This article is designed to be utilized with the utmost professional integrity and ethical consideration. It is imperative to acknowledge that directly copying and pasting example goals into student’s IEPs from any external source, including ours, undermines the individualized nature of IEP planning and does not serve the best interests of students.
This resource aims to inspire the development of IEP goals that address the needs of students, not a substitute for the detailed, student-centered IEP goal setting process. Educators and IEP teams are urged to use this as a tool for ideation, basing final goals on student assessments and collaborative IEP team insights.
If you were teaching (or growing up) during the 90s, you likely remember the catchy commercials with the clever jingle: Hooked on Phonics.
While the company’s advertising didn’t ultimately live up to the hype, its brief popularity highlighted an important aspect often missed in reading instruction: phonics matters.
What we know now, however, is that phonics isn’t the only important element in communication instruction. There are other important skills readers and speakers can develop to become successful communicators.
Phonemic awareness focuses on the ability to identify and manipulate individual sounds in spoken words. Unlike phonics, which connects those sounds to written letters, phonemic awareness is the auditory skill of sound identification.
Both are important for reading and for speaking. If you’re trying to create more literate, well-rounded students, then this guide to phonemic awareness IEP goals and objectives is written just for you. Formal instruction in these areas is crucial for developing foundational skills. Phonemic awareness skills must be explicitly taught to students who struggle with them, as these skills do not always develop naturally.
Click here to jump down to the IEP goals.
Introduction to Phonemic Awareness
Phonemic awareness is a crucial skill that enables individuals to identify, manipulate, and sequence individual sounds (phonemes) in spoken words. It is a fundamental component of phonological awareness, which also includes the ability to recognize and manipulate larger units of sound, such as syllables and rhymes. Developing strong phonemic awareness skills is essential for reading and writing success, as it allows individuals to decode and encode words, recognize word patterns, and develop fluency in reading.
Phonemic awareness focuses on the auditory aspect of language, helping students to hear and differentiate between individual sounds in spoken words. This skill is foundational for connecting sounds to letters, which is a critical step in learning to read and write. By mastering phonemic awareness, students can improve their ability to decode unfamiliar words, enhance their spelling accuracy, and build a strong foundation for overall literacy development.
What is Phonemic Awareness?
Put quite simply, phonemic awareness is the ability to hear, identify, and then manipulate individual sounds (phonemes) in spoken words. For instance, being able to break the word “cat” into its three sounds (/k/, /æ/, /t/) or blend those sounds back together is a sign of phonemic awareness, which involves recognizing individual speech sounds within words.
As an auditory skill, there’s technically no written or visual component involved. That said, this skill lays the foundation for reading by helping students connect sounds to letters, which leads to decoding and fluency.
Phonemic awareness and phonological awareness are related but distinct skills. Phonological awareness serves as the overarching category of skills that includes all awareness of sounds in a language. This could mean recognizing rhymes, counting syllables, or noticing how words can share similar endings.
Phonemic awareness, though, is a subset of phonological awareness but takes things up a notch, focusing specifically on the manipulation of phonemes. Phonemic awareness is an essential part of the larger phonological skillset needed for reading.
Understanding Phonological Awareness
Phonological awareness is the broader category of skills that includes phonemic awareness, as well as the ability to recognize and manipulate syllables, rhymes, and other sound patterns. Phonological awareness skills are essential for literacy development, as they provide the foundation for decoding, encoding, and comprehension. By teaching phonological awareness skills, educators can support students in developing a strong foundation for reading and writing.
Phonological awareness encompasses a range of skills, from recognizing when words rhyme to counting the number of syllables in a word. It also includes the ability to segment words into their individual sounds and blend those sounds to form words. These skills are critical for students as they learn to read and write, as they help them understand the structure of language and how sounds relate to letters and words. Teaching phonological awareness in a systematic and explicit manner can significantly enhance students’ literacy development and set them up for long-term academic success.
What Are Examples of Phonemic Awareness?
Just like any other communication skill, building phonemic awareness requires the mastery of several other skills that work together to create the larger picture. Here are some examples:
Phonological awareness activities are essential tools for teaching these skills.
Word Recognition
Recognizing words starts with hearing individual speech sounds and being able to connect sounds to meaning. For example, a student might hear the word “dog” and identify that the sound /d/ signals the start of the word. This early step is all about giving students the tools to pick up on familiar sounds within speech.
