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Syntax, Morphology & Grammar Goal Bank

• (client)  will produce plural nouns  (cats, apples, etc)  in words/phrases/sentences with 80% accuracy for 3 data collections.
• (client)  will produce irregular  plurals  (children, mice, etc)  in words/phrases/sentences with 80% accuracy for 3 data collections.
• (client) will produce possessive nouns  (mom's, the boy's, etc)   in words/phrases/sentences with 80% accuracy for 3 data collections.
• (client) will produce helping verbs  (is/are, do/does, have/has, etc)   in words/phrases/sentences  with 80% accuracy for 3 data collections.
• (client) will produce present progressive verbs (is running, etc) in words/phrases/sentences with 80% accuracy for 3 data collections.
• (client) will produce third person subjective pronouns  (he, she, they, etc)  in words/phrases/sentences  with 80% accuracy for 3 data collections.
• (client) will use third person objective pronouns  (him, her, them, etc)  in words/phrases/sentences  with 80% accuracy for 3 data collections.
• (client) will use third person possessive pronouns  in words/phrases/sentences (his, hers, theirs, etc) with 80% accuracy for for 3 data collections.
• (client) will produce 3rd person singular present verb forms  (runs, talks, etc)  in words/phrases/sentences  with 80% accuracy for 3 data collections.
• (client) will produce irregular past tense verbs  in words/phrases/sentences  with 80% accuracy for 3 data collections.
• (client) will produce regular past tense  in words/phrases/sentences  with 80% accuracy for 3 data collections.
• (client) will discriminate appropriate grammar and verb tenses at the sentence level (regular and irregular past tense, regular and irregular plurals, helping verbs, etc) with 80% accuracy for 3 data collections.
• (client) will maintain grammatical accuracy in sentences 5+ words in length in 80% of opportunities across 3 data collections.
• (client) will maintain grammatical accuracy during 1 full conversation, at least 5+ sentences in length, across 3 data collections.

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21 Grammar Goals Speech Therapy [Language Goal Bank!]

“I not know dat”. This is currently one of my 4-year-old twin boys favorite phrases when I teach him something new. I mean can we start with how stinking cute that sentence is?! But back to the point, grammar has a big impact on whether others understand what we are trying to say. That’s why I’ve gathered 21 grammar goals for speech therapy.

My hope is to make your life easier by providing a measurable goal list of good goals for any Speech-Language Pathologist to use and of course adapt to meet the needs of your individual child or students.

IEP Goals – Expressive Language

1. articles.

Given common objects, a picture, or story, STUDENT will say a complete sentence using articles (i.e., “a”, “an”, “the”, and “some”) with 80% accuracy in 4 out of 5 opportunities.

2. Demonstrative Adjectives

Given an object, picture, or story, STUDENT will say a complete sentence using demonstrative adjectives (i.e., “this”, “that”, “these”, and “those”) with 80% accuracy in 4 out of 5 opportunities.

3. Plural Nouns & Irregular Plurals

Given an object, picture, or story, STUDENT will say a complete sentence using plural nouns (i.e., s, es, and irregular plural forms) with 80% accuracy in 4 out of 5 opportunities.

4. Possessive Nouns

Given an object, picture, or story, STUDENT will say a complete sentence using possessive nouns (i.e., “the girl’s book”) with 80% accuracy in 4 out of 5 opportunities.

5. Subject Pronouns

Given an object, picture, or story, STUDENT will say a complete sentence using subject pronouns (i.e., “I”, “he”, “she”, “you”, “we”, “they”) with 80% accuracy in 4 out of 5 opportunities.

6. Object Pronouns

Given an object, picture, or story, STUDENT will say a complete sentence using object pronouns (i.e., “me”, “him”, “her”, “you”, “us”, “them”) with 80% accuracy in 4 out of 5 opportunities.

7. Possessive Pronouns

Given an object, picture, or story, STUDENT will say a complete sentence using possessive pronouns (i.e., “my”, “mine”, “his”, “her/hers”, “you/yours”, “our/ours”, “their/theirs”) with 80% accuracy in 4 out of 5 opportunities.

8. Reflexive Pronouns

Given an object, picture, or story, STUDENT will say a complete sentence using reflexive pronouns (i.e., “myself”, “himself”, “herself”, “yourself”, “yourselves”, “ourselves”, “themselves”) with 80% accuracy in 4 out of 5 opportunities.

9. Present Verbs

Given an object, picture, or story, STUDENT will say a complete sentence using present progressive verb tense (i.e., “The girl is running”) with 80% accuracy in 4 out of 5 opportunities.

10. Past Verbs

Given an object, picture, or story, STUDENT will say a complete sentence using past progressive verb tense (i.e., “The girl was running”) with 80% accuracy in 4 out of 5 opportunities.

11. Present Tense

Given an object, picture, or story, STUDENT will say a complete sentence using present tense “s” and “es” marker (i.e., “The girl runs”) with 80% accuracy in 4 out of 5 opportunities.

12. Has / Have

Given an object, picture, or story, STUDENT will say a complete sentence using “has”/”have” (i.e., “The girl has a book”) with 80% accuracy in 4 out of 5 opportunities.

13. Regular Past Tense Verbs

Given an object, picture, or story, STUDENT will say a complete sentence using regular past tense (i.e., “The boy waited for the bus.”) with 80% accuracy in 4 out of 5 opportunities.

14. Irregular Past Tense Verbs

Given an object, picture, or story, STUDENT will say a complete sentence using irregular past tense (i.e., “ran”, “drove”, “drank”) with 80% accuracy in 4 out of 5 opportunities.

15. Conjunctions

Given an object, picture, or story, STUDENT will say a complete sentence using conjunctions (i.e., “and”, “or”, “but”, “because”, “if”, “since”) with 80% accuracy in 4 out of 5 opportunities.

16. Future Tense

Given an object, picture, or story, STUDENT will say a complete sentence using future tenses (i.e., “The boy will go to school”) with 80% accuracy in 4 out of 5 opportunities.

