A good IEP goal for narrating names the support the child gets, the length and structure of the story expected, how often the child has to do it, and how the team will measure it. Below are example goals at three age bands, written the way school teams actually score progress, plus what to ask for at the IEP table. Every example here is a starting point to bring to your child's speech-language pathologist (SLP), not a finished goal to paste into paperwork.
What does "narrating" mean on an IEP?
Narrating is the skill of telling about something that happened, in order, with enough detail that a listener who wasn't there can follow along. On an IEP, this usually shows up as retelling a story, describing a sequence of steps, or recounting a personal event using words like first, then, and after that. It sits under the broader umbrella of expressive language and often overlaps with sequencing, vocabulary, and grammar goals.
Because narrating depends on both language and clear speech sounds, it helps to know where your child's sound development typically stands. A widely cited review of speech sound research found that most children have mastered sounds like p, b, m, d, n, h, t, k, g, w, ng, f, and y by age 2 to 3. By age 4, most add l, j, ch, s, v, sh, and z. By age 5, most have r, zh, and voiced th. Voiceless th usually follows by age 6. A child who is still working on several sounds may need extra support built into a narrating goal, such as accepting an approximation or focusing on content over articulation.
How is a narrating goal actually written?
Every measurable IEP goal has four parts: the condition (what support or setup is given), the behavior (what the child will do), the criterion (how well and how often), and the timeframe (by when). If any one of those pieces is missing, the goal is hard to score and hard to argue with at review time.
| Part | What it answers | Example language |
|---|---|---|
| Condition | What setup, prompts, or materials are allowed? | "Given a familiar picture sequence and one verbal prompt" |
| Behavior | What will the child actually do? | "will narrate a three-step sequence of a classroom routine" |
| Criterion | How often and how well? | "in 4 out of 5 opportunities across 3 consecutive sessions" |
| Timeframe | By when will this be reviewed? | "by the next annual IEP review" |
You can read more about how goals fit into the larger document, including present levels and service minutes, on our IEP support hub. For the federal rules that govern the process, the IDEA site and the Center for Parent Information and Resources overview are both solid, plain-language references.
Sample narrating goals by age band
These examples are grouped by rough age, since expectations for sequence length and independence shift quickly in the preschool and early elementary years. Treat every line here as language to adapt, not a goal to copy directly. Your child's SLP will adjust the baseline, the criterion, and the support level based on actual classroom or clinic data.
Around age 3: early intervention or IFSP language
Most children under 3 are served through early intervention rather than a school IEP, so the outcome is usually written as part of an Individualized Family Service Plan (IFSP), not an IEP. The idea is the same: describe what narrating looks like, what support is allowed, and where practice happens.
| Element | Example |
|---|---|
| Condition | Given a familiar activity (like snack time or getting dressed) and adult modeling as needed |
| Behavior | the child will narrate a simple two-step sequence of a familiar event (for example, "washed hands, ate snack") |
| Criterion | in 4 out of 5 opportunities across 3 consecutive sessions |
| Timeframe | as measured by clinician data, by the next IFSP review |
Full example: Given a familiar activity and adult support as needed, the child will narrate a simple two to three step sequence of a familiar event in 4 out of 5 opportunities across 3 consecutive sessions, as measured by clinician data, by the next annual review. For more on what services and outcomes look like at this age, see our guide to early intervention by state.
Around age 5: kindergarten-level IEP goal
By kindergarten, many teams expect a three-step or three-event sequence with less adult support, often tied to a classroom activity like a science lesson or a weekend recount.
| Element | Example |
|---|---|
| Condition | Given a classroom event or picture sequence and one visual prompt (such as a first-then-next card) |
| Behavior | the student will narrate a three-step sequence of events using at least two sequencing words (first, then, next, after) |
| Criterion | with 80 percent accuracy across 4 out of 5 trials |
| Timeframe | as measured by teacher or SLP data, by the next annual IEP review |
Full example: Given a familiar classroom routine and one visual prompt, the student will narrate a three-step sequence using at least two sequencing words in 4 out of 5 trials across 3 consecutive sessions, as measured by SLP data, by the next annual review.
Around ages 7 to 9: elementary IEP goal with less support
By second or third grade, goals typically expect longer, more independent retells, often connected to reading comprehension or writing, since narrating overlaps heavily with both.
| Element | Example |
|---|---|
| Condition | Given a short grade-level story or personal event and no more than one verbal prompt |
| Behavior | the student will narrate a four to five step sequence including a clear beginning, middle, and end |
| Criterion | with 80 percent accuracy across 4 out of 5 opportunities across 3 consecutive sessions |
| Timeframe | as measured by SLP data collected in the classroom or therapy room, by the next annual review |
Full example: Given a short grade-level story and no more than one verbal prompt, the student will narrate a four to five step sequence with a clear beginning, middle, and end in 4 out of 5 opportunities across 3 consecutive sessions, as measured by SLP data, by the next annual review.
