Phonological Awareness IEP goals for preschool (ages 3 to 5)
17 of the phonological awareness templates in the library are written for preschool (ages 3 to 5). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
17 templates · 1 skill · Pre-K · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Phonological Awareness Reading
Blend spoken phonemes into words
Phoneme blending
By the annual IEP review date, given 10 words presented orally as separate phonemes with about a one-second pause between sounds, the student will blend the sounds and say the whole word aloud independently with at least 80% accuracy on oral blending items, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Produce a rhyming word
Rhyme production
By the annual IEP review date, given a spoken one-syllable word during a small-group phonological lesson, the student will say a real or made-up word that rhymes with the spoken word independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected during small-group instruction at least twice weekly.
Segment spoken words into syllables
Syllable segmentation
By the annual IEP review date, given a spoken two- to four-syllable word, the student will say each syllable of the word while tapping once per syllable, then state the number of syllables independently in at least 9 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Count the words in a spoken sentence
Word awareness
By the annual IEP review date, given a spoken sentence of 3 to 5 words and a row of blocks, the student will move one block forward for each word and state the number of words independently with at least 80% accuracy on sentences, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Blend and split spoken compound words
Compound words
By the annual IEP review date, given two spoken words that form a compound word (for example, sun and flower) with a one-second pause between them, the student will say the compound word formed by the two parts, or say the two parts of the compound word independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Blend spoken syllables into a word
Syllable blending
By the annual IEP review date, given 10 familiar two- and three-syllable words spoken one syllable at a time with a one-second pause between syllables, the student will say the whole word independently with at least 90% accuracy on syllable blending items, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Preschool phonological awareness goals are measured inside daily routines rather than with worksheets, and the criteria are small: a few opportunities a day, a handful of steps, short periods of time. Conditions name the routine (circle, centers, snack) so any adult in the room can take the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
Frequently asked questions
What do phonological awareness goals look like for preschool?
They describe a readiness or developmental skill performed during a classroom routine, with a criterion in opportunities or steps. The support level is written in, since most preschool goals start with prompting and fade it.
How often should preschool goals be measured?
A few opportunities on most days, recorded on a trial or task-analysis sheet. Short, frequent samples match how young children show skills.
Does a preschool IEP need the same parts as a school-age IEP?
Yes. Measurable annual goals, present levels, and progress reporting are required at every age under 34 CFR 300.320. Preschool IEPs may also address participation in appropriate activities rather than the general curriculum.
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