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IEP Goal: Add or Substitute Sounds to Make a New Word



Here is a sample IEP (Individualized Education Plan) goal for adding or substituting individual sounds (phonemes) in simple, one-syllable words to make new words:


Goal: After modeling and practice, STUDENT will be able to independently add or substitute a phoneme to the beginning, middle, or end of a simple, one-syllable word in order to create a new word in 4 out of 5 trials, as measured by teacher observations and assessments.


Objectives:

  • The student will be able to add a phoneme to the beginning, middle, or end of a simple, one-syllable word to create a new word.

  • The student will be able to substitute a phoneme in a simple, one-syllable word to create a new word.

  • The student will be able to apply their phoneme manipulation skills to read and spell new words, as demonstrated through teacher-led activities and assessments.

Instructional Strategies:

  • The student will participate in daily phonemic awareness activities, such as rhyme matching, syllable segmentation, and phoneme manipulation.

  • The student will receive explicit, systematic phonics instruction, with a focus on manipulating phonemes to create new words.

  • The student will practice manipulating phonemes to create new words through a variety of interactive, multisensory activities, including hands-on manipulatives, visual aids, and computer-based games and activities.

  • The student will receive ongoing feedback and support from the teacher and other instructional staff to help them develop their phoneme manipulation skills.

Progress Monitoring:

  • The teacher will regularly observe and document the student's progress in adding or substituting individual sounds (phonemes) in simple, one-syllable words to make new words.

  • The student will participate in ongoing assessments, such as word-building tasks and spelling tests, to measure their progress in manipulating phonemes to create new words.

  • The student's progress will be shared with the student, the student's family, and other members of the IEP team on a regular basis.

Adjustments and Accommodations:

  • As needed, the student may receive additional support and scaffolding from the teacher and instructional staff to help them meet their goal of manipulating phonemes to create new words.

  • The student may also benefit from the use of visual or multisensory supports, such as word banks or manipulatives, to help them manipulate phonemes to create new words.

  • The student may need additional time and repetition to practice and master their phoneme manipulation skills.


Here is a sample 5-day lesson plan on adding or substituting phonemes to make new words:

Day 1: Introduction to Phonemes

  • Begin the lesson by explaining what phonemes are and how they make up words.

  • Write the word "cat" on the board and have students identify the phonemes in the word.

  • Have students work in pairs to come up with a list of words that contain the same phonemes as the word "cat."

  • Have each pair share their list with the class and discuss any new words that were added.

Day 2: Adding Phonemes

  • Review the concept of adding phonemes to create new words.

  • Choose a word from the previous day's list and have students brainstorm different phonemes that can be added to the beginning, middle, or end of the word. For example, for the word "cat," students may come up with the phonemes s, m, f, r.

  • Have students work in pairs to create a list of new words using the phonemes they brainstormed.

  • Have each pair share their list with the class and discuss any new words that were added.

Day 3: Substituting Phonemes

  • Review the concept of substituting phonemes to create new words.

  • Choose a word from the previous day's list and have students brainstorm different phonemes that can be substituted in the word to create new words. For example, for the word "cat," students may come up with the phonemes p, t, b, k.

  • Have students work in pairs to create a list of new words using the phonemes they brainstormed.

  • Have each pair share their list with the class and discuss any new words that were added.

Day 4: Rhyming Words

  • Review the concept of rhyming words and how they contain similar phonemes.

  • Have students work in small groups to brainstorm a list of words that rhyme with a chosen word from the previous days' lists.

  • Have each group share their list with the class and discuss any new words that were added.

Day 5: Review and Extension Activities

  • Review the words from the previous days' lists and have students identify which words were created by adding phonemes and which were created by substituting phonemes.

  • Have students work in pairs to create a sentence using at least 3 words from the previous days' lists.

  • Have each pair share their sentence with the class.

  • For extension activities, have students create their own list of words using a different root word, or have them create a story using as many words from the previous days' lists as possible.

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