SLP Reading IEP goals
100 reading templates tagged for the speech-language pathologist, across 8 skills: phonological awareness, vocabulary, reading comprehension, reading fluency, phonics & decoding, print concepts & early literacy, letter names & sounds, sight word recognition. Each opens in the builder with a matching data sheet.
100 templates · 8 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Phonological Awareness Reading
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.
Vocabulary Reading
Point to the picture of a spoken word
Receptive vocabulary
By the annual IEP review date, given a spoken word from the current unit's word set and a choice of 4 pictures, the student will point to or touch the picture that matches the word independently with at least 85% accuracy on receptive vocabulary items, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Name the category and find the one that does not belong
Categories
By the annual IEP review date, given 4 pictures, 3 from one category and 1 from another, the student will point to the picture that does not belong and name the category of the others independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Reading Comprehension Reading
Point to pictures to answer questions about a story read aloud
Listening comprehension with pictures
By the annual IEP review date, after listening to a short picture book read aloud, given 5 who, what, and where questions with a choice of 3 pictures for each, the student will point to the picture that answers each question independently with at least 85% accuracy on picture-choice questions, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Put story pictures in order
Picture sequencing
By the annual IEP review date, after listening to a short story read aloud, given 3 picture cards of its main events in mixed order, the student will arrange the pictures in the order the events happened and tell what happens in each independently in at least 4 of 5 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Reading Fluency Reading
Echo-read a sentence with the adult's phrasing
Echo reading
By the annual IEP review date, during shared reading of a predictable book, after the adult reads a sentence aloud with natural phrasing while pointing to each word, the student will read the sentence back while pointing to each word, matching the adult's phrasing and pauses independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Join in on the repeated line of a predictable book
Choral participation
By the annual IEP review date, during a group read-aloud of a familiar predictable book with a repeated line, when the adult pauses and signals the group to read the line together, the student will say the repeated line along with the group independently in at least 5 of 6 opportunities, on 4 of 5 observed read-alouds, as measured by direct observation collected daily during story time.
Phonics & Decoding Reading
Match a silently read word to its picture
Decoding with pointing and AAC responses
By the annual IEP review date, given a printed decodable word and a field of 3 pictures whose names differ by one sound (such as cat, cap, cot), the student will select the picture that matches the printed word independently with at least 85% accuracy on printed words matched to pictures, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Choose the spoken word among printed look-alikes
Decoding with pointing and AAC responses
By the annual IEP review date, given a spoken word and 4 printed decodable words that differ by one letter (such as ship, chip, shop, shin), the student will select the printed word that matches the spoken word independently in at least 9 of 12 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Print Concepts & Early Literacy Reading
Turn the page when the adult finishes reading
Book handling
By the annual IEP review date, during one-to-one shared reading of a picture book when the adult reads the last word on a page and pauses, the student will turn to the next page at the pause independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Show where to start reading on a page
Left-to-right and return sweep
By the annual IEP review date, during shared reading of an unfamiliar picture book, when the adult asks show me where I start reading on 8 pages, the student will point to the first word in the top left of the print on each page independently with at least 88% accuracy on start-of-print questions, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Letter Names & Sounds Reading
Point to the letter that makes a spoken sound
Sound-to-letter identification
By the annual IEP review date, given a row of 3 lowercase letter cards and a spoken sound, the student will point to or touch the letter that makes the sound independently with at least 85% accuracy on sound-to-letter trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Select a named letter using eye gaze, a switch, or pointing
Adapted-response letter identification
By the annual IEP review date, given 2 letters displayed on an eye-gaze board or device screen and the spoken name of one of them, the student will select the named letter using the agreed access method independently in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Sight Word Recognition Reading
Point to the spoken word among printed choices
Receptive word identification
By the annual IEP review date, given a spoken word and a row of 3 printed words from the student's current word set, the student will point to or select the printed word that was spoken independently with at least 85% accuracy on receptive word trials, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Taught words in a personalized book
Personalized books
By the annual IEP review date, given a 6- to 8-page personalized book with photos, using 10 taught words, the student will read each page aloud or with their communication system, matching each word to its spoken form independently with at least 85% accuracy on taught words read in the book, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Phonological awareness, decoding, fluency, comprehension, and vocabulary. This goal bank for speech-language pathologists covers articulation, phonology, expressive and receptive language, pragmatics, fluency, voice, AAC, and narrative skills. Criteria are written in trials, percent accuracy, or opportunities so session data lines up with the goal.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 42 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 46 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 7 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 5 goals here
Frequently asked questions
How do SLPs write measurable speech and language goals?
Name the target (sound, structure, or function), the level (word, sentence, conversation), the context, the support, and a criterion such as 80% accuracy over 20 trials in 3 consecutive sessions. The templates here follow that pattern.
Should articulation goals progress through levels?
Most do: isolation or syllable, then word, phrase, sentence, and conversation. Writing the current level into the goal and using short-term objectives for the next levels keeps the goal measurable all year.
How do I document Medicaid-billable sessions?
Session notes need the date, time, service, and the student's response to treatment. IEP Atlas Pro keeps a service log with minutes and session data in your account; check your district's documentation rules.
IEP Atlas Pro
Turn these goals into progress reports
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.