Phonological Processes IEP goals for grades 3 to 5
12 of the phonological processes 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.
12 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.
Phonological Processes Speech & Language
Produce /l/ and /r/ in words without gliding
Gliding of liquids
By the annual IEP review date, given 20 picture cards of words that begin with /l/ or /r/, the student will independently produce /l/ or /r/ in each word instead of substituting /w/ or /j/ with at least 80% accuracy on liquid productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Produce "ch" and "j" in words without simplifying them
Deaffrication and affricates
By the annual IEP review date, given 20 picture cards of words containing "ch" or "j" in the initial or final position, the student will independently produce "ch" or "j" in each word instead of substituting a fricative or a stop with at least 80% accuracy on affricate productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Produce the voiced and voiceless contrast in minimal pairs
Voicing contrasts
By the annual IEP review date, given 20 minimal-pair picture cards contrasting voiced and voiceless consonants in the position being practiced (such as pea/bee, back/bag, cap/cab), the student will produce the voicing contrast so each word in the pair is distinct independently with at least 80% accuracy on voicing-contrast productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Produce target syllable shapes in imitation
Syllable shapes and motor planning
By the annual IEP review date, given 20 trials of To choose for the student: the target syllable shape (such as consonant-vowel-consonant words such as "mop" and "bed") using sounds already in the student's inventory, the student will produce each target word with all sounds in the correct order after a simultaneous model (saying the word together with the SLP) with at least 80% accuracy on target syllable-shape productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Keep sounds in order in three-syllable words
Sound sequencing in longer words
By the annual IEP review date, given 20 pictures of three-syllable words whose sounds are all in the student's inventory, the student will produce each word with its sounds in the correct order independently with at least 85% accuracy on three-syllable words produced in sequence, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Use the target sound pattern in carrier phrases and short sentences
Target pattern in phrases
By the annual IEP review date, given 20 To choose for the student: the target words (such as words with final consonants), each said in a carrier phrase such as "I see a ___" or "I want the ___", the student will produce the target sound pattern correctly in each phrase independently with at least 80% accuracy on target-pattern productions in phrases, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Grades 3 to 5 phonological processes 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:
Frequently asked questions
What changes in phonological processes 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
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.