How to use this roadmap
Each grade-level section blends articulation targets, language expectations, and social-pragmatic notes so you
can plan therapy sequences, IEP goals, and family-friendly updates with a shared reference point.
Guiding principles:
- Organize goals by grade to support clinical decision-making, IEP planning, and parent communication.
- Anchor receptive and expressive language milestones to the MLS Speaking/Listening and Language strands.
- Track speech-sound progress relative to the 90% mastery criterion while honoring linguistic diversity.
- Use this one-page reference to prompt collaboration across teachers, counselors, and related service providers.
Early Childhood (Ages 3-5)
Preschool services focus on building multiword utterances, emerging phonological awareness, and
routines that strengthen conversational turns. Language concepts, early literacy awareness, and
social rules establish the foundation for kindergarten readiness.
Language Concepts
| Domain |
Age 3 |
Age 4-5 |
| Vocabulary |
900-1,000 words |
1,500-2,000 words |
| Sentence Length (MLU) |
3-4 words |
4-6 words |
| Grammar |
Regular plurals, -ing verbs, articles (a, the) |
Irregular past tense, possessives, pronouns (he/she/they) |
| Comprehension |
Follows 2-step directions; answers what, where, who questions |
Follows 3-step directions; answers why, how, when questions |
| Concepts |
Basic colors, shapes; spatial concepts (in, on, under) |
Comparatives (big/bigger); temporal concepts (first, then, last) |
Language-to-Literacy & Writing Integration
| Skill |
Developmental Expectation |
| Phonological Awareness |
Recognizes rhymes; identifies initial sounds in words |
| Print Awareness |
Knows print carries meaning; identifies some letters |
| Narrative Skills |
Tells simple stories with beginning, middle, end (with prompts) |
| Fine Motor/Writing |
Traces letters; draws recognizable shapes; may write name |
Social & Pragmatic Language
| Skill Area |
Expected Development |
| Conversation Skills |
Takes 2-3 conversational turns; initiates interactions with peers |
| Topic Maintenance |
Stays on topic for 2-3 exchanges; may shift abruptly |
| Theory of Mind |
Beginning awareness that others have different thoughts/feelings |
| Social Rules |
Uses please/thank you; greets familiar adults |
Articulation & Sound Mastery
| Focus |
Detail |
| Sounds Mastered |
All sounds except /r/, /ð/ (voiced th), /ʒ/ (measure), /θ/ (voiceless th) |
| Emerging Sounds |
/r/, /ð/, /ʒ/ should appear by 5;11 |
| Intelligibility |
Speech should be intelligible to unfamiliar listeners 90-100% of the time |
| Age Target |
Expected Sound Mastery |
| By 2;11 |
/b/, /n/, /m/, /p/, /h/, /w/, /d/ |
| By 3;11 |
/g/, /k/, /f/, /t/, /ŋ/ (ng), /j/ (y) |
| By 4;11 |
/v/, /ʤ/ (j), /s/, /ʧ/ (ch), /l/, /ʃ/ (sh), /z/ |
Kindergarten (Ages 5-6)
Kindergarteners add compound sentences, robust vocabulary, and stronger grammar while phonemic awareness and letter-sound knowledge support decoding.
Pragmatic routines include collaborative discussions and presentations using complete sentences.
Language Concepts
| Domain |
Kindergarten Expectations |
| Vocabulary |
2,000-2,500 words; categorizes words by function and attributes |
| Sentence Structure |
Uses compound sentences; 5-7 word utterances; uses because, so, and, but |
| Grammar |
Correct use of is/are, was/were; regular and irregular past tense; possessive pronouns |
| Comprehension |
Understands cause-effect; answers how/why questions; follows classroom directions |
Language & MLS Alignment
| Skill |
MLS Alignment & Expectation |
| Phonemic Awareness |
RF.2.A: Blends phonemes; segments 3-4 phoneme words; identifies rhymes |
| Letter-Sound Knowledge |
RF.3.A: Knows all letter names and most consonant sounds; decodes CVC words |
| Writing |
W.1.B: Writes first and last name; uses inventive spelling; draws/writes to express ideas |
| Narrative |
W.2.C: Tells stories with characters, setting, and sequenced events |
Social & Pragmatic Language
| Skill Area |
MLS Alignment & Expectation |
| Collaborative Discussion |
SL.3.A: Takes turns speaking; responds to others' comments; stays on topic |
| Following Directions |
SL.1.A: Follows 1-2 step instructions; asks for clarification |
| Presenting |
SL.4.A: Describes experiences using visual aids; speaks in complete sentences |
Articulation Focus
| Focus |
Description |
| Mastered by 6;11 |
All consonants except /θ/ (voiceless th as in "think") |
| Note on /r/ and /θ/ |
/r/ should be mastered; persisting errors warrant evaluation |
| Phonological Processes |
All target processes should be eliminated; cluster reduction may persist in complex clusters |
First Grade (Ages 6-7)
First grade milestones include academic vocabulary, accurate sentence structure, fixed grammar, and formal presentations. Articulation goals focus on generalization, especially with /θ/ and multisyllabic words.
