Narrative Language & Retelling IEP goals for grades 3 to 5
24 of the narrative language & retelling 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.
Narrative Language & Retelling Speech & Language
Narrate a picture sequence using sequence words
Sequencing with temporal words
By the annual IEP review date, given a four- to six-picture sequence showing a familiar event, the student will narrate the events in order using at least three different sequence words (such as first, next, then, after that, finally) 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 the key events of a story in order
Retelling events in order
By the annual IEP review date, after listening to an unfamiliar story with five or six key events read aloud once, the student will retell the key events of the story in the order they happened independently with at least 85% accuracy on key events retold in order, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Tell about a personal event with the main parts
Personal narrative
By the annual IEP review date, when asked to tell about a recent event (such as the weekend, a field trip, a time they got hurt), the student will tell about the event including who was there, where it happened, what happened in order, and how it ended independently, earning a score of at least 8 out of 10 on a 5-part personal narrative rubric scored 0 to 2 per part, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Make up a story from a picture with story grammar parts
Original story generation
By the annual IEP review date, given a single picture scene that suggests a problem and asked to make up a story about it, the student will tell an original story that includes a character, a setting, a problem, an attempt to solve it, and an ending independently, earning a score of at least 8 out of 10 on a 5-part original story rubric scored 0 to 2 per part, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Connect events with because, so, and other linking words
Cohesive ties
By the annual IEP review date, when retelling an unfamiliar story with a clear chain of causes and effects, the student will connect events using at least three different linking words that show cause, time, or contrast (such as because, so, when, after, but) independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Include how characters feel and think in a story
Character feelings and thoughts
By the annual IEP review date, when retelling an unfamiliar story in which characters' feelings drive the events, the student will include at least two statements about a character's feelings, thoughts, or plans (such as "She was worried," "He decided to...") independently in at least 4 of 5 opportunities, across 3 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Grades 3 to 5 narrative language & retelling 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:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 9 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 6 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 8 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 narrative language & retelling 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.
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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.