Letter-Sound Knowledge
Once a student becomes aware of sounds, the next logical step is connecting them to letter sounds. This is where phonemic awareness starts to collaborate with phonics. A student who knows that the letter “b” produces a /b/ sound can start making those connections across their vocabulary.
Word Segmentation
Word segmentation is when a student learns to break a word into its individual sounds. This is a critical skill when starting to read and write. For instance, a student can hear the word “sun” and identify its three distinct phonemes—/s/, /ʌ/, and /n/.
Word Fluency
We often equate reading fluency to speed, but really, it’s just about reading with ease and confidence, regardless of the pace. Phonemic awareness helps students develop the rhythm and flow important for fluent reading. When students can hear how words fit together and quickly identify individual sounds, their reading fluency skyrockets. Effective instructional strategies, such as independent work tasks, interactive games, and small group instruction, can support phonemic awareness development.
Decoding
Last but not least, decoding is the process of sounding out written words and translating them into spoken language. This skill is made possible by explicit instruction in phonemic awareness, as students rely on their ability to match sounds with letters.
Phonemic awareness connects listening skills directly to reading. For example, if a student encounters an unfamiliar word, they can break it into phonemes and figure out what it says.
Why is Phonemic Awareness Important?
Research consistently shows the significant positive impact phonemic awareness has on reading and spelling skills.
In fact, a report by the National Reading Panel concluded that explicit, systematic instruction in manipulating phonemes dramatically improves decoding and spelling abilities in young children. This, of course, lays the groundwork for long-term reading success. Especially for students with diverse learning needs, regular and consistent instruction in phonemic awareness can reduce barriers to accessing and developing early literacy skills.
One longitudinal study highlighted the importance of addressing phonemic awareness at a young age, stating it can prevent future reading difficulties and support overall literacy attainment.
Students who receive structured phonemic training not only demonstrate improved phonological processing but also exhibit better outcomes in word recognition and fluency down the line.
32 Phonemic Awareness IEP Goals
Word Recognition IEP Goals
- By the end of the IEP period, when given a list of high-frequency words, [Student Name] will read at least 20 of 25 words correctly with 80% accuracy in 4 of 5 trials in classroom literacy sessions as measured by teacher data collection.
- By the end of the IEP period, when presented with grade-level sight words, [Student Name] will recognize and read the words with 90% accuracy in 3 of 4 trials in classroom literacy sessions as measured by teacher data collection.
- By the end of the IEP period, when shown flashcards containing new vocabulary, [Student Name] will accurately read at least 15 of 20 words with 75% accuracy in 4 of 5 attempts in classroom literacy sessions as measured by teacher data collection.
- By the end of the IEP period, when provided word lists drawn from common texts, [Student Name] will decode and recognize the words with 85% accuracy in 3 of 5 attempts in classroom literacy sessions as measured by teacher data collection.
- By the end of the IEP period, when reading sentences that contain sight words, [Student Name] will read and comprehend the sentences with 80% accuracy in 3 of 4 trials in classroom literacy sessions as measured by teacher data collection.
- By the end of the IEP period, when given a short passage with new vocabulary, [Student Name] will read at least 18 of 25 target words correctly with 72% accuracy in 4 of 5 attempts in classroom literacy sessions as measured by teacher data collection.
- By the end of the IEP period, when provided a mixed list of familiar and unfamiliar words, [Student Name] will accurately read at least 20 of 25 words with 80% accuracy in 3 of 4 trials in classroom literacy sessions as measured by teacher data collection.
- By the end of the IEP period, when shown flashcards containing unfamiliar words, [Student Name] will decode and read at least 12 of 15 cards with 70% accuracy in 4 of 5 attempts in classroom literacy sessions as measured by teacher data collection.
Looking for more practice? Check out these vocabulary and spelling IEP goals.
Letter-Sound Knowledge IEP Goals
- By the end of the IEP period, when presented with uppercase and lowercase letters, [Student Name] will verbally produce the corresponding sound with 90% accuracy in 4 of 5 trials in phonics instruction as measured by teacher data collection.
- By the end of the IEP period, when given a list of consonant sounds, [Student Name] will match each sound to its letter with 85% accuracy in 4 of 5 trials in phonics instruction as measured by teacher data collection.
- By the end of the IEP period, when shown vowel letters, [Student Name] will produce the correct vowel sound with 80% accuracy in 3 of 5 trials in phonics instruction as measured by teacher data collection.
- By the end of the IEP period, when presented with digraphs such as “sh” or “ch,” [Student Name] will identify and articulate the corresponding sound with 85% accuracy in 4 of 5 trials in phonics instruction as measured by teacher data collection.
