Phonological Processes IEP goals for kindergarten to grade 2
38 of the phonological processes 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.
38 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.
Phonological Processes Speech & Language
Produce final consonants in words
Final consonant deletion
By the annual IEP review date, given 20 pictures of CVC words that end in a consonant the student can produce (such as cat, bed, soap), the student will produce the final consonant in each word independently with at least 80% accuracy on final consonants in single words, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Produce /k/ and /g/ in words without fronting
Velar fronting
By the annual IEP review date, given 20 picture cards of words that contain /k/ or /g/ in the initial or final position, the student will independently produce /k/ and /g/ in each target word instead of substituting /t/ or /d/ with at least 80% accuracy on velar sound productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Produce both consonants in consonant clusters
Cluster reduction
By the annual IEP review date, given 20 picture cards of words that begin with /s/ clusters (such as spoon, star, snake), the student will produce both consonants in each initial consonant cluster independently with at least 80% accuracy on initial consonant clusters in words, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Produce fricative sounds without stopping
Stopping of fricatives
By the annual IEP review date, given 20 picture cards of words that begin with To choose for the student: the target fricative (such as /f/ or /s/), the student will independently produce To choose for the student: the target fricative (such as /f/ or /s/) in each word instead of substituting a stop sound with at least 75% accuracy on target-fricative productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Produce the contrast in minimal pairs so a listener picks the right word
Minimal pairs
By the annual IEP review date, given a set of 20 minimal-pair picture cards that contrast the student's error pattern with To choose for the student: the target (such as tea/key, bow/boat, sun/ton), the student will name the picture the listener should select, producing the target contrast so the listener selects the intended picture independently with at least 80% accuracy on minimal-pair productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Use the target sound pattern in connected speech
Target pattern in connected speech
By the annual IEP review date, during a 5-minute picture description or play-based speech sample with the SLP, the student will produce To choose for the student: the target sound pattern (such as final consonants, /k/ and /g/, or /s/ clusters) correctly in connected speech independently with at least 70% accuracy on target-pattern occurrences, across 3 consecutive weekly speech samples, as measured by opportunity-by-opportunity data collected weekly.
In kindergarten through grade 2, phonological processes 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:
Frequently asked questions
How are phonological processes 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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