Language Concepts
| Domain |
First Grade Expectations |
| Vocabulary |
3,000+ words; understands multiple-meaning words; uses prefixes/suffixes |
| Sentence Structure |
Uses complex sentences with subordinate clauses; 6-8 word utterances |
| Grammar (L.1.A) |
Uses conjunctions and, but, so; common prepositions; subject-verb agreement |
| Comprehension |
Makes inferences; identifies main idea; compares/contrasts |
Language & MLS Alignment
| Skill |
MLS Alignment & Expectation |
| Phonics (RF.3.A) |
Decodes words with consonant blends, digraphs; reads high-frequency words |
| Fluency (RF.4.A) |
Reads with purpose and understanding; uses context for self-correction |
| Writing (W.1.B) |
Writes simple sentences; sequences ideas; shows evidence of beginning/middle/end |
| Spelling (L.1.B) |
Spells phonetically; uses regular spelling patterns; spells high-frequency words |
Social & Pragmatic Language
| Skill Area |
MLS Alignment & Expectation |
| Conversation (SL.3.A) |
Builds on others' comments; responds appropriately; maintains topic for 5+ turns |
| Listening (SL.1.A) |
Follows 2-step instructions; follows classroom listening rules |
| Presenting (SL.4.A) |
Explains topics with visual aids; recites poetry; uses complete sentences |
| Theory of Mind |
Understands others may have different beliefs; beginning perspective-taking |
Articulation Notes
| Focus |
Detail |
| Sound Mastery |
All consonant sounds, including /θ/, should be mastered by 6;11 |
| Clinical Note |
Persisting errors at this age warrant evaluation and may indicate need for intervention |
| Focus Areas |
Multisyllabic word production; consonant cluster accuracy in connected speech |
Second Grade (Ages 7-8)
Second grade deepens morphological awareness, figurative language, and precise comprehension while continuing to expand complex syntax and grammar.
Language Concepts
| Domain |
Second Grade Expectations |
| Vocabulary (R.1.B) |
3,500-4,000 words; uses prefixes/suffixes to determine meaning; uses context clues |
| Sentence Structure |
Uses compound and complex sentences; understands passive voice |
| Grammar (L.1.A) |
Uses collective and irregular nouns; reflexive pronouns; regular/irregular verbs |
| Comprehension |
Identifies cause-effect; sequences events; understands point of view |
| Figurative Language |
Beginning understanding of idioms; recognizes literal vs. non-literal meanings |
Language & MLS Alignment
| Skill |
MLS Alignment & Expectation |
| Phonics (RF.3.A) |
Decodes multisyllabic words; vowel digraphs and diphthongs; common prefixes/suffixes |
| Writing (W.1.B) |
Writes coherent paragraphs with main idea; uses transition words |
| Narrative (W.2.C) |
Establishes situation; introduces characters; uses sequence words; develops sensory details |
| Conventions (L.1.B) |
Uses quotation marks; apostrophes for contractions; capitalizes proper nouns |
Social & Pragmatic Language
| Skill |
MLS Alignment & Expectation |
| Discussion (SL.3.A) |
Takes turns with partner; retells information; asks relevant questions |
| Listening (SL.1.A) |
Follows 3-step instructions; follows classroom listening rules |
| Presenting (SL.4.A) |
Tells stories with detail and sequence; maintains eye contact; uses academic language |
| Narrative Skills |
Tells coherent stories with unfocused chains (sequence without central theme) |
Grade Notes
Multisyllabic accuracy, precise consonant clusters, and paragraph-level organization anchor this stage. Focus on generalization across academics and social discourse.
Third Grade (Ages 8-9)
Third grade emphasizes academic vocabulary, figurative language, and persuasive/informative writing plus stronger perspective-taking in discussions.