17. Negative Sentence Structure

Given an object, picture, or story, STUDENT will say a complete sentence using negative sentence structures (i.e., “will not/won’t”, “does not/doesn’t”) with 80% accuracy in 4 out of 5 opportunities.

18. Yes / No Questions

Given an object, picture, or story, STUDENT will ask yes/no questions (i.e., “Is the boy hurt?”) in a complete sentence with 80% accuracy in 4 out of 5 opportunities.

19. WH Questions

Given an object, picture, or story, STUDENT will ask WH questions (i.e., “What is the girl doing?”) in a complete sentence with 80% accuracy in 4 out of 5 opportunities.

20. Comparatives

Given an object, picture, or story, STUDENT will say a complete sentence using comparatives (i.e., “The kitty is smaller than the tiger”) with 80% accuracy in 4 out of 5 opportunities.

21. Superlatives

Given an object, picture, or story, STUDENT will say a complete sentence using superlatives (i.e., “That is the best cookie.”) with 80% accuracy in 4 out of 5 opportunities.

Short Term Goals – Grammar Goals

I know every district and even school setting has different ways it requires the goal writing of their objectives to be written, but typically my district wanted us to reduce either the number required or the percentage of achievement. 

Here are a few examples to help get you started.

If we take a sample goal:  

“Given an object, picture, or story, STUDENT will say a complete sentence using irregular past tense (i.e., “ran”, “drove”, “drank”) with 80% accuracy over 3 out of 4 consecutive sessions.”

• Reduced Number or Trials Required: The objective might be, “Given an object, picture, or story, STUDENT will say a 2-3 word phrase using an irregular past tense (i.e., “ran”, “drove”, “drank”) with 80% accuracy over 3 out of 4 consecutive sessions.”
• Reduce Percentage of Accuracy: The objective might be, “Given an object, picture, or story, STUDENT will say a complete sentence using irregular past tense (i.e., “ran”, “drove”, “drank”) with 70% accuracy over 3 out of 4 consecutive sessions.” 
• Reduce Difficulty of Task: The objective might be, “Given an object, picture, or story, STUDENT will select the correct irregular past tense (i.e., “ran”, “drove”, “drank”) with 80% accuracy over 3 out of 4 consecutive sessions.”
• Reduce Number of Sessions of Accuracy: The objective might be, “Given an object, picture, or story, STUDENT will say a complete sentence using irregular past tense (i.e., “ran”, “drove”, “drank”) with 80% accuracy over 2 out of 4 consecutive sessions.”

(Meaning out of 4 therapy sessions in a row. They identified 3 possible solutions, the 3 consequences of those solutions and then determined the best solution in 2 out of 4 or 50% of the time in order to mark that goal mastered.) 

As the Speech Language Pathologist you are the specialist and you know your students specific language impairments and child’s ability best though, so just take the smart goals from above and simplify them into achievable steps for your specific student.

SEE ALSO: IEP Goal Bank Posts

Data Collections

If you’re a speech therapist or a classroom teacher in need of data tracking forms while working on your student’s grammar goals for speech therapy then the first place you might want to check out is my IEP goal data tracking for progress monitoring forms .

Or if you simply want a list of data sheets to choose from then be sure to check out my list of 35 free speech therapy data sheets roundup .

Blog Post Resources

Here are all my blog posts for working on grammar skills that you might also find helpful!

33 Most Common Irregular Plurals Flashcards – Download this first post of free irregular plurals with their real-life photos.

253+ Yes or No Questions for Speech Therapy – Here is a massive resource working on answering yes or no questions.

179+ Wh Questions Free Printable – Grab this freebie to work on answering wh-questions.

197+ Best Wh Questions Speech Therapy Activities – If you have a child or student working on wh-question you’ll also want to check out this list of helpful free resources.

31+ What Questions for Speech Therapy – Have your child or student watch these wordless videos and then answer the “what” question using the interactive quiz with instant feedback.

31 Best Wordless Videos to Work on Answering Questions – Have your student watch these fun animated wordless videos and then answer the included wh-questions. 

Nature Themed Bundle – This bundle includes yes/no questions, wh-questions, pronouns, regular past tense verbs, and irregular past tense verbs.

Technology Themed Bundle – This bundle also includes yes/no questions, wh-questions, pronouns, regular past tense verbs, and irregular past tense verbs.

Social Communication Skills – IEP Goals

Do you have students working on other goal areas or language skills? If so, you might want to check out my other goal banks. Here are a few of the goals you would find in my massive 432 iep goal bank :

• Figurative Language
• Complex Syntax
• Complex Sentences, Simple Sentences, Compound Sentence
• Relative Clauses
• Mean Length of Utterance
• Context Clues
• Receptive Language
• Word Level, Phrase Level, and Sentence Level (If you have a student working on different speech sounds be sure to check out my target word lists with single word lists plus phrases and sentences for extra practice.)
• Final Consonants
• Social Language 
• Communication Skills
• Pragmatic Language Goals
• Communication Device

Therapy Ideas

I’ve gone ahead and gathered a few activities that you can use in your therapy room for working on your child or student’s grammar speech therapy goals.

Informal Assessments

A great first step would be to complete a formal or informal assessment to find the student’s ability level.

Language Baseline Data Tracking – Grab my baseline data tracking from my tpt store that covers regular/irregular past tense verbs, regular/irregular plurals, yes/no questions, wh-questions, pronouns, copulas, superlatives, plus even more!

Free Informal Screener: 14 Early Developing Morphemes by Teach Speech 365 – includes a quick informal assessment of the 14 early developing grammatical morphemes.

Structured Language Activities

Here are a few different language tasks that speech pathologists can use to work on a specific skill, such as irregular plurals or a prepositional phrase task.

• Building Blocks for Irregular Plurals! By QuirkySpeech is a set of 27 irregular plural nouns. Use this while playing Jenga!
• 33 Most Common Irregular Plurals Flashcards – Download these free irregular plurals with their real-life photos.
• Expanding Sentences-prepositional phrases Digital, no print, boom cards. Free by Winter Sisters is a great digital source designed to help students increase MLU by using engaging sentence strips.

SEE ALSO: 179+ Wh Questions Free Printable

Correct sentence.

