IEP reading goals
IEP goals for decoding digraphs and blends
6 example goals for digraphs and blends, each with a condition, behavior, criterion, measure and time frame.
Short answer
A digraph and blend goal says the student will read one-syllable words with digraphs (sh, ch, th, wh, ck) and blends (st, fl, mp), with a criterion such as 18 of 20 correct. Measure on unpracticed word lists or decodable sentences every one to two weeks.
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 digraphs and blends goal make sense?
Once CVC words are solid, the next step is words with more consonants: digraphs, where two letters spell one sound (sh in ship), and blends, where each letter keeps its sound (s and t in stop). Students often drop a sound from a blend ("sop" for stop) or read a digraph as two sounds ("s-h-ip").
This goal suits a first or second grader who reads CVC words well but stalls on "crash" or "thump". Older students with gaps often need it too. The errors are predictable, so the measure should record which kind of word was missed.
Split the goal if needed: one for digraphs, one for blends. Teaching and measuring both at once can hide which part is weak.
Example digraphs and blends goals
By the annual review, given 20 unpracticed words with sh, ch, th, wh or ck, the student will read each word aloud with 18 of 20 correct on 3 consecutive weekly probes, measured by a digraph word list.
- Condition
- Given 20 unpracticed words with sh, ch, th, wh or ck
- Behavior
- Read each word aloud
- Criterion
- With 18 of 20 correct on 3 consecutive weekly probes
- Measure
- A digraph word list
- Time frame
- By the annual review
By the annual review, given 20 unpracticed words with a beginning blend, the student will read each word aloud, saying every consonant with 18 of 20 correct on 3 consecutive probes, measured by a beginning-blend word list.
- Condition
- Given 20 unpracticed words with a beginning blend
- Behavior
- Read each word aloud, saying every consonant
- Criterion
- With 18 of 20 correct on 3 consecutive probes
- Measure
- A beginning-blend word list
- Time frame
- By the annual review
By the annual review, given 20 unpracticed words with an ending blend, such as -mp, -nd or -st, the student will read each word aloud with 18 of 20 correct on 3 consecutive probes, measured by an ending-blend word list.
- Condition
- Given 20 unpracticed words with an ending blend, such as -mp, -nd or -st
- Behavior
- Read each word aloud
- Criterion
- With 18 of 20 correct on 3 consecutive probes
- Measure
- An ending-blend word list
- Time frame
- By the annual review
By the annual review, given 20 words with a digraph and a blend, such as "shrimp" or "chest", the student will read each word aloud with 17 of 20 correct on 3 consecutive probes, measured by a mixed word list.
- Condition
- Given 20 words with a digraph and a blend, such as "shrimp" or "chest"
- Behavior
- Read each word aloud
- Criterion
- With 17 of 20 correct on 3 consecutive probes
- Measure
- A mixed word list
- Time frame
- By the annual review
By the annual review, given a 100-word decodable passage limited to taught patterns, the student will read the passage aloud with at least 95% accuracy on 3 consecutive probes, measured by a passage-reading probe scored for accuracy.
- Condition
- Given a 100-word decodable passage limited to taught patterns
- Behavior
- Read the passage aloud
- Criterion
- With at least 95% accuracy on 3 consecutive probes
- Measure
- A passage-reading probe scored for accuracy
- Time frame
- By the annual review
By the annual review, given 10 dictated words with digraphs and blends, the student will spell each word with 8 of 10 correct on 3 consecutive probes, measured by a dictation probe.
- Condition
- Given 10 dictated words with digraphs and blends
- Behavior
- Spell each word
- Criterion
- With 8 of 10 correct on 3 consecutive probes
- Measure
- A dictation probe
- Time frame
- By the annual review
From baseline to target: a worked example
A second grader reads 19 of 20 CVC words but only 9 of 20 words with blends. His errors are almost all dropped second consonants: "fat" for flat, "set" for spent.
The team writes a blends goal of 18 of 20 and sets weekly probes. The teacher uses word building, changing one letter at a time (lap, slap, slip, slit), and has the student tap each sound before reading. After six weeks his probes rise to 14 of 20, so the plan stays.
Short-term objectives
- By the end of the first grading period, the student will read 20 words with sh, ch and th with 16 of 20 correct.
- By the end of the second grading period, the student will read 20 words with beginning l and s blends with 16 of 20 correct.
- By the end of the third grading period, the student will read 20 words with beginning and ending blends with 16 of 20 correct.
How do you measure progress?
- Build each probe list with a fixed mix, for example 10 digraph words and 10 blend words, so scores are comparable.
- Write down the error. A dropped consonant, a digraph read as two sounds and a vowel error each point to different teaching.
- Add one decodable passage a month to see whether the skill holds in text.
Common mistakes
- Counting th in "thin" and "this" as the same item when the student only knows one sound.
- Including words with vowel teams or silent e, which measures more than digraphs and blends.
- Teaching blends as single units ("bl" as one sound), which makes spelling harder later.