behavior
- Read the words
- Criterion
- With at least 15 whole words read correctly on 3 consecutive weekly probes
- Measure
- A timed made-up word probe
- Time frame
- By the annual review
By the annual review, given a one-minute list of made-up CVC words, the student will read the words at 40 correct sounds per minute on 3 consecutive probes, measured by a timed probe scored by sounds.
- Condition
- Given a one-minute list of made-up CVC words
- Behavior
- Read the words
- Criterion
- At 40 correct sounds per minute on 3 consecutive probes
- Measure
- A timed probe scored by sounds
- Time frame
- By the annual review
By the annual review, given 5 decodable sentences using only CVC words and taught heart words, the student will read the sentences aloud with at least 95% of words correct on 3 consecutive probes, measured by a sentence-reading probe.
- Condition
- Given 5 decodable sentences using only CVC words and taught heart words
- Behavior
- Read the sentences aloud
- Criterion
- With at least 95% of words correct on 3 consecutive probes
- Measure
- A sentence-reading probe
- Time frame
- By the annual review
By the annual review, given 20 unpracticed CVC words with e and i mixed, the student will read each word aloud with 19 of 20 correct on 3 consecutive probes, measured by a vowel-contrast word list.
- Condition
- Given 20 unpracticed CVC words with e and i mixed
- Behavior
- Read each word aloud
- Criterion
- With 19 of 20 correct on 3 consecutive probes
- Measure
- A vowel-contrast word list
- Time frame
- By the annual review
From baseline to target: a worked example
A first grader reads 6 of 20 mixed short-vowel CVC words in October. She sounds out each letter but often blends the wrong vowel, and she gets 18 correct sounds in a minute on made-up words.
The team sets two goals: 18 of 20 real words, and 40 correct sounds per minute on made-up words, by the annual review. They choose an ambitious line on the graph. If four probes in a row fall below the line, the teacher changes something, such as adding continuous blending or narrowing to two vowels.
Short-term objectives
- By the end of the first grading period, the student will read 20 CVC words with short a and i, with 16 of 20 correct.
- By the end of the second grading period, the student will read 20 CVC words with short a, i and o, with 16 of 20 correct.
- By the end of the third grading period, the student will read 20 CVC words with all 5 short vowels, with 16 of 20 correct.
How do you measure progress?
- Use a new list each probe, drawn from the same pool of patterns. Never reuse a probe list for practice.
- Mark each word right or wrong and note the error type: vowel, final consonant, or added sound.
- For made-up word probes, count a word correct whether the student blends it smoothly or says each sound and then the word.
Common mistakes
- Practicing with the same words used in the probe, which turns the score into memory.
- Using a list with blends or digraphs and calling it CVC.
- Setting a goal for "reading CVC words fluently" with no number.