Goal tags are an excellent way to remind classroom teachers and students what the student is targeting in speech-language therapy. They also serve to empower student involvement in the therapy process and progress.
Student involvement increases student engagement. Having the student take ownership in what he/she is targeting in therapy increases their active participation in the therapy progress. Speech therapy goals are written in the form of "I Can" statements to support student learning and achievement.
When students ask if they can (insert game/activity/etc.) today in speech, have them refer to their goal tags and let you know if/how it will relate to their target goals. I have been pleasantly surprised on the metalinguistic skills that they develop as they connect the two at times! Other times, it supports why that answer may be “no”.
This Comprehensive Goal Tag Packet Contains:
Instructions on creating tags and information about their use.
An editable Powerpoint File with Blank Speech Schedule and Goal tags (Language/Social/Speech/Fluency) that you can customize to fit your specific caseload needs
Print & Go Goal Tags that are ready to use.
I also provided a page for each section that you can use to either track printed pages or determine which goals you target on your caseload.
UPDATE: Speech Therapy Goal Tags now include Labels to Organize Goal Tags in your Toolbox! You can catch a closer look in this video
**Packet also includes bonus Schedule Tags to include on student lanyards. They are a nice reminder for students and teachers alike.
Premade Goal Tags for Language/Social/Articulation/Fluency Include:
Follow 1/2/3 step directions (Page 8)
Follow directions with before and after concepts (Page 9)
Follow directions with prepositional phrases. (Page 10)
Grammar and sentence structure (Page 11)
Combine sentences (Page 12)
Use correct verb tenses (Page 13)
Use plural nouns correctly (Page 14)
Use pronouns correctly (Page 15)
Answer wh- questions (Page 16)
Ask questions (Page 17)
Complete analogies (Page 18)
Make inferences (Page 19)
Sequence events (Page 20)
Retell a story (Page 21)
Answer questions after listening to a grade level reading passage (Page 22)
Find evidence when answering questions (Page 23)
Multiple meaning words (Page 24)
Identify categories when given 3-5 items (Page 25)
Name items within a category (Page 26)
Describe an event or topic (Page 27)
Describe a picture or word (Page 28)
Comparing & contrasting (Page 29)
Synonyms (Page 30)
Antonyms (Page 31)
Describe the meaning of idioms (Page 32)
Find the main idea (Page 33)
Demonstrate understanding of negation (Page 34)
Ask for help or clarification (Page 35)
Using context clues (Page 36)
Blank Template (Page 37)
Behavior expectations (Page 39)
Determine a solution to a social scenario (Page 40)
Use appropriate body language in a group setting (Page 41)
On topic (Page 42)
Body Proximity (Page 43)
Use eye messages (Page 44)
Blank Template(Page 45)
B (Page 47)
CH (Page 48)
D (Page 49)
F (Page 50)
G (Page 51)
J (Page 52)
K (Page 53)
L (Page 54)
L Blends (Page 55)
M (Page 56)
P (Page 57)
R (Page 58)
Vocalic r (Page 59)
R Blends (Page 60)
S (Page 61)
S Blends (Page 62)
Sh (Page 63)
T (Page 64)
TH Sound (Page 65)
V Sound (Page 66)
W (Page 67)
Y (Page 68)
Z (Page 69)
Pacing strategies to self-monitor my speech (Page 70)
Final consonants (Page 71)
Sound blending (Page 72)
Complete Consonant Clusters (Page 73)
Multisyllabic words (Page 74)
Volume (Page 75)
Blank template (Page 76)
Using smooth speech strategies (Page 78)
Identify the place of tension during moments of stuttering (Page 79)
Using slowed speech with stretched vowels (Page 80)
Using light contact of my articulators (Page 81)
Learning facts about stuttering and fluency techniques (Page 82)
Blank template (Page 83)
If you have any questions, please contact me and I will be happy to help you!
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