IEP Goal for Phonemic Awareness: A Non-Verbal 1st Grade Student
Student Profile
Name: [Student's Name]
Grade: 1st Grade
Communication Mode: Non-Verbal
Area of Need: Phonemic Awareness
Current Level of Performance: [Current Performance Level]
Goal Statement
Annual Goal: By the end of the IEP period, [Student's Name] will demonstrate improved phonemic awareness skills by independently identifying and manipulating sounds in words, achieving 80% accuracy across three consecutive assessments.
Short-Term Objectives
Objective 1: Sound Identification
- Target Skill: Identify initial sounds in spoken one-syllable words.
- Condition: Given verbal prompts and visual supports (i.e., pictures, gestures).
- Criteria: [Student's Name] will accurately identify initial sounds in 10 out of 12 opportunities.
Objective 2: Rhyme Detection
- Target Skill: Recognize and produce rhyming words.
- Condition: During structured phonemic awareness activities, using pictures and gestures as cues.
- Criteria: [Student's Name] will produce a rhyming word for a given word in 4 out of 5 trials.
Objective 3: Sound Segmentation
- Target Skill: Segment sounds in one-syllable words into individual phonemes.
- Condition: With the use of manipulatives (like blocks) to represent each sound.
- Criteria: [Student's Name] will correctly segment sounds in 8 out of 10 one-syllable words.
Objective 4: Sound Blending
- Target Skill: Blend individual phonemes to form one-syllable words.
- Condition: Given sound cards and visual cues to assist in blending sounds.
- Criteria: [Student's Name] will successfully blend sounds into words in 4 out of 5 opportunities.
Implementation Strategies
Visual Supports
To facilitate learning, incorporate various visual supports such as:
- Picture Cards: Use picture cards that represent the initial sound of the word; point to the card as the sound is identified.
- Color-Coded Sound Blocks: Utilize blocks or counters that students can manipulate for sound segmentation and blending activities.
Multi-Sensory Approaches
Incorporate kinesthetic learning with activities that involve movement:
- Action Words: Create physical actions that correspond with words to help [Student's Name] connect sounds with meanings.
- Body Sounds: Encourage [Student's Name] to use clapping, tapping, or stomping out sounds of the words.
Small Group Instruction
Organize small group sessions focusing on phonemic awareness activities:
- Peer Interaction: Pair [Student's Name] with a communicative partner to model sound identification and blending.
- Interactive Games: Use phonemic awareness games that require turn-taking, providing a social element to learning.
Progress Measurement
Progress will be measured through regular assessments designed for phonemic awareness, including:
- Baseline Assessment: Conduct an initial phonemic awareness assessment to establish baseline data.
- Ongoing Assessments: Use informal checks and structured assessments every four weeks to ensure consistent monitoring of progress.
- Data Collection: Collect data through observation notes, student work samples, and assessment scores for review during IEP meetings.
Conclusion
The focus on phonemic awareness through structured goals and objectives tailored to [Student's Name]'s individual needs aims to develop foundational reading skills essential for academic success. Through the use of visual supports, multi-sensory strategies, and progress monitoring, [Student's Name] will be actively engaged in learning and achieving the stated objectives.
This example serves as a comprehensive guide for developing an IEP goal tailored to the unique needs of a non-verbal 1st-grade student in the area of phonemic awareness. The structured approach, focusing on measurable objectives and tailored strategies, supports the student's growth and success in literacy.