Two-word phrases and early sentence goals

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

A two-word phrase goal counts how often a child combines two separate words to express a meaning, such as more juice or daddy go, in a set activity. Name the setting, the support and a count with a time frame. For example: during 20 minutes of play with adult modeling, Mia will use at least 10 spontaneous two-word combinations across 3 sessions.

Moving from single words to two-word phrases is a big step. It is where grammar starts: the child learns that "daddy" plus "go" means something neither word means alone. These 24 goals cover the path from imitating phrases to using them on their own, with peers, on an AAC system and then in first short sentences.

Each goal has a condition, a baseline, a criterion and a template link. Numbers are illustrations, not age norms; set targets from the child's own baseline. For other speech-language areas, see the speech therapy IEP goals pillar. For younger and preschool children, the speech IEP goals for preschool page covers the wider set.

What counts as a two-word combination

Decide this before you count, or your data will be noisy.

Counts: two separate words the child also uses alone, joined to make one meaning. "More car." "Mommy sit." "No bath."
Does not count: a memorized chunk the child never splits, such as "all done," "thank you" or "bye bye." Count it as one unit until you hear the parts used apart.
Does not count: an immediate copy of what the adult just said, unless the goal is imitation.
Counts the same: two signs, two symbols on a device, or a word plus a sign. Every mode is language.

Some children learn language in larger chunks first, often called gestalts, and break them down later. If that fits the child, the speech therapy goals for echolalia page is a better starting point. Late or limited word combinations can be one sign of a language delay, but a full assessment looks at much more.^[1]

The meanings early phrases express

Count variety, not just quantity. A child who says "more juice" 30 times has one combination type. A child who says "more juice," "daddy go," "my shoe" and "no bath" has four.

Meaning	Example phrases
Agent + action	baby sleep, daddy go
Action + object	eat cookie, push car
Recurrence	more bubbles, again swing
Rejection or negation	no bath, not that
Possession	my cup, mommy shoe
Location	ball up, dog outside
Describing	big truck, hot soup
Disappearance	juice gone, all gone ball

How to choose the right goal

What you see now	Sub-skill to target	Measurement method
20 or more single words, no combinations, copies some phrases	Imitating and expanding	Opportunities: phrases imitated out of 10 models
Some combinations, all one type ("more X")	Combinations by meaning	Number of different combination types per session
Combines with adults but not peers	Combinations with peers and at home	Frequency in peer play or family routines
Uses an AAC system, single symbols	Two-symbol messages	Frequency per 20 to 30 minutes
Many varied two-word phrases	First sentences	Frequency of 3- to 4-word utterances, or MLU from a sample

Imitating and expanding phrases

During play with a familiar adult, Leo will imitate a two-word phrase the adult models in 8 of 10 opportunities across 3 sessions. Baseline: 3 of 10, imitates the last word only. Template.
After the adult repeats Leo's single word and adds one word ("car" becomes "red car"), Leo will say the two-word phrase in 6 of 10 opportunities across 3 sessions. Baseline: 1 of 10. Template.
During familiar songs and routines ("ready, set, ___"), Leo will fill in the missing word in 8 of 10 opportunities across 2 weeks. Baseline: 4 of 10. Template.
During play with modeled phrases, Leo will combine two single words he already uses into a new phrase at least 5 times per 20-minute session across 3 sessions. Baseline: 0 to 1. Template.

Weak: "Leo will increase his utterance length." Measurable: The second goal in this section. It names the adult support, the response and a denominator.

Two-word combinations by meaning

During 20 minutes of toy play with adult modeling, Mia will use at least 10 spontaneous two-word combinations across 3 sessions. Baseline: median 2 per session. Template.
During play, Mia will use at least 4 different action plus object combinations (push car, eat cookie) per 20-minute session across 3 sessions. Baseline: 1 type. Template.
During snack and play, Mia will request more with "more" plus a word (more juice, more swing) in 8 of 10 opportunities across 3 days. Baseline: says "more" alone in 9 of 10. Template.
When offered something she does not want, Mia will reject it with no or not plus a word (no bath, not that) in 4 of 5 opportunities across 2 weeks. Baseline: cries or pushes away in 4 of 5. Template.
During play with toys and pictures, Mia will say where something is with a position phrase (ball up, dog in) in 7 of 10 opportunities across 3 sessions. Baseline: 2 of 10. Template.
When asked whose item something is, Mia will name the owner and item (Daddy's car, my cup) in 7 of 10 opportunities across 3 sessions. Baseline: names the item only. Template.

Weak: "Mia will use two-word phrases." Measurable: The second goal in this section. It counts different types, which shows growth that a total count can hide.