Have your students use their appropriate grammar skills to correct the sentences in the following activities.

• School Correct the Sentence – Grammar Skill Builder – Digital Boom Cards by Miss B SLP is a highly rated set of boom cards with a focus on correcting grammatical errors in sentences. This deck has a fun school theme. 
• FREEBIE!! “Fix ‘Em Up” No Prep Sentences for Students to Edit and Correct! By Loving Life with Little Learners is a great set of no prep printables to help students practice correcting capitalization, punctuation, spelling and basic grammar.

Middle School

Here are a few grammar language intervention lessons for older students in the school setting.

•   FREE Month-Long Daily Grammar Practice | 6th Grade Grammar Spiral Review By Performing for Education is a great set of daily grammar practice for middle schoolers! This is simple and ready to go!
• Apple Themed Speech Therapy Vocabulary and Grammar Worksheets Freebie by Mrs. A’s Speech Therapy Room is a product that helps students address multiple semantic and syntactic articulation skills. These are great for older students!

Early Language

If you’re working with young children and have less time to therapy plan here are a few resources you might find helpful.

• Grammar Camp Pronoun Freebie by The Speech Attic is an interactive and fun packet that reviews pronouns. This has a camping theme that students love!
• FREE Verbs Worksheets – grammar activities for first grade and second grade by Keeping my Kinders Busy is a grammar freebie created for k-2. The engaging packet review Verbs!
• Conjunctions | 1st Grade Grammar | Mini Lesson by First Grade Buddies is a favorite! Use matching flashcards and a worksheet to work on conjunctions. 
• Conjunctions FREEBIE – First and second grade grammar – compound sentences by Keeping my Kinders Busy is a fun and engaging activity for early elementary learners to start practicing conjunctions!

Short Story

Here are some short stories that you can use to work on your child’s grammar skills within a structured activity.

• Past Tense Verb Story Freebie by Travis Teacher is a great activity that helps students practice their understanding of past tense verbs. This includes 3 writing and matching worksheets!
• Spring Language Packet: Bunnies and Carrots by Peachie Speechie is an amazing spring themed packet that focuses on comprehension, plurals, adjectives etc! This is a highly rated freebie for early elementary students.  
• Winter Language Freebie By Speech Tree Co is a fun, no prep packet with winter themed language activities! This packet includes short stories, comprehension, sequencing, Wh Questions, as well as winter verbs and winter vocabulary.  

SEE ALSO: 21 Best Reinforcement Games for Speech Therapy

Graphic organizers.

Grab these graphic organizers to provide your child or students with visual prompts when working on their grammar skills.

• Sentence Builders: Leveled Graphic Organizers FREEBIE by Thompson’s Teachings is a great freebie packet that includes different levels and versions of sentence building graphic organizers.
• Compound Sentence Graphic Organizer by Kelly Benefield is a great teaching tool. This is a great graphic organizer to use to evaluate your students’ understanding of compound sentences. 
• Using and Not Confusing the Apostrophe and S by Grammar and More Store is a clear and simple graphic organizer for students to use when learning the appropriate use of the apostrophe s. It covers contractions, possessives and plurals.
• Plural Noun Graphic Organizer by PrettyFabulousInFirst can be used both as a graphic organizer for plural nouns or as a scavenger hunt sheet to find examples of plural nouns. Easy to print and use and will fit into a composition notebook. 

In Conclusion: Grammar Goals Speech Therapy

I hope you found this list of grammar goals for speech therapy to be helpful along with the resources!

Want Even More Grammar for Speech Therapy?

• 917+ Best Free Boom Cards for Speech Therapy
• 31 Best Wordless Videos to Teach Problem Solving
• 3 Most Common Irregular Plurals Flashcards
• 253+ Yes or No Questions for Speech Therapy
• 179+ Wh Questions Free Printable

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• Best IEP Resources
• 71+ Free Social Problem-Solving Scenarios
• 430+ Free Multisyllabic Words List Activity Bundle
• 432+ Free Measurable IEP Goals and Objectives Bank
• 279+ Free Speech Therapy Digital Materials

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Home » Blog » General » IEP Goals and Grammar: A Comprehensive Guide for Parents and Educators

IEP Goals and Grammar: A Comprehensive Guide for Parents and Educators

As a parent or educator, you understand the importance of supporting students with Individualized Education Program (IEP) goals. These goals provide a roadmap for addressing a student’s unique needs and helping them succeed academically and socially. One area that often requires attention is grammar skills, as they play a significant role in effective communication. In this comprehensive guide, we will explore the importance of IEP goals and grammar skills, provide examples of incorporating grammar skills in IEP goals, discuss strategies for supporting grammar skills in the classroom, and highlight the importance of collaboration between parents and educators.

I. Understanding IEP Goals

A. Definition and purpose of IEP goals:

IEP goals are specific objectives that outline what a student with special needs is expected to achieve within a given timeframe. These goals are tailored to address the individual’s unique challenges and provide a roadmap for their educational journey.

B. Components of an IEP goal:

1. Measurable objectives: IEP goals should be measurable, meaning that progress can be tracked and evaluated. This allows for effective monitoring and adjustments as needed.

2. Specific target areas: IEP goals should focus on specific areas of need, such as grammar skills, to ensure targeted intervention and support.

3. Timeframe for achievement: IEP goals should have a clear timeframe for achievement, allowing for regular progress monitoring and adjustments as necessary.

C. Importance of aligning IEP goals with a student’s needs and abilities:

When developing IEP goals, it is crucial to consider a student’s individual needs and abilities. By aligning goals with their specific challenges and strengths, educators and parents can provide targeted support and ensure meaningful progress.

II. Incorporating Grammar Skills in IEP Goals

A. Recognizing the relevance of grammar skills in communication:

Grammar skills are essential for effective communication, both in written and spoken language. They provide the structure and clarity necessary for conveying ideas and understanding others.

B. Identifying grammar-related challenges for students with language disorders:

Students with language disorders may face challenges in various aspects of grammar, such as sentence structure, verb tense, pronoun usage, capitalization, and punctuation. Identifying these specific challenges can help guide the development of targeted IEP goals.

