Foundational Skills
Kindergarten
Print Concepts
1. Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to
bottom, and page by page.
b. Recognize that spoken words are
represented in written language by specific
sequences of letters.
c. Understand that words are separated by
spaces in print
 Distinguish among letters, words,
and sentences
d. Recognize and name all upper and
lowercase letters of the alphabet.
IEP Goals:
 Given story cards/books, the student will point to the word to indicate where to start
reading.
 Given story cards/books, the student will point and follow words from left to right
 Given story cards/books, the student will point and follow words top to bottom
 Given story books/worksheets, the student will turn page when done reading //when
reader is done reading
IEP Goals:
 Using a word list and given a choice of (2-4) flashcards, the student will point to correct
word the reader stated.
 Given 3 choices of name tags, the student will recognize his/her name
 Given Environmental print picture cards, the student will identify
 Given Life Skills signs (emergency, bathroom) the student will orally identify or point
IEP Goals:
 Given 3 choices of flashcards, the student will orally identify which one is a letter,
word or sentence.
 Using sentence strips, the student will orally identify how many words are in the
sentence.
IEP Goals:
 Given flashcards/list, the student will say the name of letter for the Upper
Alphabet Letter
 Given a flashcards/list, the student will say the name of letter for the lower case
alphabet letters
 Given alphabet flashcards, student will select the correct size of alphabet letter
when asked
 Given oral representation of alphabet letter, the student will point to correct
letter.
Foundational Skills
First Grade
Print Concepts
1. Demonstrate understanding of the organization and basic features of print
a. Recognize the distinguishing features of a sentence (eg, first word, IEP Goals:
capitalization, ending punctuation)  Given sentences on sentence strips, the student will orally identify the
beginning word of the sentence.
 Given sentences on sentence strips, the student will point to the
beginning word of the sentence.
 Using a book, the student will orally identify the beginning word of the
sentence
 Using a book, the student will point to the beginning word of the
sentence.
 Using sentences on sentence strips, the student will orally identify
what words need to be capitalized.
 Using sentences on sentence strips, the student will point to words
that need to be capitalized in the sentence.
 Given a writing topic, the student will write a sentence using correct
capitalization rules.
 Using sentences on sentence strips, the student will orally identify
what punctuation mark needs to end the sentence.
 Using sentences on sentence strips and picture cards of punctuation
marks, the student will point to the correct punctuation mark for the
sentence.
 Using sentences on sentence strips and picture cards of punctuation
marks, the student will point/attach the correct punctuation mark for
the sentence.
Benchmarks
1. Using sentence strips and punctuation marks for period mark and
interrogative mark, the student will point/attach to the correct
marking (by Timeline)
2. Using sentence strips and punctuation marks for exclamation and
imperative, the student will point/attach to the correct marking
(by Timeline)