Articulation /l/ 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, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Articulation Speech & Language
Produce the target sound in consonant blends in words
Target sound in consonant blends
By the annual IEP review date, given 20 picture or word cards containing To choose for the student: the target sound (such as /r/) in an initial consonant blend (such as tr-, br-, gr-), the student will produce the target sound correctly within each consonant blend independently with at least 80% accuracy on target-sound productions in blends, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Finish words with -st, -ts, and -ks clusters
s-blends, l-blends and r-blends
By the annual IEP review date, given 20 picture or word cards ending in -st, -sk, -sp, -ts, or -ks, the student will produce both sounds of the final cluster with a clear /s/ independently with at least 80% accuracy on final /s/ cluster productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Lift the tongue tip for /l/ in words
/l/
By the annual IEP review date, given 20 picture cards with /l/ at the start of the word (such as leaf, lamp, lunch), the student will produce /l/ with the tongue tip up behind the top teeth at the start of each word independently with at least 80% accuracy on /l/ productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Say /l/ at word ends and before consonants
/l/
By the annual IEP review date, given 20 picture or word cards with /l/ at the end of the word (such as ball, school, pencil), the student will produce /l/ with tongue-tip contact at the end of each word independently with at least 80% accuracy on final and pre-consonant /l/ productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Use /l/ in sentences and short reading passages
/l/
By the annual IEP review date, given 10 sentences, each with two or more /l/ words in different positions, the student will produce each /l/ in the sentence or passage correctly independently with at least 85% accuracy on /l/ productions in connected speech, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Say l-blends in words and short phrases
s-blends, l-blends and r-blends
By the annual IEP review date, given 20 picture or word cards starting with an l-blend (such as block, clock, flag, glue, plane, sled), the student will produce both sounds of the l-blend, with a clear /l/, at the start of each word independently with at least 80% accuracy on l-blend productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Phonological Processes Speech & Language
Produce /l/ and /r/ in words without gliding
Gliding of liquids
By the annual IEP review date, given 20 picture cards of words that begin with /l/ or /r/, the student will independently produce /l/ or /r/ in each word instead of substituting /w/ or /j/ with at least 80% accuracy on liquid productions, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session.
Articulation /l/ goals come from the articulation skill and target /l/ at the start, middle, and end of words, plus l-blends like "bl", "pl", and "fl". Common errors include using /w/ or /y/ for /l/. Goals move by level from isolation and syllables to words, phrases, sentences, and conversation, and each goal names its level and positions, since final /l/ and blends are often harder than initial /l/. Most are measured with percent accuracy over a set number of trials per session, such as 20. Once the student is accurate in sentences, goals shift to carryover in class and at home, measured with short conversation samples that count correct /l/ out of all /l/ attempts.
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 do I write an IEP goal for /l/?
Name the level and the positions. For example: the student will produce /l/ in initial and medial word positions in sentences with at least 80% accuracy over 20 trials in 3 consecutive sessions.
Which /l/ position should be targeted first?
Many SLPs start with initial /l/, then medial and final, then blends. The student's stimulability and error pattern decide the order.
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