Grammar, Syntax & Morphology IEP goals for preschool (ages 3 to 5)
11 of the grammar, syntax & morphology templates in the library are written for preschool (ages 3 to 5). 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 · Pre-K · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Grammar, Syntax & Morphology Speech & Language
Combine two words to express a meaning in play
Two-word combinations
By the annual IEP review date, during a 10-minute play-based language sample with an adult and preferred toys, the student will produce spontaneous two-word combinations that express a relation (such as agent and action "dog eat," action and object "throw ball," possession "my cup," recurrence "more juice," location "baby in") independently at least 10 times per 10-minute play sample, across 3 consecutive weekly samples, as measured by frequency recording collected weekly.
Say a three- to four-word sentence about a picture
Subject-verb-object sentences
By the annual IEP review date, given 10 action pictures showing a person or animal doing something to an object and asked "What's happening?", the student will say a sentence with a subject, a verb, and an object (such as "Boy kicks ball") independently with at least 80% accuracy on action pictures, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Use is or are with -ing to describe actions
Present progressive (is/are + verb-ing)
By the annual IEP review date, given 10 action pictures and asked "What is he/she doing?" or "What are they doing?", the student will describe the action with is or are plus the verb with -ing (such as "The dog is running," "They are eating") independently with at least 80% accuracy on obligatory contexts for present progressive, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Mark regular plurals with -s or -es
Regular plural -s and -es
By the annual IEP review date, given 10 picture pairs showing one item and several items and asked "What are these?", the student will name the group with the plural ending -s or -es (such as "cats," "buses") independently with at least 85% accuracy on obligatory contexts for regular plurals, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Use subject pronouns (he, she, they) in sentences
Subject pronouns
By the annual IEP review date, given 10 action pictures of single people or groups and asked "What is happening?", the student will use the subject pronoun (he, she or they) that matches the character(s) when describing the picture independently with at least 85% accuracy on obligatory contexts for subject pronouns, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Include the target grammar form in retells
Target forms counted in a language sample
By the annual IEP review date, during a recorded retell of a short, unfamiliar picture story, transcribed by the SLP, the student will use To choose for the student: the target grammar form (such as regular past tense -ed) in each obligatory context in the retell independently with at least 80% accuracy on obligatory contexts for the target form in the transcript, in 3 of 4 consecutive biweekly samples, as measured by work-sample analysis collected every two weeks.
Preschool grammar, syntax & morphology goals are measured inside daily routines rather than with worksheets, and the criteria are small: a few opportunities a day, a handful of steps, short periods of time. Conditions name the routine (circle, centers, snack) so any adult in the room can take the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 2 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 6 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 3 goals here
Frequently asked questions
What do grammar, syntax & morphology goals look like for preschool?
They describe a readiness or developmental skill performed during a classroom routine, with a criterion in opportunities or steps. The support level is written in, since most preschool goals start with prompting and fade it.
How often should preschool goals be measured?
A few opportunities on most days, recorded on a trial or task-analysis sheet. Short, frequent samples match how young children show skills.
Does a preschool IEP need the same parts as a school-age IEP?
Yes. Measurable annual goals, present levels, and progress reporting are required at every age under 34 CFR 300.320. Preschool IEPs may also address participation in appropriate activities rather than the general curriculum.
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