If planning is another need, these IEP goals might help.
Word Segmentation IEP Goals
- By the end of the IEP period, when given a two- or three-syllable word, [Student Name] will orally segment and articulate each syllable with 90% accuracy in 4 of 5 trials in literacy intervention as measured by teacher data collection.
- By the end of the IEP period, when provided a spoken word, [Student Name] will isolate and identify individual phonemes with 85% accuracy in 3 of 4 trials in literacy intervention as measured by teacher data collection.
- By the end of the IEP period, when presented short one-syllable words, [Student Name] will segment and count the phonemes with 80% accuracy in 4 of 5 trials in literacy intervention as measured by teacher data collection.
- By the end of the IEP period, when listening to a dictated sentence, [Student Name] will segment and write all words with 85% accuracy in 4 of 5 attempts in written-language tasks as measured by teacher data collection.
Want more executive-function support? Here are additional IEP goals.
Word Fluency IEP Goals
- By the end of the IEP period, when presented grade-level word lists, [Student Name] will read 40 words in one minute with 85% accuracy in 3 of 5 attempts as measured by teacher data collection.
- By the end of the IEP period, after repeated reading practice, [Student Name] will increase fluency by five correct words per minute every two weeks while maintaining 85% accuracy in 4 of 5 sessions as measured by teacher data collection.
- By the end of the IEP period, when timed for one minute, [Student Name] will fluently read at least 50 words with no more than two errors in 3 of 5 attempts as measured by teacher data collection.
- By the end of the IEP period, during paired-reading activities, [Student Name] will increase fluency by 10 correct words per minute in 4 of 5 sessions as measured by teacher data collection.
- By the end of the IEP period, when introduced to compound words, [Student Name] will segment the words and articulate their meaning with 90% accuracy in 4 of 5 sessions as measured by teacher data collection.
- By the end of the IEP period, when reading words with varied endings, [Student Name] will segment and read patterned words with 85% consistency across 4 weekly opportunities as measured by teacher data collection.
- By the end of the IEP period, when completing daily audio drills of multisyllabic words, [Student Name] will segment each word correctly with 85% accuracy in 4 of 5 sessions as measured by teacher data collection.
Need more fluency practice? Explore this list.
IEP Goals for Decoding and Phonemic Awareness
- By the end of the IEP period, when presented multisyllabic words, [Student Name] will decode and read each word with 85% accuracy in 4 of 5 trials as measured by teacher data collection.
- By the end of the IEP period, after explicit phoneme-grapheme instruction, [Student Name] will decode words containing the taught grapheme with 90% accuracy in 3 of 4 attempts as measured by teacher data collection.
- By the end of the IEP period, when given a written word containing a consonant blend, [Student Name] will decode and read it aloud with 85% accuracy in 4 of 5 attempts as measured by teacher data collection.
- By the end of the IEP period, when provided short-vowel CVC words, [Student Name] will fluently decode and read them aloud with 90% accuracy in 3 of 4 trials as measured by teacher data collection.
- By the end of the IEP period, when listening to verbal word pairs, [Student Name] will identify rhyming words with 85% accuracy in 3 of 5 opportunities as measured by teacher data collection.
- By the end of the IEP period, when reading words with blends, digraphs, or diphthongs, [Student Name] will decode and read the words with 85% accuracy in 4 of 5 attempts as measured by teacher data collection.
- By the end of the IEP period, when provided unfamiliar one-syllable words, [Student Name] will segment the phonemes and decode the words aloud with 80% accuracy in 4 of 5 sessions as measured by teacher data collection.
- By the end of the IEP period, when applying a phonics-based decoding strategy, [Student Name] will read multisyllabic words with 85% accuracy in 3 of 5 sessions as measured by teacher data collection.
- By the end of the IEP period, when provided high-frequency sight words, [Student Name] will accurately recognize and read them aloud with 90% accuracy in 4 of 5 trials as measured by teacher data collection.
Setting specific IEP goals for phonemic awareness is crucial for improving students’ reading and writing abilities. Check out more decoding and reading comprehension IEP goals here.
How Do You Write a Phonemic Awareness IEP Goal?
If you want your students to be successful, then writing clear, measurable IEP goals is a must. There’s a tried-and-true formula we like to use to simplify the process and make sure nothing is missed. It goes as follows:
“When given [instruction or task], the student will [demonstrate skill or behavior] with __% accuracy in __ out of __ trials [within a given time period].”