C. Examples of grammar skills to consider in IEP goals:

1. Sentence structure and syntax: Setting goals to improve sentence structure and syntax can help students develop clearer and more organized communication.

2. Verb tense and agreement: Goals related to verb tense and agreement can support students in using appropriate verb forms and ensuring subject-verb agreement.

3. Pronoun usage and clarity: Goals focusing on pronoun usage and clarity can help students use pronouns correctly and avoid confusion in their communication.

4. Capitalization and punctuation: Setting goals to improve capitalization and punctuation skills can enhance the clarity and professionalism of written communication.

5. Word usage and vocabulary development: Goals related to word usage and vocabulary development can support students in expanding their vocabulary and using words appropriately in context.

III. Developing Effective IEP Goals for Grammar

A. Collaborating with speech-language pathologists (SLPs) and educators:

Working collaboratively with SLPs and educators can help ensure that IEP goals for grammar are comprehensive and address all relevant areas of need.

B. Assessing a student’s current grammar skills:

Before setting IEP goals, it is important to assess a student’s current grammar skills. This assessment can help identify specific areas of weakness and guide the development of targeted goals.

C. Setting realistic and attainable goals:

IEP goals should be realistic and attainable, taking into account a student’s current abilities and potential for growth. Setting goals that are too challenging or too easy can hinder progress.

D. Breaking down goals into smaller, manageable steps:

Breaking down IEP goals into smaller, manageable steps can make them more achievable and provide students with a sense of progress and accomplishment along the way.

E. Monitoring progress and making necessary adjustments:

Regularly monitoring a student’s progress towards their IEP goals is essential. This allows for adjustments to be made as needed and ensures that interventions remain effective and relevant.

IV. Strategies for Supporting Grammar Skills in the Classroom

A. Creating a language-rich environment:

Providing a language-rich environment can support students in developing their grammar skills. This can include exposing them to a variety of texts, engaging in meaningful conversations, and encouraging active participation in language-rich activities.

B. Providing explicit grammar instruction:

Explicitly teaching grammar rules and concepts can help students understand and apply them in their communication. This can be done through direct instruction, guided practice, and opportunities for independent application.

C. Incorporating multisensory learning techniques:

Using multisensory learning techniques, such as visual aids, manipulatives, and kinesthetic activities, can enhance students’ understanding and retention of grammar skills.

D. Offering opportunities for practice and reinforcement:

Providing ample opportunities for students to practice and reinforce their grammar skills is crucial. This can be done through activities such as sentence construction exercises, grammar games, and peer editing.

E. Encouraging peer collaboration and feedback:

Encouraging students to collaborate with their peers and provide feedback on each other’s work can foster a supportive learning environment and enhance their grammar skills through peer interaction.

V. Collaboration between Parents and Educators

A. Importance of open communication and shared goals:

Open communication and shared goals between parents and educators are essential for supporting a student’s grammar skills. Regular communication allows for progress monitoring and ensures that interventions are consistent across home and school settings.

B. Regular progress monitoring and updates:

Regularly monitoring a student’s progress and providing updates to parents can help ensure that everyone is on the same page and can make necessary adjustments as needed.

C. Strategies for supporting grammar skills at home:

1. Reading aloud and discussing books: Encouraging students to read aloud and engage in discussions about books can enhance their grammar skills and comprehension.

2. Engaging in meaningful conversations: Engaging in meaningful conversations with students at home can provide opportunities for practicing and reinforcing grammar skills.

3. Encouraging writing activities: Encouraging students to engage in writing activities, such as journaling or creative writing, can support the development of grammar skills.

4. Utilizing online resources and educational apps: Utilizing online resources and educational apps can provide additional support and practice for students’ grammar skills.

VI. Conclusion

A. Recap of the importance of IEP goals and grammar skills:

IEP goals play a crucial role in supporting students with special needs, and incorporating grammar skills in these goals can enhance their communication abilities and overall academic success.

B. Encouragement for parents and educators to work together:

By working together and collaborating, parents and educators can provide the necessary support and interventions to help students achieve their grammar goals.

C. Final thoughts and resources for further information:

For further information and resources on developing effective IEP goals and supporting grammar skills, consider starting your EverydaySpeech Free trial. EverydaySpeech offers a comprehensive platform for social-emotional learning and communication skills development, providing resources and strategies for parents and educators alike.

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Writing Grammar & Syntax Goals for Speech Language Therapy

Have you ever found yourself thinking "Where do I even start?"  when it comes to writing grammar  and syntax  goals?

Don't worry, I've got your back! I have an awesome resource to share with you that will help identify and prioritize which skills to target.

The best part is - it's free!

Target Identification Spreadsheet

This handy color-coded spreadsheet was created by Susan Ebbels based on the available research on syntax and grammar that you can use to help identify grammatical targets for the children you work with!

Download the spreadsheet and read more about the research in The Informed SLP's article "The Grammar Guide You Never Knew You Always Wanted."

Here are the key takeaways from the article 👇🏽

🌟 Research shows us the order we can target skills within an area  (e.g. targeting who questions before why questions) but evidence is limited across areas  (e.g. questions, negation, clauses).

🌟 The spreadsheet categorizes & color-codes  all skills as foundational, basic, intermediate, and advanced, which helps you choose targets across areas  (e.g. you may want to work on basic, orange colored skills across different areas before moving on to intermediate, blue colored skills).

🌟 You can target syntax goals even if morphology isn't perfected , and you can even tackle both at the same time  (e.g. you might want to tackle complement clauses while working on past tense verbs, and you can create sentences using both skills).

🌟 We cannot  assume that children who produce certain grammatical structures can also fully understand them, so you'll want to check for comprehension in addition to production.

🌟 Prioritize skills based on functional  impact linked to the child’s age, ability level, & what they need to be successful in the classroom (e.g. during conversations with peers, while reading or listening to stories, writing, etc.).

🌟 Be flexible !

3 Tips for Using the Spreadsheet

1️⃣ Within the spreadsheet, you can hover over the items with a small, black filled-in corner for a definition and/or example.

2️⃣ The column headings are linked to the individual sheets for that category (see also the tabs at the bottom).