Language Concepts
| Domain |
Third Grade Expectations |
| Vocabulary (R.1.B) |
4,500+ words; uses homophones/homographs; understands figurative vs. literal |
| Grammar (L.1.A) |
Regular/irregular verbs; comparative/superlative adjectives; subject-verb agreement |
| Comprehension (R.2.A) |
Summarizes text; identifies theme/moral; explains cause-effect relationships |
| Figurative Language (R.1.B) |
Understands similes, metaphors; distinguishes literal and non-literal meanings |
Language & MLS Alignment
| Skill |
MLS Alignment & Expectation |
| Phonics (RF.3.A) |
Decodes multisyllabic words using spelling patterns; reads irregularly spelled words |
| Writing (W.1.B) |
Writes multiple paragraphs with main idea, supporting details, conclusion |
| Opinion (W.2.A) |
States opinion with supporting reasons; uses transition words; references sources |
| Informative (W.2.B) |
Introduces topic; develops with facts/definitions/details; uses transitions |
Social & Pragmatic Language
| Skill Area |
MLS Alignment & Expectation |
| Discussion (SL.3.A) |
Comes prepared; draws on preparation to explore ideas; stays on topic |
| Listening (SL.1.A) |
Asks clarifying questions; links comments to others' remarks; follows 3-step directions |
| Presenting (SL.4.A) |
Uses presentation skills/technology; speaks clearly; uses media |
| Perspective-Taking |
Distinguishes own point of view from narrator/characters; understands different perspectives |
Grade Notes
Critical thinking, summarizing dual perspectives, and connecting evidence to claims become central. Encourage students to cite text evidence during presentations and conversation.
Fourth Grade (Ages 9-10)
Fourth grade continues to lift academic expectations with Greek/Latin roots, progressive verb tenses, thematic comprehension, and persuasive/analytical conversations.
Language Concepts
| Domain |
Fourth Grade Expectations |
| Vocabulary (R.1.B) |
5,000-6,000 words; Greek/Latin roots; academic vocabulary; completes analogies |
| Grammar (L.1.A) |
Progressive verb tenses; prepositional phrases; coordinating/subordinating conjunctions |
| Comprehension (R.2.A) |
Identifies theme; summarizes with inference; compares first/third person |
| Figurative Language (R.1.B) |
Understands idioms; similes/metaphors; identifies author's use of imagery |
Language & MLS Alignment
| Skill |
MLS Alignment & Expectation |
| Decoding (RF.3.A) |
Uses morphology (roots, prefixes, suffixes) to read unfamiliar multisyllabic words |
| Writing Process (W.1) |
Plans, drafts, revises, edits; uses technology to publish; keyboarding skills |
| Opinion (W.2.A) |
Writes introductory paragraph; supports position with facts/details; uses transitions |
| Research (W.3.A) |
Creates research questions; locates information; differentiates paraphrasing from plagiarism |
Social & Pragmatic Language
| Skill |
MLS Alignment & Expectation |
| Discussion (SL.3.A) |
Contributes ideas after listening; paraphrases; makes comments that link to others |
| Listening (SL.1.A) |
Generates/justifies listening rules; follows and restates multi-step instructions |
| Presenting (SL.4.A) |
Paraphrases information; gives formal presentations; adjusts language |
| Perspective/Persuasion |
Analyzes persuasive text; identifies author's purpose; explains how language influences |
Grade Notes
Encourage research-based writing, formal presentations, and explicit instruction on academic vocabulary. Self-monitoring and rehearsal support confidence with longer texts.
Fifth Grade (Ages 10-11)
Fifth grade pushes analytical comprehension, advanced figurative language, and argumentative writing. Speech services at this level support independent self-monitoring and discharge planning.
Language Concepts
| Domain |
Fifth Grade Expectations |
| Vocabulary (R.1.B) |
6,000-7,000 words; Greek/Latin roots in context; constructs analogies; signal words |
| Grammar (L.1.A) |
Eight parts of speech; relative pronouns/adverbs; consistent pronoun use; verb tense shifts |
| Comprehension (R.3.B) |
Analyzes multiple accounts; verifies facts; identifies author's viewpoint and evidence |
| Figurative Language (R.1.B) |
Idioms, adages, similes, metaphors, hyperbole; interprets imagery |
Language & MLS Alignment
| Skill |
MLS Alignment & Expectation |
| Decoding (RF.3.A) |
Uses all letter-sound correspondences, syllabication, and morphology for unfamiliar words |
| Writing (W.1.B) |
Chooses organizational structure; writes multiple paragraphs with introduction and conclusion |
| Opinion (W.2.A) |
States position with relevant reasons; supports with multiple facts/details from sources |
| Research (W.3.A) |
Formulates/refines research questions; assesses reliability of sources; uses citations |
Social & Pragmatic Language
| Skill |
MLS Alignment & Expectation |
| Discussion (SL.3.A) |
Summarizes others' points before presenting own; provides and evaluates evidence |
| Listening (SL.1.A) |
Follows agreed-upon rules independently; listens for speaker's message and summarizes |
| Presenting (SL.4.A) |
Plans presentations for audience; uses appropriate pacing, vocabulary, gestures |
| Critical Thinking |
Recognizes exaggerated, contradictory, or misleading statements; uses reasoning |
Grade Notes
Self-monitoring, fluency in argument writing, and academic listening mirror middle school expectations. Provide opportunities for peer review and multi-draft writing cycles.
