Pragmatic Language IEP goals for kindergarten to grade 2
16 of the pragmatic language 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.
16 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.
Pragmatic Language Speech & Language
Ask for clarification when a message is unclear
Requesting clarification as a listener
By the annual IEP review date, when a direction or message is unclear, incomplete, or too fast during a structured barrier activity, the student will ask for clarification by naming what was unclear (such as "Which one?", "Can you say that slower?", "What does ___ mean?") 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 and monthly in class.
Greet and say goodbye to familiar people
Greetings and farewells
By the annual IEP review date, when a familiar adult or peer greets them by name at arrival or in the hallway, the student will return the greeting or farewell with a word, sign, wave, or AAC message within 5 seconds independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected daily during arrival and dismissal.
Get a listener's attention before speaking
Getting a listener's attention
By the annual IEP review date, when they want to tell something to an adult who is busy with another task, the student will get the listener's attention by saying their name, tapping their shoulder, or using an AAC attention message, then wait for a response before giving the message 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 and weekly in class.
Use please, thank you, excuse me, and sorry in context
Social routine phrases
By the annual IEP review date, during snack, centers, or lunch when a routine phrase fits (receiving an item, bumping someone, needing to pass), the student will use the social phrase that fits the situation (please when asking, thank you when receiving, excuse me when passing or interrupting, sorry after a mistake) 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 and weekly in class.
Start a conversation with a peer about a shared interest
Starting a conversation
By the annual IEP review date, during a 15-minute lunch, free time, or club period with peers who share an interest, the student will start a conversation with a peer by making a comment or asking a question about something the peer is doing, holding, or known to like independently at least 2 times per 15-minute social period, across 3 consecutive weekly observations, as measured by frequency recording collected weekly.
End a conversation with a closing
Ending a conversation
By the annual IEP review date, when a conversation with a peer or adult is ending because an activity is starting or the student wants to leave, the student will end the conversation with a closing statement (such as "I have to go now, bye," "Talk to you later") before leaving 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 and weekly in class.
In kindergarten through grade 2, pragmatic language 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:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 14 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 1 goal here
Frequently asked questions
How are pragmatic language 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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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.