IEP reading goals
Sight word IEP goals
6 example goals for sight words, each with a condition, behavior, criterion, measure and time frame.
Short answer
A sight word goal names the word set (for example, the Dolch primer list), the task (read each word within about 3 seconds), a criterion such as 48 of 52, and the measure. Better goals also check the words in sentences, where they are actually used.
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 sight words goal make sense?
High-frequency words such as the, said, was and of show up in every sentence, so a student who stops on them reads slowly and loses meaning. But most words on sight word lists can be decoded once their pattern is taught. In our lesson sequence, 198 of the 220 Dolch service words become decodable by sound.
That changes what a good goal looks like. A goal to read 220 words from flash cards spends months on memorizing words the student could decode. A tighter goal covers the words the student needs now: the heart words taught so far, plus the list for their grade.
Write the time limit into the goal. A word that takes six seconds to sound out isn't yet a sight word, even if it's read correctly.
Example sight words goals
By the annual review, shown the 40 Dolch pre-primer words in random order, the student will read each word within 3 seconds with 36 of 40 correct on 3 consecutive probes, measured by a word list probe given every two weeks.
- Condition
- Shown the 40 Dolch pre-primer words in random order
- Behavior
- Read each word within 3 seconds
- Criterion
- With 36 of 40 correct on 3 consecutive probes
- Measure
- A word list probe given every two weeks
- Time frame
- By the annual review
By the annual review, shown the 52 Dolch primer words in random order, the student will read each word within 3 seconds with 47 of 52 correct on 3 consecutive probes, measured by a word list probe.
- Condition
- Shown the 52 Dolch primer words in random order
- Behavior
- Read each word within 3 seconds
- Criterion
- With 47 of 52 correct on 3 consecutive probes
- Measure
- A word list probe
- Time frame
- By the annual review
By the annual review, shown the heart words taught so far in random order, the student will read each word within 2 seconds with 90% correct on 3 consecutive weekly probes, measured by a heart word deck check.
- Condition
- Shown the heart words taught so far in random order
- Behavior
- Read each word within 2 seconds
- Criterion
- With 90% correct on 3 consecutive weekly probes
- Measure
- A heart word deck check
- Time frame
- By the annual review
By the annual review, given 10 sentences built from taught heart words and decodable words, the student will read the sentences aloud with at least 95% of heart words read correctly on 3 consecutive probes, measured by a sentence-reading probe.
- Condition
- Given 10 sentences built from taught heart words and decodable words
- Behavior
- Read the sentences aloud
- Criterion
- With at least 95% of heart words read correctly on 3 consecutive probes
- Measure
- A sentence-reading probe
- Time frame
- By the annual review
By the annual review, given a one-minute list of high-frequency words, the student will read the words at 40 words correct per minute on 3 consecutive weekly probes, measured by a timed word list.
- Condition
- Given a one-minute list of high-frequency words
- Behavior
- Read the words
- Criterion
- At 40 words correct per minute on 3 consecutive weekly probes
- Measure
- A timed word list
- Time frame
- By the annual review
By the annual review, when 10 taught heart words are dictated, the student will spell each word with 8 of 10 correct on 3 consecutive probes, measured by a dictation probe.
- Condition
- When 10 taught heart words are dictated
- 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 first grader reads 22 of 52 primer words in October, and 9 of those take longer than 3 seconds. She sounds out "was" as /w/ /a/ /s/ every time.
The team sets 47 of 52 within 3 seconds. The teacher sorts the list: words she can learn by decoding with her phonics lessons, and a smaller group of heart words to teach two or three a week with a heart word routine. By January she reads 40 of 52 within the time limit.
Short-term objectives
- By the end of the first grading period, the student will read 30 of 52 primer words within 3 seconds each.
- By the end of the second grading period, the student will read 38 of 52 primer words within 3 seconds each.
- By the end of the third grading period, the student will read 44 of 52 primer words within 3 seconds each.
How do you measure progress?
- Show words in a new random order each time. Count a word correct only if it is read within the time limit.
- Check the same words in sentences once a month. Some students read a word on a card and miss it in text.
- Keep a record of which words are missed. The misses usually share a pattern or a confusion (was/saw, of/for).
Common mistakes
- Counting a word as known when it was sounded out slowly.
- Teaching every word on the list as a whole-word memory task, even decodable ones.
- Using a goal of hundreds of words with no time frame for each step.