Articulation /k/ and /g/ IEP goals
10 templates across 2 skills: articulation, phonological processes. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
10 templates · 2 skills · Pre-K, K–2, 3–5, 6–8 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Articulation Speech & Language
Shape the back sounds /k/ and /g/
/k/ and /g/
By the annual IEP review date, given 20 trials of /k/ and /g/ alone and in syllables with the vowels the student finds easiest, the student will produce /k/ and /g/ with the back of the tongue raised in isolation and syllables after an imitative model from the SLP with at least 70% accuracy on /k/ and /g/ productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
End words with a clear /k/ or /g/
/k/ and /g/
By the annual IEP review date, given 20 picture cards of words ending in /k/ or /g/ (such as duck, book, bug, egg), the student will produce /k/ or /g/ at the end of each word independently with at least 80% accuracy on final /k/ and /g/ productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Use /k/ and /g/ words during preschool routines
/k/ and /g/
By the annual IEP review date, during snack time, when the child asks for or names items such as cup, cookie, cracker, or juice, the student will say /k/ and /g/ words with the back sound produced correctly independently in at least 8 of 10 opportunities, on 3 of 4 observed days, as measured by direct observation collected twice weekly during classroom routines.
Build sentences with /k/ and /g/ words
/k/ and /g/
By the annual IEP review date, given 15 action pictures that each prompt a sentence with two /k/ or /g/ words (such as "The cat is eating cake"), the student will say each sentence with /k/ and /g/ produced at the back of the mouth independently with at least 85% accuracy on /k/ and /g/ productions in sentences, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Hold back sounds in clusters like cl, gr and sk
/k/ and /g/
By the annual IEP review date, given 20 picture or word cards with /k/ or /g/ clusters (such as clap, glue, green, skate, desk), the student will say each cluster with both consonants and the /k/ or /g/ made at the back of the mouth independently with at least 80% accuracy on /k/ and /g/ cluster productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Catch a /t/ for /k/ slip while reading
/k/ and /g/
By the annual IEP review date, while reading aloud a 150-word passage at their independent level with 15 or more /k/ and /g/ words, the student will independently stop after a /k/ or /g/ slip and say the word again correctly without a reminder in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Phonological Processes Speech & Language
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 /t/ and /d/ in words without backing to /k/ and /g/
Backing
By the annual IEP review date, given 20 picture cards of words that contain /t/ or /d/ in the initial or final position, the student will independently produce /t/ and /d/ in each word instead of substituting /k/ or /g/ with at least 80% accuracy on front-sound productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Spell the target sound with the right letter
Phonological awareness tied to speech targets
By the annual IEP review date, given 10 dictated words that contain the target sound or pattern, written on paper or a whiteboard, the student will write the correct letter or letters for the target sound in each word independently with at least 85% accuracy on target-sound spellings in dictated words, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.
Articulation /k/ and /g/ goals come from the articulation and phonological processes skills. A common pattern is fronting, where /t/ and /d/ replace /k/ and /g/, as in "tup" for "cup". Some goals target the single sounds, and others target the whole pattern with contrast word pairs like "tea" and "key". Goals move by level from syllables to words, phrases, sentences, and conversation, naming the positions practiced. Most are measured with percent accuracy over a set number of trials, and pattern goals may count correct productions on a probe word list. Fronting usually resolves in early childhood, so the SLP checks age expectations before writing a goal. Later goals target carryover.
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 is fronting in speech?
Fronting is a pattern where sounds made in the back of the mouth, like /k/ and /g/, are made in the front, like /t/ and /d/. It is common in young children and usually goes away on its own by about age 3 and a half to 4.
How do I write a /k/ and /g/ goal?
Name the sounds, the level, and the trials. For example: the student will produce /k/ and /g/ in initial word position with at least 80% accuracy over 20 trials in 3 consecutive sessions.
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