Vocabulary & Semantics IEP goals for preschool (ages 3 to 5)
11 of the vocabulary & semantics 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.
Vocabulary & Semantics Speech & Language
Name pictures and objects of common nouns
Labeling common nouns
By the annual IEP review date, given 20 pictures or objects from familiar categories (such as food, clothing, animals, classroom items) and asked "What is this?", the student will name each item with the correct word using speech, sign, or a communication device independently with at least 80% accuracy on pictures or objects named, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Name colors, shapes, and numbers
Colors, shapes, and number words
By the annual IEP review date, given 10 colored objects or color cards and asked "What color?", the student will name the color, shape, or number shown using speech, sign, or a communication device independently with at least 90% accuracy on color, shape, or number items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Name the action in pictures and play
Action words (verbs)
By the annual IEP review date, given 20 action pictures and asked "What is he/she doing?", the student will name the action with a verb (such as eating, jumping, pouring) using speech, sign, or a communication device independently with at least 80% accuracy on action pictures or demonstrated actions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Tell what an object is used for
Object function
By the annual IEP review date, given 10 pictures or objects and asked "What do you do with it?", the student will state the main function of each object with a verb phrase (such as "you cut with it," "for writing") independently with at least 80% accuracy on object-function items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Answer questions about an object's attributes
Answering attribute questions
By the annual IEP review date, given 10 familiar objects or pictures and asked one attribute question about each (such as "What color is it?", "Is it big or little?", "What parts does it have?"), the student will answer each attribute question with an accurate attribute word independently with at least 80% accuracy on attribute questions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Give the opposite of a word
Antonyms
By the annual IEP review date, given 10 spoken words with everyday opposites (such as big, up, hot, open), the student will say the opposite of each word independently with at least 85% accuracy on antonym items, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Preschool vocabulary & semantics 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:
Frequently asked questions
What do vocabulary & semantics 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.
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.