Expressive Language IEP goals for preschool (ages 3 to 5)
19 of the expressive language 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.
19 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.
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.
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.
Imitate words and short phrases during play
Verbal imitation
By the annual IEP review date, during play when an adult models a single word for the toy or action and pauses, the student will imitate the modeled word or two-word phrase within 5 seconds independently after the model in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Preschool expressive language 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:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 5 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
Frequently asked questions
What do expressive language 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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