Listening Comprehension & Auditory Processing IEP goals for grades 3 to 5
24 of the listening comprehension & auditory processing 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.
24 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.
Listening Comprehension & Auditory Processing Speech & Language
Follow three- and four-step oral directions given once
Three- and four-step oral directions
By the annual IEP review date, given 10 three-step oral directions spoken once, using classroom materials, the student will carry out all steps of the direction in the order given independently with at least 80% accuracy on multi-step directions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
Restate a direction in their own words before starting
Restating a direction
By the annual IEP review date, given 10 two- or three-step oral directions during a structured session, the student will restate the direction in their own words, including every step, before starting independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
Retell heard information in the order it was given
Restating information in order
By the annual IEP review date, after listening to 3 to 5 pieces of information in sequence (such as the steps of a simple recipe or the order of events in a short account), the student will retell the items in the order they were given independently with at least 85% accuracy on items retold in the correct position, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
Paraphrase what a speaker said in their own words
Paraphrasing a speaker
By the annual IEP review date, after listening to a 2- to 4-sentence spoken explanation or message, the student will paraphrase the speaker's main point in their own words, keeping the meaning independently in at least 8 of 10 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
Sort spoken information into the topic it belongs to
Sorting heard information by topic
By the annual IEP review date, after listening to 10 spoken statements that belong to 2 or 3 given topics (such as facts about mammals and reptiles), presented in mixed order, the student will place or say each statement under the topic it belongs to independently with at least 85% accuracy on statements sorted to the correct topic, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected weekly.
Tell whether a spoken sentence is a question or a statement
Listening for sentence type
By the annual IEP review date, given 20 spoken sentences, half questions and half statements, with no visual cue, the student will identify each sentence as a question or a statement independently with at least 90% accuracy on sentence-type judgments, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
See all 40 listening comprehension & auditory processing goals
Grades 3 to 5 listening comprehension & auditory processing 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 16 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 7 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 1 goal here
Frequently asked questions
What changes in listening comprehension & auditory processing 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
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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.