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1. #Iep for sight words 1st grade full
2. #Iep for sight words 1st grade series
3. #Iep for sight words 1st grade crack

When given the Teacher’s College Assessment, Johnny read at a level which correlates to the end of Grade 1. He has learned to blend sounds to read and spell words without guessing. He knows welded sounds (am, an, ing) and consonant digraphs (sh, th, ph, ck, wh, ch). Johnny knows all consonant and short vowel sounds. He is reading and spelling regular and irregular sight words, such as there, their, and they’re. Johnny’s sight word vocabulary has increased. He counts the syllables in words with up to six syllables and blends three syllables to form words. Johnny knows the difference between a paragraph, sentence, syllable, word, and sound. He identifies and produces rhymes, alliterates (realizes that the first sounds of words are the same and identifies this), identifies the first, last, and medial sounds in words, and can identify all sounds in words with up to five sounds. Johnny’s phonological awareness has greatly improved. The following is an excerpt from Johnny’s IEP that illustrates the essence of a SMART Goal (keeping in mind that SMART stands for Specific, Measurable, Action-Based, Realistic and Relevant, and Time-Limited.) This sample describes Johnny’s current performance as well as the corresponding objectives that are engineered to facilitate the acquisition of the goal.Ĭurrent Performance Levels/Measurable Annual GoalsĬurrent Performance Level: What can the student currently do? His school had labeled him as intellectually impaired not understanding that a severe, untreated language-based learning disability can look like an intellectual impairment to the untrained eye. It was surprising to me that he could not decode (use phonetic principles to unlock the alphabetic code) words. Johnny began the school year as a virtual non-reader, meaning that he had learned to memorize words, rely on picture cues, and use background knowledge to piece meaning together, however he could not perform any of the aforementioned language tasks necessary for learning to read. These are skills that should be taught and mastered in Kindergarten, but unfortunately, Johnny has made it to fourth grade without learning these skills. His name has six letters, but only four sounds: /j/ /ŏ/ /n/ /ē/. Additionally, he could not segment the phonemes in his own name. (This is referred to as alliteration.) When given phonemes (sounds), such as /d/ /ă/ /sh/ (/ / means the sound of) – he was unable to blend the sounds to form the word dash. I shared several nursery rhymes with Johnny, such as Peter Piper picked a peck of pickled peppers, and he could not discern the first sound that was repeated in every word. When given the word cowboy and asked to repeat the word without cow, he answered cowboy instead of boy. Johnny thought that the word bat began with the sound b because he was never taught the difference between letter names and sounds. When given the word bat, he could not discern whether bat rhymed with bit or cat. He has severe deficits in phonological awareness (the ability to discern and manipulate sounds, rhyme, recognize syllables, identify first, last, and medial sounds, as well as blend and segment sounds).įor example, when given the word octopus, Johnny could not identify that this is one word with three syllables.

#Iep for sight words 1st grade crack

(Names have been changed for privacy reasons.) Johnny has been diagnosed with a severe language-based learning disability that affects his speech, oral and receptive language, and ability to crack the phonetic code.

#Iep for sight words 1st grade series

The third and final part of this series will take a look at the student case study of Johnny.

#Iep for sight words 1st grade full

Here’s What You’ll Get to Make Progress Monitoring Those Sight Words a Bit Easier: Together, these two solutions will save you time, yet it will still allow you to collect valuable data. How can you progress monitor them quickly? All of that being said, we know that many of our students have IEP goals that target their ability to read high frequency words. Whether you love Dolch or Fry Sight words, the lists are lengthy. Does the thought of progress monitoring IEP goals for sight words overwhelm you? It can be time-consuming, but it doesn’t have to be anymore.Īsking students to read LOOOONG lists of sight words will take you forever to progress monitor.