Narrative Language & Retelling IEP goals for kindergarten to grade 2
11 of the narrative language & retelling 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.
11 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.
Narrative Language & Retelling Speech & Language
Put three pictures in order and tell what happens
Three-picture sequencing
By the annual IEP review date, given 10 sets of three picture cards showing a familiar sequence in mixed order, the student will arrange the pictures in order and say what happens in each one independently with at least 80% accuracy on three-picture sequences, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
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.
Name the characters, setting, problem, and solution of a story
Identifying story elements
By the annual IEP review date, after listening to an unfamiliar short story read aloud and being asked about each story element, the student will name the main character, the setting, the problem, and the solution when asked independently with at least 85% accuracy on story element questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Explain how to do a familiar task step by step
Procedural directions
By the annual IEP review date, when asked to explain how to do a familiar task (such as brush teeth, make a sandwich, play a simple game), the student will explain the task in order, naming the materials needed and each step with a sequence word independently, earning a score of at least 6 out of 8 on a 4-row procedural explanation rubric scored 0 to 2 per row, on 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
In kindergarten through grade 2, narrative language & retelling 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 3 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 4 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 4 goals here
Frequently asked questions
How are narrative language & retelling 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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