Language and literacy goals will be very individualized, just as any other goal. Language and literacy skills grow and build on one another. Children will grow and learn at their own pace, no matter what environment they share. Similar to my IEP goal example post about play, this post will review goal examples that are aligned with the early learning standards for my state as well as the ABLLS- R and the VB-MAPP. Best practices is to use data for instructional purposes as well as goals for each learner. These examples will hopefully get a jumpstart when thinking about goals in hopes of decreasing writer’s block.
Early learners are exposed to pre-academics and academics through play. Encouraging social interactions and communication can be fun! Some age appropriate ideas to work on language and literacy both at school and in the home are:
- When reading books together, take a picture walk and talk about what you think is going on in each picture.
- Have books and other forms of literacy out in the environment for frequent access.
- Encourage the exploration of books
- Read your favorite books! In my experience, learners attend and get excited about books that I am excited about! I read my favorite books with more enthusiasm.
- Expand on language when playing. Expand words and sentences that a learner says, encourage conversations during play, and model play narration.
- Read stories and books with predictable and repeating storylines.
- Visit the library and other literacy rich environments
- During play and conversations, ask open-ended questions
- Label the number, size, shape and color of the things around you.
- Use the learners highest interests to encourage language and communication.
Some IEP examples for early learners are:
- When given a variety of non-identical objects, the learner will sort sort non-identical items into their appropriate groups with 90% accuracy across 2 consecutive days.
- The learner will select an object named by the instructor and presented in an array of 3 with 90% independence across 3 consecutive days.
- The learner will follow directions to touch parts of an item when presented in a picture (e.g., door and window of a house, wheel and door of a car) with 90% independence across 3 data points.
- The leaner will follow 10 instructions involving prepositions with 90% accuracy across 2 consecutive days.
- The learner will spontaneously request 10 items using appropriate modalities with 90% independence.
- The learner will label 20 common actions when presented in a picture with 90% independence across 2 consecutive days.
- The learner will independently label an obvious problem or emergency when presented in a picture for 15 problems across 3 consecutive days.
- The learner will follow 10 simple two step directions with 90% independence across 2 consecutive days.
- The learner will identify the front and back covers of books with 90% accuracy across 3 consecutive days.
- The learner will differentiate letters from numerals by sorting them wit 90% independence across 2 consecutive days.
- The learner will fill in the blank for 10 common statements with 90% independence across 3 consecutive days.
I hope that this goal bank helps kick start some great conversations for growth for all learners! As always, keep up with assessments, progress monitoring, learner data, state standards, and district standards. Here are a few resources:
Keep an eye out for upcoming goal posts on more developmental domains!
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