Expressive Language IEP goals for grades 3 to 5
29 of the expressive language templates in the library are written for grades 3 to 5. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
29 templates · 1 skill · 3–5 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Expressive Language Speech & Language
Use a target grammatical morpheme in obligatory contexts
Grammatical morphemes in obligatory contexts
By the annual IEP review date, during a structured picture-description task that creates at least 10 obligatory contexts for the target morpheme, the student will produce To choose for the student: the target grammatical morpheme (such as plural -s, regular past tense -ed, or third-person singular -s) in each obligatory context independently with at least 80% accuracy on obligatory contexts, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Produce longer utterances in a language sample
Utterance length
By the annual IEP review date, during a 10-minute play-based or picture-description language sample with the SLP, the student will produce utterances of four or more words using speech, sign, or their communication device independently at least 15 times per 10-minute language sample, across 3 consecutive weekly language samples, as measured by frequency recording collected weekly.
Describe objects and pictures using several attributes
Describing with attributes
By the annual IEP review date, when shown a common object or picture and asked to describe it, the student will describe the item by naming at least three attributes (such as category, function, appearance, parts, or location) independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Retell a story including the main story grammar elements
Story retell with story grammar
By the annual IEP review date, after listening to a short, unfamiliar story with pictures, the student will retell the story aloud including the character, setting, problem, events, and ending independently, earning a score of at least 9 out of 12 on a 6-element story grammar retell rubric scored 0–2 per element, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Formulate complete sentences with a given word or conjunction
Formulating complete sentences
By the annual IEP review date, given 10 picture or topic prompts, each paired with a target word or conjunction (such as because, but, so, when), the student will formulate a complete, grammatical spoken sentence that uses the target word or conjunction to relate two ideas independently with at least 80% accuracy on sentence formulation prompts, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Use a word-finding strategy when a word is hard to retrieve
Word-finding strategies
By the annual IEP review date, when unable to retrieve a known word during a structured naming or describing task, the student will use To choose for the student: the taught word-finding strategy (such as describing the word's category, function, or first sound, or using a synonym) to get the message across independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Grades 3 to 5 expressive language goals build on foundational skills and begin to use longer tasks, multi-step work, and independence as the target. Measurement shifts toward curriculum-based probes, work samples, and rubrics the student can see.
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 11 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 4 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 10 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 4 goals here
Frequently asked questions
What changes in expressive language goals between the early and upper elementary grades?
Tasks get longer and more independent, and the support level in the goal moves from prompts toward checklists and self-monitoring. The measure often changes too, from direct observation to work samples and probes.
Can an upper elementary goal include self-monitoring?
Yes. Students at this age can check their own work or rate their own behavior, and the goal can measure both the skill and the accuracy of the self-rating.
How do I set a criterion for a grade 3 to 5 student working below grade level?
Use the student's baseline on the measure and expected growth for that measure, not the grade-level benchmark. The goal should be ambitious for the student, as Endrew F. requires, and reachable within the year.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.