This sentence structure might look complicated at first, but once you break it down, it’s your best friend for writing strong IEP goals. To help you get started, you can refer to a collection of sample IEP goals that provide over 432 easily accessible examples.
It guarantees two important things. One, it lets you describe exactly what the student needs to do. For phonemic awareness, that might mean isolating beginning sounds, blending phonemes to form words, or segmenting individual sounds in a word (“cat” = /k/ + /æ/ + /t/).
Second, it includes specific benchmarks to measure progress objectively. For example, if the goal is tied to isolating sounds, you might write:
See how clear that is? Everyone involved with this IEP goal now understands exactly what success looks like.
Assessing Phonemic Awareness
Assessing phonemic awareness is an essential step in identifying areas of strength and weakness in students’ skills. Phonemic awareness assessments can be formal or informal and may include tasks such as identifying initial and final sounds, segmenting words into individual sounds, and blending sounds to form words. Educators can use a variety of tools and strategies to assess phonemic awareness, including standardized tests, observation, and student work samples. Phonemic awareness is typically assessed using a phonemic awareness assessment conducted by a professional such as an occupational therapist, speech-language pathologist, or teacher.
Regular assessment of phonemic awareness allows educators to track students’ progress and make informed decisions about instruction. For example, if a student struggles with segmenting words into individual sounds, targeted interventions can be implemented to address this specific skill. Additionally, assessments can help identify students who may be at risk for reading difficulties, allowing for early intervention and support. Phonemic awareness assessments should be normed for the appropriate age group to yield accurate results, ensuring that the data collected is both reliable and actionable.
6 Evidence-Based Tips for Teaching Phonemic Awareness
You now know the importance of phonemic awareness goals for IEP plans. You’ve seen some examples of how to write a superb phonemic awareness IEP goal, one that really gets results. Now, how do you go about turning those goals and dreams into action and reality?
Here are some tips: To effectively teach phonological awareness skills, consider using a variety of strategies, materials, and activities tailored for different age groups.
1. Integrate Phonics Into Phonemic Awareness Instruction
Strong phonological awareness skills complement each other and are both crucial for developing strong reading skills. While phonemic awareness focuses purely on the sounds of language, blending some phonics instruction can significantly reinforce learning. Explicit instruction is one of the best practices for teaching phonemic awareness to students, especially those receiving special education services, as it provides a structured approach to mastering these skills.
For example, connecting the /b/ sound to the letter “B” not only strengthens letter-sound associations but also enhances students’ ability to decode written words later. Regularly tying these two skills together bridges the gap between sound and symbol, preparing students for reading success, and it’s something you definitely shouldn’t ignore.
2. Teach Phoneme Level Skills
Teaching phoneme-level skills helps students learn how to work with individual speech sounds, preparing them for reading and spelling.
To the best of your ability, focus on foundational phonemic abilities like blending (e.g., combining /c/, /a/, and /t/ into “cat”), segmenting (e.g., breaking “cat” into its individual sounds), substituting sounds (e.g., replacing /c/ in “cat” with /h/ to form “hat”), deleting phonemes (e.g., saying “cat” without the /c/), and adding phonemes to create new words. Ultimately, these skills help students understand the structure and building blocks of language. Activities for teaching phonemic awareness can include sound-to-letter matching, rhyming games, sound hunts, and syllable clapping, which make the learning process interactive and engaging.
3. Introduce Familiar Words First
As you’re introducing phonemic awareness activities, always start with familiar words and focus on the beginning sound first.
Research has shown that students grasp concepts better when they begin by working with words they already know. It’s a no-brainer. Use student-friendly, everyday words and then work your way down to smaller sound components within those words. There’s no need to get overly complex here, especially in the beginning.
4. Start Early and Instruct Often
Phonemic awareness development should be introduced as early as possible. Incorporating daily practice into all of your lessons guarantees the consistent reinforcement of these foundational skills. Short, targeted activities—even just five to ten minutes a day—can make a huge difference and prevent students from feeling overwhelmed. Explicit instruction is one of the best practices for teaching phonemic awareness, ensuring that students receive clear and structured guidance.
5. Break Students Into Small Groups
Classroom teachers find that when you’re teaching phonemic awareness, small groups work wonders. They allow you to modify your activities to different skill levels and offer more attention to students who may need extra support. This can also create a collaborative environment where students learn from discussing and working through activities together. Interactive games and exercises help make learning phonemic awareness fun, keeping students engaged and motivated.
