Once children get proficient at using nouns to talk about what they see and what they want...

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Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other word-types. Children with language delays often have difficulty switching to new types of words and may get “stuck” using very concrete noun-based language. It is important to model verbs for these children. Use self-talk to talk about the things YOU are DOING. For example, “I am washing dishes, I am opening dishwasher, I am loading dishes, I am turning off the water, I am putting spoons away.” Use parallel-talk to talk about the things your CHILD is DOING. For example, “The car is driving, the car is crashing, the car is falling, the car is landing on the floor.” Modeling language rich in verbs will help your child understand how words are related to the ways in which they act with the environment and people around them. As you click your way through this slideshow, state the action. Add –ing to the verb to make it present tense. Have your child imitate the word. Use complete sentences if your child is at the sentence level. If your child can say the verb without your help, then ask your child “what is he/she doing?”

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Transcript of Once children get proficient at using nouns to talk about what they see and what they want...

Page 1: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other word-types. Children with language delays often have difficulty switching to new types of words and may get “stuck” using very concrete noun-based language.

It is important to model verbs for these children. Use self-talk to talk about the things YOU are DOING. For example, “I am washing dishes, I am opening dishwasher, I am loading dishes, I am turning off the water, I am putting spoons away.”

Use parallel-talk to talk about the things your CHILD is DOING. For example, “The car is driving, the car is crashing, the car is falling, the car is landing on the floor.”

Modeling language rich in verbs will help your child understand how words are related to the ways in which they act with the environment and people around them.

As you click your way through this slideshow, state the action. Add –ing to the verb to make it present tense. Have your child imitate the word. Use complete sentences if your child is at the sentence level. If your child can say the verb without your help, then ask your child “what is he/she doing?”

Click the “SLIDE SHOW” tab at the top of this page. Then click the first button on the left labeled “FROM BEGINNING”

Page 2: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is she doing? Swinging

Page 3: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Running

Page 4: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Eating

Page 5: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Sharing

Page 6: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is she doing? Drinking

Page 7: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing?Climbing

Page 8: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is she doing? Talking

Page 9: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is she doing? Reading

Page 10: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is the truck doing? Driving

Page 11: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is she doing? Dancing

Page 12: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Sleeping

Page 13: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Walking

Page 14: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Pushing

Page 15: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is she doing? Pulling

Page 16: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Riding

Page 17: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is she doing? Jumping

Page 18: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

WashingWhat is she doing?

Page 19: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Blowing

Page 20: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Throwing

Page 21: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Clapping

Page 22: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

PouringWhat is he doing?

Page 23: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Stirring

Page 24: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is she doing? Typing

Page 25: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Painting

Page 26: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Kissing

Page 27: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is she doing? Writing

Page 28: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Singing

Page 29: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is she doing? Holding

Page 30: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is she doing? Skating

Page 31: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Sliding

Page 32: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Building

Page 33: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Hiding

Page 34: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Raking

Page 35: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is she doing? Cutting

Page 36: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Flying

Page 37: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Kicking

Page 38: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is she doing? Crawling

Page 39: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Swimming

Page 40: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is she doing? Fingerpainting

Page 41: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Making a snowman

Page 42: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Hugging

Page 43: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Crying

Page 44: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Drumming

Page 45: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Licking

Page 46: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is she doing? Buying

Page 47: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Playing

Page 48: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Sledding

Page 49: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Looking

Page 50: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Catching

Page 51: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Trick-or-treating

Page 52: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is she doing? Hanging

Page 53: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Shooting

Page 54: Once children get proficient at using nouns to talk about what they see and what they want (proficient = 50-200 nouns), it is time to switch to other.

What is he doing? Falling


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