3️⃣ The individuals sheets include additional examples, explanations, prerequisite structures, and visual examples using the SHAPE CODING® system.

Targeting Grammar & Syntax Goals

Now that you know what syntactic skills to target, let's see how you can target these skills.

If you know me, you know I love using contextualized therapy approaches like using themes (e.g. seasons, holidays, zoo, space, dinosaurs) and the literacy-based therapy framework!

Here are some articles full of ideas for targeting syntactic skills in literacy-based therapy sessions:

🔴 Syntactic Language Skills

🟠 Complex Sentences

🟡 Conjunctions .

Hope this has been helpful! 😊

Ebbels, S., & Owen Van Horne, A. (2020). Grammatical concepts of English: Suggested order of intervention.  The Informed SLP .  https://www.theinformedslp.com/review/the-grammar-guide-you-never-knew-you-always-wanted

Ebbels, S.H., van der Lely, H.K.J., and Dockrell, J.E. (2007). Intervention for verb argument structure in children with persistent SLI: a randomized control trial. Journal of Speech Language and Hearing Research, 50, 1330–1349.

SHAPE CODING ®

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Targeting Syntactic Language Skills in the Literacy-Based Therapy Framework

Ideas for Targeting Complex Sentences in Literacy-Based Therapy

Books to Target Conjunctions in Speech Language Therapy

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IEP Goal Bank

The following is a sample of some goals I write for students with communication disorders. Please feel free to bookmark this page and reference when writing goals and objectives. You make share a link to this page. You may not copy/paste this set of goal and share it as you own or post it in its entirety on a separate website. Happy Goal Writing!

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How to Write Expressive Language Goals [with goal bank]

Expressive language goals focus on an individual’s use of language. This post will explain how to write goals to address expressive language in intervention using the Communication Community Goal Writing Formula!

Our comprehensive goal banks for school-aged language, AAC, Early Intervention & preschool, and fluency are available on our site or Teachers Pay Teachers store !

Save time creating goals with over THOUSANDS of possible goal combinations. Select your own combination of DO + CONDITION + CRITERION (and consistency) statements to develop personalized and measurable goals for your caseload.

What is expressive language?

Expressive language is the use of language, whereas receptive language is the understanding of language. there are five domains of language , including phonology, morphology, syntax, semantics and pragmatics. when developing expressive language goals, examining each of these domains is important so that the specific areas of need are targeted. for example, if an individual has adequate syntactical skills when using language, but does not have adequate semantic skills, goals should focus on semantics., who needs expressive language goals.

Expressive language goals are developed once it has been determined that an individual qualifies for speech-language intervention. This is done through a formal evaluation by a speech-language pathologist (SLP), and includes formal and informal assessments. Expressive language areas may include the use of developmentally-appropriate vocabulary, grammar, morphology, and more. Some individuals who have expressive language goals are children with language delays and individuals who have deficits in language due to a brain injury or a stroke.

What if someone uses sign language or an AAC system?

Individuals may use multiple types of communication modalities when expressing language, including speaking, sign language, or AAC. Many individuals use multiple communication modalities, such as speaking and AAC. When developing expressive language goals, consider what types of communication modalities individuals will be using and include that in the goal as well.

Writing Expressive Language Goals

Below you will find our Communication Community Goal Writing Formula that we use for writing all communication goals (e.g., receptive, expressive, pragmatic, etc.).

Steps for writing goals for speech and language skills (left); Communication Community goal writing formula (right)

As seen above, speech goals should be written with 3* components in mind: the DO statement, the CONDITION statement, and the CRITERION statement.

*Also commonly included is consistency (we incorporate this!). Aka does the individual have to meet a specific criterion more than once? A common example of this may include across 3 consecutive sessions. This is usually something understood by the therapy organization/service provider and is sometimes/sometimes not included in the written goal itself. This is to ensure that the skill has been generalized and provides more reliable data that the skill has been properly mastered.

DO statement

What the client is actually going to DO and the specific skill they will be working towards. Example: produce a grammatically correct simple sentence

CONDITION statement

The specific setting and/or context your client will work on this skill. Example: during structured language activities

CRITERION statement

How the client’s performance will be measured. Example : in 9 out of 10 trials

DO + CONDITION + CRITERION

Example: [Client] will produce a grammatically correct simple sentence, during structured language activities, in 9 out of 10 trials.

There you have it! That is an example using our Goal Writing Formula containing the DO + CONDITION + CRITERION (don’t forget to think about consistency!) for an expressive language skill area.

Expressive Language Goal Bank

This goal bank includes a range of goals across phonology, morphology, syntax, and semantics. We have an entire post on pragmatic language goals as well. You may take parts of each goal (e.g. the DO from one and the CONDITION from another) in order to create the best goals for your individual.

- Example 1* : [Client] will verbally use accurate phonemes (e.g. /h/ in “hat”) in words and phrases, during structured language activities, in 4/ 5 opportunities.

* note this is not due to the client’s inability to produce specific phonemes, which would be considered an articulation or phonological disorder. This refers to understanding that the /h/ sound is significant to the meaning of the word “hat.”

- Example 2 : [Client] will accurately fingerspell functional words (e.g. their name), when completing classroom tasks, with 80% accuracy across 2 consecutive sessions.

- Example 1 : [Client] will use the bound morpheme -s to express plurality, verbally and in writing, when completing grade-level assignments, in 8/10 opportunities.

- Example 2 : [Client] will accurately use regular past tense using multimodal communication (signs, AAC, words), in small group sessions, with 90% accuracy, in 2 out of 3 sessions.

Syntax (grammar)

- Example 1 : [Client] will produce simple sentences containing a noun + verb (e.g. The boy eats) using multimodal communication, during structured and unstructured language activities, in 9/10 opportunities, across 3 consecutive sessions.

- Example 2 : [Client] will verbally answer simple wh- questions (who, what, where, when, why, how) using grammatically correct simple and compound sentences, during structured tasks, in 8/10 opportunities.

- Example 3 : [Client] will produce simple sentences using irregular past verb tenses (went, was, knew, have, etc) using multimodal communication, during group activities, in 9/ 10 opportunities.