6. Consider Using Elkonin Sound Boxes
One of the latest developments in communications instruction, Elkonin sound boxes are a hands-on tool that simplifies the process of segmenting and blending sounds, including identifying the final sound in words. Tools like this engage students and provide a visual representation of the sounds, making abstract concepts more concrete. Engaging in activities like sound hunts and rhyming games can make phonemic awareness practice enjoyable for students, fostering a positive learning experience.
They sound like something out of a sci-fi movie, but the theory behind them is actually quite simple. You’ll begin by simply pronouncing a word slowly, drawing out each sound. Ask the student to repeat the word.
Then, on a chalkboard or piece of paper, draw boxes with each box dedicated to a syllable or phoneme. Have the child count the number of phonemes rather than the individual letters. Then, have the student slide a colored circle into each cell of the Elkonin box drawing while repeating the word. It’s as simple as that!
Data Tracking Methods for Phonemic Awareness
The most important key for tracking data related to phonemic awareness IEP goals and assessing the student’s progress? Consistency. You don’t need to go overboard and collect mountains of data, but the important thing is to collect often, even if it’s only tidbits of information.
By setting aside a few minutes to conduct these checks during your lessons, you’re not only gathering data but also giving students brief opportunities to demonstrate their learning without the intimidation of formal tests. Even better is when you combine this with anecdotal observations to round out your understanding of each student’s current abilities.
If you’re looking for additional insights, try incorporating more formative assessments (rather than just relying on summative ones at the end of a marking period). They’re ideal for gauging student progress as you work through instructed skills. Review this data regularly to determine whether a student is ready for a new focus or if they need additional time with a particular concept.
Measuring Progress for Phonemic Awareness
To truly measure growth in phonemic awareness, it is essential to recognize that this is an essential skill for reading success. Focus on consistent, actionable strategies that help you gauge where your students stand. Start by breaking down key skills like blending sounds and segmenting words, making sure as you do so that each progress point connects to an IEP goal.
One simple but impactful approach you can try involves frequent quick checks. These short assessments serve as a pulse check and can be completed informally, keeping things light for your students. By using a tool like PALS 1-3 or similar resources, you can regularly monitor and make decisions about whether your teaching needs to shift forward or revisit earlier concepts.
Beyond frequent checks, look for patterns in student performance. Are there particular sounds or segments where your students tend to struggle? Pinpointing these areas will help you make sure you’re spending time where it’s needed most. Keep good records to track growth over time. Whether it’s a notebook or a digital tracking system, having organized data helps you clearly see student progress and adjust as needed.
Final Thoughts
Special education teachers play a crucial role in developing and monitoring measurable annual goals for students, particularly in areas such as phonemic and phonological awareness. When you implement thoughtful goals and dedicate yourself to consistency in your teaching, you’ll help your students develop skills that will open doors to a stronger, more literacy-focused future.
And if you’re stuck coming up with ideas on how to start your phonemic awareness IEP goals, hopefully, the examples we’ve given you above can help. Don’t be afraid to reach out to the rest of your team for help, and remember: you’ve got this.
FAQ
What is the IEP goal for blending sounds?
An IEP goal for blending sounds focuses on helping students combine individual phonemes to form a complete word, such as blending /s/, /a/, and /t/ into “sat.”
What are the goals of phonological awareness?
Phonemic awareness IEP goals include developing the ability to recognize and manipulate sound structures, including syllables, rhymes, and phonemes, preparing students for decoding and spelling.
What are the 7 essential phonemic awareness skills?
The seven skills are blending, segmenting, adding, deleting, substituting, isolating, and identifying separate sounds in words.
What are the IEP goals for phonics skills?
IEP phonics goals may include tasks like matching letters to sounds, decoding multisyllabic words, and increasing fluency in reading, writing skills, and spelling through letter-sound connections.
Further Reading
- Sippl, Amy: Unlock Executive Function Through Better Communication Skills
- National Institute of Child Health and Human Development: Report of the National Reading Panel
- Pierce, Rebekah: 40 Practical IEP Goals For Low-Functioning Students
- Johnston, Rhona and Watson, Joyce: The effects of synthetic phonics teaching on reading and spelling attainment, a seven year longitudinal study.
- What Works Clearinghouse: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade
- Nunn, Stephanie et al: Project 5.2.4: Evidence-Based Practices for Teaching Phonological and Phonemic Awareness
- Reading Rockets: Elkonin Boxes