What should the goal say about support level?
A goal that doesn't name the support level is nearly impossible to measure fairly. Before you sign off, check that the goal specifies whether your child gets a visual sequence card, a verbal prompt, a model from the adult, wait time, or no support at all. It should also say whether the child can use speech, an AAC device, gestures, or a combination, since narrating goals for nonspeaking or minimally speaking students look different but follow the exact same four-part structure. If the goal just says "will narrate events" with no mention of prompts, materials, or setting, ask the team to add that detail before it goes into the final document.
A simple home routine to support narrating goals
Whatever the IEP goal says, you can support it with a short daily routine at home. Consistency matters more than length here.
- Pick one repeatable event. Bath time, getting dressed, or making a snack works well because it happens the same way every day.
- Narrate it out loud yourself first. Use simple sequence words: "First we got the towel, then we turned on the water."
- Ask your child to retell it right after. Offer a visual prompt (like three pictures in order) if the IEP goal allows one.
- Praise the attempt, not just the accuracy. If your child leaves out a step, you can model it back without correcting harshly: "Yes, and then we dried off!"
- Keep a quick log. A few notes on what your child included and what support they needed can help you compare progress to the goal at the next review.
If you're just getting oriented to services in general, our getting started guide walks through the difference between early intervention, school evaluation, and private speech therapy.
What can parents ask for at the IEP meeting?
You're allowed to ask questions and request changes before you sign. A few worth bringing up specifically for a narrating goal:
- Where will this be practiced: in the therapy room, the classroom, or both?
- Who will model the sequencing language, and how often?
- What exact support (visual cue, verbal prompt, AAC access) is written into the goal, and will it fade over time?
- How will progress be measured, and can you see a data sample partway through the year?
- How does this goal connect to something your child actually needs to do at school, like answering "what happened at recess" or explaining a math step?
You don't need to know clinical terminology to ask good questions. Asking "what does this look like on a Tuesday in class" is often more useful than asking about the wording itself.
When should you ask for an evaluation?
If your child is under 3 and struggling to tell you about even simple, familiar events, ask your pediatrician or state early intervention program about an evaluation for an IFSP. If your child is 3 or older and already in public school, you can request a speech-language evaluation through your school district in writing at any time, even outside of the annual review cycle. The NIDCD's overview of speech and language development is a good reference for what typical milestones look like at each age if you want to compare before you reach out. Trust your own observation too. If your child's stories feel noticeably shorter, less organized, or harder to follow than other kids their age, that's reason enough to ask for a look, whether or not you can name the exact skill that's missing.
Frequently asked questions
Is narrating the same as retelling a story?
They overlap but aren't identical. Retelling usually means repeating back a story someone just told or read, while narrating can also mean describing a personal event or a sequence the child experienced firsthand. Many IEP goals use the terms together or interchangeably, so ask the team which skill they're actually targeting.
Can a narrating goal include speech sounds too?
Usually not in the same goal. Most teams keep articulation goals (like producing r or s correctly) separate from language goals like narrating, since they're measured differently. If your child has both needs, expect to see two goals on the IEP rather than one combined one.
What if my child uses AAC instead of speech?
The same four-part goal structure applies. The condition should specify the AAC system and any modeling support, and the behavior describes what the child communicates through it, whether that's tapping through a sequence on a device or selecting picture symbols in order.
How long should a narrating goal's sequence be?
It depends on age and current ability, which is why the examples above range from two steps at the youngest ages to four or five steps by second or third grade. Your SLP should base the exact target on a baseline sample of what your child can currently do, not just their age.
What happens if my child doesn't meet the goal by the annual review?
The team looks at progress data and decides whether to continue the same goal with adjusted support, write a new goal that better matches where your child landed, or add more service time. This is a normal part of the process and not a failure on your child's part or yours.
Do all narrating goals need a visual support?
No. Visual supports like sequence cards are common, especially for younger children, but some goals are written with only verbal prompts or no prompts at all, depending on what the child needs. The goal should say clearly which supports are included and which are not.
This page is meant for general education, not diagnosis. Little Words is not a substitute for a licensed speech-language pathologist, pediatrician, early intervention program, or school evaluation team. If you have concerns about your child's narrating, sequencing, or overall speech and language development, the right next step is a conversation with a qualified professional who can look at your child directly.