- Example 4 : [Client] will write compound sentences using coordinating conjunctions (for, and, nor, but, or, yet, so), during structured language tasks, with 75% accuracy in three out of four sessions.

- Example 5 : [Client] will write complex sentences using one independent clause and at least one dependent clause, as a response to a question or prompt, with 80% accuracy.

- Example 6 : [Client] will use multimodal communication to produce simple sentences with a present verb tense, during small group sessions, in 4/ 5 opportunities.

- Example 7 : [Client] will use multimodal communication to produce compound and complex sentences, during classroom and social settings, in 9/ 10 trials.

Semantics (vocabulary)

- Example 1 : [Client] will use multimodal communication to produce figurative language (similes, metaphors, hyperboles, personifications, etc), during structured language activities, in 7/ 10 opportunities.

- Example 2 : [Client] will accurately use taught vocabulary words, during structured language activities, with 90% accuracy.

- Example 3 : [Client] will provide a synonym or antonym for a presented word, during structured language tasks, in 8/ 10 opportunities.

Combination

Many expressive language domains overlap, and many individuals with expressive language difficulties require intervention in more than one domain. Additionally, higher-level metacognitive skills related to expressive language may require intervention for achievement. Below are some goals to reflect skills in multiple domains and metacognitive skills.

- Example 1 : [Client] will produce 1-2 sentences verbal narratives about stories, passages, or videos using correct morphology, grammar, and vocabulary, during small group sessions, with 80% accuracy.

- Example 2 : [Client] will use multimodal communication to compare and contrast elements of stories, passages, or videos using simple and compound sentences with relevant vocabulary, during structured language activities, with 90% accuracy across 2 consecutive sessions.

- Example 3 : [Client] will use metacognitive strategies (e.g. planning tasks, using graphic organizers) to produce age-appropriate written work, in academic assignments, in 4 / 5 opportunities.

- Example 4 : [Client] will produce 1-2 paragraph written narratives about stories, passages, or videos using correct morphology, grammar, and vocabulary, in academic assignments or structured language tasks, with 80% accuracy.

Looking for more? More GOALS posts:

• How to Write Pragmatic Language Goals
• How to Write Receptive Language Goals
• How to Write AAC Goals
• How to Write Play Skills Goals
• How to Write Articulation Goals
• How to write Fluency Goals (Stuttering)
• How to Write Voice Disorders Goals
• How to Write Cluttering Goals
• How to Write Phonological Awareness Goals

Using expressive language via AAC, writing, and speaking

Want to know how we prep ourselves for goal-writing (and more)?

These are some of our favorite resources for working:

• Clipboard with storage - we use ours ALL THE TIME!
• Some really nice pens - the feel of a pen that writes so well...priceless.
• Blue light glasses - for when excessive screen time is just...necessary

Happy writing!

This post contains some affiliate links and we may be (slightly) compensated if you use them, but all opinions are our own. We appreciate the support!

Citations/further resources

https://www.asha.org/practice-portal/clinical-topics/written-language-disorders/intervention-target-areas/

https://www.asha.org/practice-portal/clinical-topics/spoken-language-disorders/

https://www.asha.org/practice-portal/clinical-topics/written-language-disorders/

You might also like

How to Write Play Skills Goals [with goal bank]

Types of Figurative Language

Early Intervention and Speech Therapy: What to Expect

Core Word Books for AAC

Cognition and Speech Therapy: Addressing Cognitive-Communicative Deficits

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How to Write Measurable and Innovative Speech Therapy Goals

• June 12, 2023

Speech therapy goals can be tricky at times, but I’m here to share my best goal-writing and implementation tips.  I find it easiest to have a few good core goals ready to go that I can then individualize depending on the student and their needs. Keeping a steady log of these goals makes goal writing so much easier.  In this post, I have my favorite vocabulary speech therapy goals, as well as, speech therapy goals for fluency and Autism.  

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Speech Therapy Goals

One thing I struggled with the most when I was starting out my first year was quickly and easily writing new IEP goals or updating old goals for students on my caseload. I tended to overthink and write and rewrite my goals until they were just right for my students, making it really hard on myself.  For more on my journey as a school SLP, click here.

Now 10 years in, I have created a goal bank for myself of ideas in my head and on paper that are my go-to starting points when writing an IEP. These basic goals give me a good starting point when writing my IEPs and then all I have to do is go in and individualize based on that student’s needs. Now, is absolutely everything included here? No. Will there always be outliers or students with totally different needs? Absolutely. After all, this is the schools and we just never know what each year will bring.  However, we can be pretty sure we’ll need a couple of key goals in the main areas we see year after year. For me, that would be Arctic, Vocabulary, Organization, Fluency, and Comprehension.

Speech Therapy Goals for Articulation

Below are some example goals I might write for articulation:

• By the end of this IEP cycle, STUDENT will accurately produce the following sounds: _________ in words and phrases with 80% accuracy as measured by therapy data and observations.

When working with students who have apraxia, I write my goals a little bit differently. Instead of focusing on specific sounds that I want the student to produce correctly, I might focus on placement and movement between placement at different syllable levels. Here are a couple of examples of how I might ride my apraxia goals:

• During structured therapy tasks, STUDENT will produce bilabial movement sequences given only a verbal model on 10 presentations with 70% accuracy as measured by therapy data and observation.
• During structured therapy tasks, STUDENT well accurately produced CVCVCV words (E.g., animal, tomato) with 80% accuracy as measured by therapy data and observation.
• During structured therapy tasks, STUDENT will accurately produce words with contrasting sound pairs (e.g., D/K, D/G, T/K, T/G with 80% accuracy as measured by therapy data and observation.

Progress Monitoring Speech Goals

Now, for my students with more severe articulation and/or phonological delays, that’s where it can get a little more tricky.  If I were to try to go through every single sound error in every position, it would take forever.  I also may not get great information about sound patterns and situations they may struggle/not struggle with – not to mention how incredibly frustrating it would be for the child.  For that reason, I use a quick articulation/phonological progress monitoring tool (which also doubles as a screener) to get a snapshot of the child’s overall sound errors.  It not only gives me a great place to start but also gives me a quick, visual, easy way to progress-monitor throughout the year and before IEP updates.

