Welcome to March. It’s not one of our favorite months here in the Northeast, but if you find yourself living somewhere a bit warmer, we are truly envious! No matter where you live, however, March can be a tough time of year for educators and clinicians. Progress reports are due. IEP objectives need to be written. High stakes testing is beginning. We wanted to give you a hand with one of these areas. Below is a list of IEP literacy objectives that can be used for addressing phonemic awareness and phonics simultaneously. Some of the objectives target the use of letter pictures (letters embedded into pictures) and others target the use of plain letters. Since research has conclusively supported working simultaneously on phonemic awareness and phonics, the objectives in this list that refer to sound blending, segmenting, and manipulation involve the use of either letter pictures or letters. Whether you are using the Lively Letters program or other programs that address these areas, we hope that you will find the IEP objectives we listed below useful and timely.
Happy March!
Nancy Telian and Penny Castagnozzi – Co-directors, Reading with TLC
www.readingwithtlc.com info@readingwithtlc.com 781-812-0398 781 331-7412
IEP Literacy Objectives for Phonemic Awareness and Phonics Here is a comprehensive list of IEP objectives that could be used for students working with the Lively Letters program. For the objectives below, you can add in “using nonsense words” or “using real words. ” If you are working with students who can read some sight words, but do not have the skill to sound out unfamiliar words accurately you will want to use some nonsense words in treatment, and may want to add this distinction in your objectives with some students. For most skill areas below, I have added progressively objectives, adding in more letter sounds, longer words, and more difficult materials. Always keep these three skill areas in mind, with the 90 % accuracy level, when writing your objectives, as well as whether the student is performing the task with or without teacher prompting. Have fun writing your IEPS!
Nancy Telian, MS, CCC-SLP
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Will name the sound given the associated printed letter(s), in isolation, for the major consonants and five short vowels, including the consonant digraphs (/th/, /sh/, and /ch/) with 90% accuracy. (you can change this to put in whatever letter sounds you will be working on)
Will name of the sound, given the associated printed letters, in isolation, for the 16 major vowel combinations with 90% accuracy. (You can change this according to the letter sounds you will be training. For the upper level vowel sounds, you can make two objectives if wanted, making sure to first introduce the ones in the Lively Letters box of cards as the first objective : oo, oo, ou, ow, au, aw, oi, oy,- and then the ones from the Vowel Path story next: ai, oa, ea, ay, ui, ee. You can also make a similar objective for ‘r’-controlled vowels, soft and hard ‘c’ and ‘g’…)
Will demonstrate the phonemic awareness ability to orally blend the phonemes within consonant-vowel-consonant length words, given embedded letter pictures as a visual reference, with 90% accuracy.
Will demonstrate the phonemic awareness ability to orally blend the phonemes within consonant-vowel-consonant length words, given plain letters, with 90% accuracy.
Will demonstrate the phonemic awareness ability to orally segment a consonant –vowel-consonant length spoken word into individual phonemes, given embedded letter pictures as a visual reference, with 90% accuracy. (as students are ready to work with words with consonant blends, you can change this goal to include that length word)
Will demonstrate the phonemic awareness ability to orally segment a consonant –vowel-consonant length spoken word into individual phonemes, given plain letters as a visual reference, with 90% accuracy. (can progress to objectives for words with consonant blends)
Will demonstrate the phonemic awareness ability to orally segment a consonant –vowel-consonant length spoken word into individual phonemes, without the use of letter or letter pictures to represent the sounds, with 90% accuracy. (can progress to objectives for words with consonant blends)
Will demonstrate understanding and application of the final silent-e rule (in words like “bake”) by decoding and encoding words within manipulation tracking activities, given embedded letter pictures, and teacher prompting, with 90% accuracy. (Can progress from above objective by writing additional objectives having student apply the rule using plain letters, within printed words, within decodable books, within longer words with consonant blends, within paper and pencil spelling activities, and without teacher prompting….)
Will perform manipulation phonemic awareness/phonics tracking activities by decoding (reading) CVC length words, responding to one letter change at time, made in various positions in the word by instructor, given embedded letter pictures, with 90% accuracy. (is. “If that says ___, what does this say?”)
Will perform manipulation phonemic awareness/phonics tracking activities by decoding (reading) CVC length words, responding to one letter change at time, made in various positions in the word by instructor, given plain letters, with 90% accuracy. (is. “If that says ___, what does this say?”)
Will perform manipulation phonemic awareness/phonics tracking activities by encoding (spelling) CVC length words, responding to one sound change at a time, made in various positions in the word by instructor, given embedded letter pictures, with 90% accuracy. (ie. “If that says ____, make it say ___.”)
Will perform manipulation phonemic awareness/phonics tracking activities by encoding (spelling) CVC length words, responding to one sound change at a time, made in various positions in the word by instructor, given plain letters, with 90% accuracy. (ie. “If that says ____, make it say ___.”)
Will orally decode CVC length printed words, in isolation with 90% accuracy. (can be more specific by putting in the letter sounds to be used)
Will.. (same above, but now within sentences, and then within phonetic decodable books)
Will print to dictation CVC length words within paper and pencil tasks with 90% accuracy. (can be more specific by putting in the letter sounds to be used)
Will decode (read) one-syllable words with consonant blends in the initial position, given printed words in isolation, with 90% accuracy. (again, can start this with objectives for the use of embedded letter pictures, then plain letters within manipulation activities,, before requiring printed words)
Will encode (spell) one-syllable words with consonant blends in the final position, given printed words, with 90% accuracy. (again, can start this objective with objectives for the use of embedded letter pictures, then plain letters within manipulation activities , before requiring printed words)
Will decode (read) one-syllable words with consonant blends in both positions, given printed words in isolation with 90% accuracy. (again, can start this objective for the use of embedded letter pictures, then plain letters within manipulation activities, before requiring printed words)
Will decode one-syllable words with consonant blends within phonetically decodable books with 90% accuracy.
Will decode one-syllable length words containing vowel combinations, given_______(put what kind of materials here such as letter picture cards, plain letters, printed words, or in books…. and what length words), with 90% accuracy.
Will decode words with the past-tense ‘ed’ endings, and with morphological ‘es’ endings (in words like “planned,” “lined,” “planes,” and “wishes”), with correct vowel production, using rule-based strategies that focus on how many consonants precede the morphological ending, with 90% accuracy.
Will demonstrate understanding and correct application of the syllable division rules for use with multisyllable words (like “comment”), by dividing and reading two-syllable printed words containing closed syllables, in isolation, with correct production of the vowel sounds, with 90% accuracy. (can continue this with longer words – 3, 4, 5 syllables in length)
Will demonstrate understanding of and correct application of the syllable division rules of use with multisyllable words (like “hotel”), by dividing and reading two-syllable printed words containing an initial open syllable, in isolation, with correct production of the vowel sounds, with 90% accuracy.(can continue this with longer words – 3, 4, 5 syllables in length)
(Can put further objectives where the student is decoding multisyllable words correctly within sentences, books…)
After Lively Letters, or other phonics program, begin addressing irregular sight words with programs such as Sight Words You Can See. This is important if the student does not have adequate skills with the irregular sight words, or the ones with infrequent letter patterns, for reading and for spelling. Some students are also ready for more work with oral reading fluency, spelling (including spelling rules of our language), and structural analysis (or morphological awareness) where they are working with prefix, suffix, and roots to further develop the ability to read, spell, and understand the meaning of multisyllable words.