Middle School (Grades 6-8: Ages 11-14)
Middle school services peak at discourse, perspective-taking, and discipline-specific writing while addressing fluency, voice, and motor speech needs under heavier academic demand.
Language Concepts
| Domain |
Middle School Expectations |
| Vocabulary |
10,000-12,000 words; discipline-specific academic vocabulary; connotation vs. denotation |
| Syntax |
Complex sentence structures with multiple clauses; passive constructions; varied sentence types |
| Comprehension |
Analyzes text structure; synthesizes information across sources; evaluates arguments |
| Figurative/Abstract |
Interprets allegory, symbolism, irony; understands nuanced vocabulary and tone |
Language & MLS Alignment
| Skill |
Expectation |
| Reading Comprehension |
Analyzes how text structure contributes to meaning; compares/contrasts across genres |
| Argumentative Writing |
Writes claims with clear reasons and relevant evidence; addresses counterclaims |
| Research |
Conducts sustained research; synthesizes multiple sources; avoids plagiarism; uses citations |
| Conventions |
Uses varied sentence structures for effect; maintains consistent style and tone |
Social & Pragmatic Language
| Skill Area |
Expectation |
| Discussion |
Propels conversations by posing/responding to questions; synthesizes comments from others |
| Perspective-Taking |
Understands sarcasm and indirect language; recognizes others' emotional states |
| Presenting |
Presents claims logically; uses relevant evidence; adapts speech for context and audience |
| Social Navigation |
Manages peer relationships; understands social hierarchies; uses appropriate register |
Grade Notes
Fluency, voice, and motor speech management join academic discourse goals. Emphasize self-advocacy for accommodations as course demands increase.
High School (Grades 9-12: Ages 14-18)
High school supports transition-readiness, professional/academic communication, and self-advocacy while maintaining complex textual analysis and persuasive writing.
Language Concepts
| Domain |
High School Expectations |
| Vocabulary |
15,000-20,000+ words; discipline-specific terminology; nuanced word choice for effect |
| Syntax |
Sophisticated sentence structures; rhetorical devices; varied syntax for purpose and audience |
| Comprehension |
Analyzes seminal documents; evaluates reasoning/rhetoric; synthesizes complex texts |
| Critical Analysis |
Evaluates credibility of sources; identifies bias; analyzes author's choices and their effects |
Language & MLS Alignment
| Skill |
Expectation |
| Argumentative Writing |
Develops claims with valid reasoning; anticipates audience concerns; addresses counterclaims fairly |
| Research |
Conducts extended research; evaluates source credibility; synthesizes multiple perspectives |
| Style and Conventions |
Uses language that expresses appropriate tone; applies discipline-specific conventions |
| Technical Writing |
Writes for workplace contexts; produces clear, organized documentation |
Social & Pragmatic Language
| Skill Area |
Expectation |
| Discussion |
Responds thoughtfully to diverse perspectives; qualifies/justifies own views |
| Presenting |
Presents information strategically; uses digital media to enhance understanding; adapts to audience |
| Professional Communication |
Uses appropriate register for workplace/academic settings; interviews effectively; networks appropriately |
| Self-Advocacy |
Articulates own communication needs; requests accommodations; manages communication challenges |
Grade Notes
Focus on transition readiness, self-advocacy, and fluent professional communication. Help students plan for post-secondary expectations and workplace discourse.
Speech Sound Acquisition Summary (Crowe & McLeod, 2020)
The 90% mastery criterion guides typical acquisition across age bands. Use this chart to anchor syllable-level goals and to document any lag in eligibility narratives.
| Age Target |
Sounds |
Examples |
| By 2;11 |
/b/, /d/, /h/, /m/, /n/, /p/, /w/ |
ball, dog, hat, mom, no, pop, water |
| By 3;11 |
/f/, /g/, /k/, /t/, /ŋ/, /j/ |
fish, go, cat, top, ring, yes |
| By 4;11 |
/v/, /ʤ/, /s/, /ʧ/, /l/, /ʃ/, /z/ |
van, jump, sun, chip, lamp, shoe, zoo |
| By 5;11 |
/r/, /ð/, /ʒ/ |
red, this, measure |
| By 6;11 |
/θ/ |
think, bath, tooth |
Clinical implications:
- Most consonants are acquired earlier than traditionally believed; /r/ should be mastered by 5;11.
- Developmental norms should never be the sole criterion; review educational impact and intelligibility.
- A single persisting sound error may impact phonological awareness, literacy, spelling, and social communication.
- Standard deviation ranges 6-18 months; apply clinical judgment when progress is borderline.