Speech Therapy Goals for Fluency

When writing fluency goals, I like to focus on the use of implementation of fluency strategies versus focusing on reducing the number of disfluencies in speech. I like to rate levels of success and mastery based on my students’ confidence in their speech and their ability to apply strategies on their own versus how many disfluencies they are actually producing. I would rather my student have a higher level of dysfluencies but be able to apply strategies when needed and with confidence rather than a student with fewer disfluencies, who is also less confident in their speech and/or unable to apply strategies independently.

Here are some of my example fluency goals:

• During structured therapy tasks, STUDENT will use fluency strategies (e.g., smooth speech, slow rate, full breath, etc.) and structured speaking tasks (e.g., answering questions, story retail, therapy games), with the use of visual cues and reminders, in four out of five opportunities.
• STUDENT will self-monitor his use of fluency strategies using an SLP-created rating scale in four out of five opportunities as measured by therapy data and observations.

Speech Therapy Goals for Expressive Language

“Language is a rule-governed behavior. It is defined as the comprehension and/or use of a spoken (i.e., listening and speaking), written (i.e., reading and writing), and/or other communication symbol system (e.g., American Sign Language).” ( ASHA ).

Language can be broken into 2 main areas, receptive and expressive.  Receptive refers to listening and reading skills and expressive language refers to speaking and writing.

Speaking includes the following skill areas: appropriate use of phonological patterns, using morphemes correctly, using correct sentence structure, expressive vocabulary, and social language.  

Writing included the following skill areas: spelling, grammar and sentence structure, writing vocabulary, and point of view or intended message/purpose.

Vocabulary Speech Therapy Goals

• During structured therapy tasks, STUDENT will apply an organizational strategy to provide 3 to 4 details when defining/describing presented vocabulary as measured by therapy data and/or student product.
• Given a sentence starter, STUDENT will express word relationships (e.g., category, parts of a whole, similarities/differences, color) with 80% accuracy.
• STUDENT will learn and use the following core vocabulary/classroom vocabulary (want, again, come, bad, no, help, me) using signs, approximation of signs, and/or an AAC board to indicate wants, needs, and/or action with 70% accuracy with visual, verbal and no more than 2 physical cues as measured by teacher checklists and therapy data.

Syntax Speech Therapy Goals

• STUDENT will express regular past tense verbs from pictures with 80% accuracy as measured by therapy data and observations.
• Given a sentence starter, STUDENT will describe a given picture using the appropriate subjective or objective pronoun with 85% accuracy as measured by therapy data and observations.

Pragmatic Speech Therapy Goals

I must admit, this is not my area of specialty and I am still learning A LOT.  I highly recommend looking into some resources that are available to assist in writing neurodivergent goals for Autistic students.  One example is this Goal Writing Course by Rachel Dorsey , available for ASHA CEUs.

Speech Therapy Goals – Autism

Make sure your goals are NOT focused on behaviors that may be uncomfortable for the student (e.g., eye contact) or that will force them to “fit in.”

Instead, focus on goals to help them advocate for themselves and express their needs as well as understanding a variety of communication styles and language (e.g., figurative, sarcasm, etc.).

I highly recommend following “bohospeechie” on Instagram, she shares some great information on neurodiversity and has some great sample goals like in this post here .

Speech Therapy Goals – Social Skills Group

Instead of what we would typically think of in a “social skills group,” try pairing students based on their special interests.  This will give students a comfortable environment to be themselves, and instruction can be provided about a variety of communication types/styles and students may be given a choice as to how they would like to communicate/interact.

For more information on speech therapy goals:

Grammar Goals for Speech Therapy from The Pedi Speechie

4 Goals to Target Self-Monitoring in Speech Therapy from Kiwi Speech

SMART Goal Bank: Elementary from The Speech Bubble SLP

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I hope you found some of these ideas helpful and can use one or more in your therapy room.  Please leave a comment or shoot me an email if you want to share some of your favorite speech therapy goals and treatment ideas.

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hi, I'm Kendall!

I help SLPs like you with planning, resources, research, and materials so that you can spend more time enjoying your therapy time and less time stressing about planning and materials. 

Learn more about me and how I can help you here .

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Dr. Karen Speech and Language

Language Therapy and Leadership for Pediatric Clinicians

How to target syntax in speech therapy.

Many of us know we should address syntax in speech therapy sessions for kids with language disorders; but many of us aren’t really sure where to start.

I’ve made the mistake of skimming over syntax and going right to comprehension strategies; like with my student John I talked about in this article.

John wasn’t making any progress working on stating the main idea and answering inferencing questions; but I soon realized after I re-evaluated him that I was completely missing the root cause of the problem.

John had significant issues with syntax and grammar and I needed to back up and address those issues before he could benefit from high-level comprehension strategies.

After reading articles like this one by Nippold (2017) or this one by Gillon and Dodd (1995) ; I finally started to understand what I may have missed in many cases over the years similar to John’s.

Gillon and Dodd (1995) outlined some specific treatment techniques for spoken language that ALSO can improve reading comprehension; which is an important finding because we want to know that what we’re doing in therapy is going to transfer to other tasks.

In their study, Gillon and Dodd listed some specific strategies that therapists can feasibly do in a typical language therapy setting (even in the school systems).

This included things like sentence combining and deconstruction, semantic webbing, or identifying compound and complex sentences.

But if you’re anything like me, you might want a little bit more of an explanation about how to do a couple of these techniques in real life beyond what was described in the published article.

So that’s what I’m going to do for you today. I’m going to dive in to ONE of these techniques and show you a step-by-step protocol for targeting syntax in speech therapy.

That technique is sentence combining.

Sentencing combining can not only improve a student’s oral language skills (Gillon and Dodd, 1995), but it can also improve the length and quality of written language (Saddler, 2005).

For busy SLPs, this approach can be somewhat of a “magic bullet” for addressing syntax in speech therapy.  Not only can it can result in carryover to other academic tasks; but it’s also something we can feasible do in a 30-40 minute session each week.