Two-word phrases with peers and at home

During center time, Ava will ask a peer for a turn or an item with a two-word phrase (my turn, want blocks) at least 3 times per 30-minute period on 3 of 4 days. Baseline: grabs or waits. Template.
During center time, Ava will share a two-word comment with a peer (big tower, car fast) at least 2 times per 30-minute period on 3 of 4 days. Baseline: 0. Template.
During play with an adult, Ava will comment on what is happening with a two-word phrase at least 5 times per 15-minute session across 3 sessions. Baseline: 1 comment, all single words. Template.
During bath time and meals at home, Ava will use at least 5 two-word phrases per routine, as recorded by her family on a simple tally sheet 3 days a week. Baseline: 1 to 2 per routine, by family report. Template.

Weak: "Ava will talk to her friends more." Measurable: The first goal in this section. It names the setting, the phrase type and a count per period.

Two-symbol messages on AAC

During preferred activities, Omar will build a two-symbol request (want car, open please) in 7 of 10 opportunities across 3 sessions. Baseline: 1 of 10, single symbols only. Template.
During centers with partner modeling, Omar will combine two symbols to comment or request at least 6 times per 30-minute block across 3 days. Baseline: median 1. Template.
After a partner models a one-word message on the device, Omar will expand it by adding a word in 5 of 10 opportunities across 3 sessions. Baseline: 0 of 10. Template.
During play, Omar will tell a partner what to do with two symbols (you go, push it) at least 4 times per 20-minute session across 3 sessions. Baseline: 0 to 1. Template.

AAC has no prerequisites, and two-symbol messages count as two-word phrases.^[3] The aided language modeling page shows how adults model one step above the child.

Weak: "Omar will use his device to make longer messages." Measurable: The second goal in this section. It sets the support, the count and the time block.

Moving to early sentences

When describing a picture or a play action, Sam will say a 3- to 4-word sentence with a subject, verb and object (boy eat apple) in 8 of 10 opportunities across 3 sessions. Baseline: 2 of 10; uses two-word phrases. Template.
When describing ongoing actions in pictures, Sam will use is or are with an -ing verb (dog is running) in 7 of 10 opportunities across 3 sessions. Baseline: 0 of 10 ("dog running"). Template.
During play and conversation, Sam will refer to himself with I, me or my in 8 of 10 opportunities across 3 sessions. Baseline: uses his name in 8 of 10. Template.
During play, Sam will ask a what or where question (where ball?, what that?) at least 3 times per 20-minute session across 3 sessions. Baseline: 0. Template.
When requesting an action, Sam will use want to or need to plus a verb (want to swing) in 7 of 10 opportunities across 3 sessions. Baseline: "want swing" in 8 of 10. Template.
During a family routine practiced 3 times a week, Sam will use the target sentence form in 4 of 5 opportunities, as recorded by family on a tally sheet. Baseline: 1 of 5 by family report. Template.

Weak: "Sam will speak in complete sentences." Measurable: The first goal in this section. It defines the sentence parts and the task.

How to measure two-word phrase goals

Count in play, in a set time, with the same toys and partner each time. A 20-minute sample, every 2 weeks, is a good rhythm.

Frequency: combinations per session, on the frequency data sheet. Mark each one S (spontaneous) or I (imitated).
Variety: the number of different combination types, using the meaning table above.
Opportunities: for imitation and request goals, use the opportunity trial data sheet.
Language sample: at baseline and the annual review, take a sample and compute MLU. The how to calculate MLU page walks through it.

A full language assessment uses samples alongside other measures.^[2]

Short-term objectives

Change one thing at a time. For the spontaneous combinations goal: 5 per session with heavy modeling in the therapy room, then 8 with the teacher modeling in class, then 10 across settings. The short-term objectives guide shows the format.

Adapting by age and setting

Child	Where to count	What to adjust
Toddler, early intervention	Home routines with family	Family records; very short sessions
Preschool	Play, snack, circle	15 to 20 minute play samples
Kindergarten	Centers, recess, read aloud	Add peer goals
Older student with significant needs	Functional routines, lunch, jobs	Age-respectful materials, not toddler toys
AAC user	Every routine	Write the system and modeling into the condition

For toddlers, the language goals for a 2-year-old page has goals written for family routines. Full template wording is on the early communication goals and syntax and morphology goals pages. Check each draft in the goal checker.

Frequently asked questions

Does all done count as a two-word phrase?

Usually not at first. Phrases like all done, thank you and bye bye are often learned as one unit. Count them as single units until the child uses the words separately, such as all gone or juice done.

Should I count imitated two-word phrases?

Count them separately. Imitation is a useful step and can be its own goal, but a spontaneous combination shows the child built the phrase on their own. Mark each phrase as spontaneous or imitated.

Do two-word phrases on an AAC device count?

Yes. Two symbols combined into one message are a two-word phrase. Signs and mixed modes count too. Write the mode and the partner support into the goal's condition.

Use it in IEP Atlas

Sources

Late Language Emergence, ASHA
Spoken Language Disorders, ASHA
Augmentative and Alternative Communication (AAC), ASHA

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.