Expressive Language IEP goals for kindergarten to grade 2
27 of the expressive language templates in the library are written for kindergarten to grade 2. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
27 templates · 1 skill · K–2 · 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.
Answer who, what, and where questions about a picture
Answering wh- questions about pictures
By the annual IEP review date, given 10 picture scenes and asked one who, what, or where question about each, the student will answer each question with the kind of information the question word asks for (a person for who, an action or object for what, a place for where) independently with at least 85% accuracy on wh- questions about pictures, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Use a wide range of different words in play
Vocabulary diversity in a sample
By the annual IEP review date, during a 10-minute play-based language sample with an adult and a varied toy set, the student will use different words (counting each word once) across the sample independently at least 45 times per 10-minute language sample (number of different words), across 3 consecutive monthly samples, as measured by frequency recording collected monthly.
In kindergarten through grade 2, expressive language goals target foundational skills and are measured with short probes, word lists, or direct observation that fit a young student's attention span. Criteria usually use small item sets and frequent checks.
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 12 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 9 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 2 goals here
Frequently asked questions
How are expressive language goals measured in the early grades?
With brief, repeatable measures: a one-minute probe, a 10-item set, or a few observed opportunities per day. The goal's mastery rule states how many measurements must meet the criterion.
Should early-grade goals be tied to grade-level standards?
Goals come from the student's present levels and should enable progress in the general curriculum, but the criterion is set from baseline data, not copied from a standard. The standard can inform what skill to target.
How many goals should a K-2 student have?
One per area of need identified in the evaluation. Young students often have goals across several areas (communication, early literacy, self-regulation), so keeping each goal to one measure keeps data collection realistic.
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