That, and it addresses a skill that most likely no one else is addressing as well as you can; and that might be holding students back from making progress.

There are a number of different ways you can use sentence combining to target syntax in speech therapy. I’m just going to show you how to put two simple sentences together to form a compound sentence using a coordinating conjunction.

This is not the only type of sentence structure you’ll want to address.

You’ll also want to teach students other skills; such as forming compound subjects and verbs, complex sentences, and sentences with embedded clauses; but I’m just going to walk you through one exercises so you have a starting point.

Materials for targeting syntax in speech therapy

I’m going to hop on my soapbox for a minute. What do you REALLY need to do this exercises?

Technically speaking, a pencil and a piece of paper.

If you get good enough at this that you have the activity “in your head”, you’ll be able to whip a good therapy session together without any fancy “materials”.

But, since I know you may want to save some brainpower and have a few things on hand, here are some materials that could come in handy when doing and activity for syntax in speech therapy:

Pencil 

Dry Erase Board

List of coordinating conjunctions

List of simple sentences

The school supplies list is self-explanatory, but let’s talk a minute about the conjunctions and sentences.

As I said before, you’ll want to move on to more complex sentence types once you’ve gotten the hang of compound sentences (which I address in my course, Language Therapy Advance ).

If you’re addressing more advanced sentence types, you’ll also want to use subordinating conjunctions; but to keep this simple we’re just going to stick with coordinating conjunctions for now.

Coordinating conjunctions are considered “cohesive devices” that join words or part of sentences together. In this exercise, you’ll be using a conjunction to combine two simple sentences in to one, longer compound sentence.

You can use the FANBOYS acronym to remember what those coordinating conjunctions are: F or, A nd, N or, B ut, O r, Y et, S o

If you want to start with something easier and gradually make it more difficult, I recommend starting with 1-3 conjunctions at a time.

When I first start doing syntax in speech therapy for most kids, I usually start with “and” and “or” and build from there.

Next, you’ll need a set of simple sentences.

A simple sentence has a subject and a verb and only has one clause. It can have compound subjects or verbs; but focuses on one key idea. A simple sentences is also known as an independent clause because it includes a complete idea and can stand alone as a sentence.

Here are a couple examples that have simple subjects and verbs:

John went to school.

Mary ate lunch at home.

The children played.  

Here are a couple simple sentences with compound subjects:

John and Joe went to school.

Mary and Adrian ate lunch at home.

The children and adults played.

Now here they are one more time, this time with compound subjects and verbs:

John and Joe went to school and learned.

Mary and Adrian ate lunch at home and read.

The children and adults played and laughed.

*Notice that a simple subject can still have a plural noun.

This is where it’s important to have things “in your head”. Before your session, you could come up with a list of sentences, or get some worksheets designed for syntax in speech therapy that have lists of simple sentences you can use.

Or, you can do what I do, which is walk in to a session with some dry erase markers and come up with sentences on the fly. It sounds boring, but I let the kids write on the table because it has a glossy finish and the marker comes off easily.

Somehow “breaking the rules” and writing on the table gets them excited. If you have a window you can let them write on that too; or let them draw pictures with their sentences. There are a lot of ways you can make this interesting without a lot of bells and whistles.

Last, even though it’s not in the list of “materials”, let’s talk about compound sentences.

A compound sentence has two independent clauses joined by a coordinating conjunction.

Here are a couple examples:

John and Joe went to school, and Mary and Adrian ate lunch at home and read.

The children played and laughed, but the adults went to work.

I went to bed early, so I did not have time to finish the book.

Next, here are the steps:

1. Present two related simple sentences

You can do this however you want, whether it be writing the sentences down so students can see, or giving it to them on a worksheet. The important part here is to make sure that the sentences could logically go together to form one compound sentence.

For example: Allie had dinner at home. John went out to eat.

2. Present/explain the appropriate conjunction or conjunctions to students

This may or may not be necessary once students get the hang of this. At this point you want to write the appropriate coordinating conjunction that the students could use to combine the sentences. For example, you may want to write the word “and” , or “but” in this case.

Then explain that it’s a word for connecting ideas, and I ask them to use the word to create one, longer sentence out of the two simple sentences. Once kids get good at this, you may not need to give them the conjunction. Rather you can just give them the sentences and see if they can come up with an appropriate conjunction on their own.

3. Put the two sentences together

Last, we have the student say or write the sentence. It should go without saying that you may need to model this and walk students through it with assistance before letting them try it on their own.

Throughout this process, I typically use the technical terms with the students, such as “conjunction”, “simple sentence”, and “compound sentences”.

Students are required to know the difference in these terms based on the Common Core Standards by late elementary school; so I want to make sure they have an accurate understanding.

If you’re feeling unsure about how to start working on syntax in speech therapy, forming compound sentences is a good place to start. This can actually get to the root cause of many language issues holding your students back.

To learn a step-by-step process that will lead you through exactly how to build compound and complex sentences, download this free guide for SLPs.

This free guide is called The Ultimate Guide to Sentence Structure.

Inside you’ll learn exactly how to focus your language therapy. Including:

• The hidden culprit behind unexplained “processing problems” that’s often overlooked.
• The deceptively simple way to write language goals ; so you’re not spending hours on paperwork (goal bank included).
• The 4 sentence types often behind comprehension and expression issues and why they’re so difficult.
• An easy-to-implement “low-prep” strategy proven to boost sentence structure, comprehension, and written language (conjunctions flashcards included).

References:

Gillon, G, Dodd, B (1995). The effects of training phonological, semantic, and syntactic processing skills in spoken language on reading ability. Language, Speech, and Hearing Services, in Schools, 26 , 58-68. doi:10.1044/0161-1461.2601.58

Nippold, M. A. (2017). Reading comprehension issues in adolescents: Addressing underlying language abilities. Language, Speech, and Hearing Services in Schools, 48 , 125-131. doi:10.1044/2016_LSHSS-16-0048

Saddler, B. (2005). Sentence combining: A sentence level writing intervention. The Reading Teacher, 58, 468-471. doi: 10.1598/RT.58.5.6