vocabulary checklist 1 - first 120 words -...

Vocabulary Checklist 1 - First 120 Words(UK English)

Child’s name

Address

Date first completed

Date of Birth Sex Male / Female

First completed by

Notes

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UK English Edition. First published: December, 2000. Second edition: July, 2012

ISBN (print edition): 978-1-908335-75-3 ISBN (electronic edition, personal license): 978-1-908335-47-0 ISBN (electronic edition, professional license): 978-1-908335-59-3

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3

Vocabulary Checklist 1 - First 120 words

The First Vocabulary ChecklistThis is a list of most of the first 124 words that children learn to understand and to say. The words have been chosen based on research studies of the language development of English speaking children. No two children will learn exactly the same set of words but this list provides a guide to a core vocabulary that is common.

The balance of different types of words in the vocabulary being learned is important. Children need to learn a mix of nouns, verbs, adjectives and other parts of speech to enable them to express their ideas and to move on to joining two or more words together. Extra spaces have been provided in each category to allow you to add other words that your child under-stands or uses in that category and to add family names to the list.

The See and Learn Language and Reading programme provides activities to help teach many of these words. Further infomr-mation about See and Learn resources is available from www.seeandlearn.org

How to use the checklist to assist your child to learn to talkThe checklist should be completed and retained by parents as they will have the most complete knowledge of their child’s communication skills. Some parents will welcome the help of a home teacher or speech and language therapist as the check-list is also to be used to help to plan language teaching activities. The list is intended to be used as a supplement to the speech and language books in the Down Syndrome Issues and Information series. The information in these books should be read before completing this checklist or starting a speech and language programme with your child. This checklist is part of a set of checklists covering all aspects of speech, language and communication skills. In addition to 3 vocabulary checklists there are checklists for interactive communication and play, speech sounds, and sentences and grammar. This checklist should be used in conjunction with the other checklists as all aspects of communication skills should always be considered in parallel.

For parentsThis checklist is designed to be a practical aid to help you to help your child make progress. The first step is to complete the checklist to record the words that your child understands, signs or says at the present time. The checklist can then be used to choose new words for comprehension activities and new words for production activities. The checklist can also be used to keep a record of your child’s progress. If your child is attending a nursery, playgroup or preschool, please share this informa-tion with the staff, once you have completed the checklist and decided on the next words to target, as they will be able to incorporate the word practice into their activities as well. Your child is learning to talk during all of your everyday interactions, and the single most important effect on his/her rate of progress is the quality and quantity of everyday talk that he/she is included in. However, in addition, research suggests that targeted vocabulary teaching is also necessary.

To use the checklistStep 1. Complete the checklist by recording your child’s current language skillsColumn 1 Place a tick and today’s date in this column if you are confident that your child understands the word. If necessary,

check by giving your child a choice of two objects or actions to select from, one of which is the target word.

Column 2 Place a tick and today’s date in this column if your child understands and signs this word (tick for imitated signs as well as for spontaneous signs).

Column 3 Place a tick and today’s date if your child understands and imitates the spoken word. Children usually say words in imitation (copy the word when they hear it) before they use the word spontaneously (without any prompt). Imitation is an important step forward and once a child begins to imitate, they begin to say more words. Imita-tion also provides important practise for accurate speech sound production.

Column 4 Place a tick and today’s date if you have heard your child say this word spontaneously (without a prompt) in a correct context at least 3 times. A word does not have to be pronounced accurately to be credited in this column. All children take several years to learn to pronounce words as adults do from the time that they start to talk. Tick if your child uses a consistent approximation of the word with correct understanding.

Column 5 Place a tick and the date in this column when your child can say the word clearly and accurately enough to be understood by an unfamiliar listener (someone meeting your child for the first time). This is a simple measure of your child’s speech clarity or phonological progress.

Typically, the child’s understanding and use of a word will progress from Column 1 to Column 5 in steps. It may take many weeks for a child who understands a word to begin to sign it in imitation. It may take many more weeks before a child will attempt the spoken word. It may take many more months before the spoken word becomes clear. However, the more often you use the word and sign in everyday activities and games with your child, the faster he or she will progress with compre-hension and production of the word.

Download edition | Copyright © 2012 Down Syndrome Education International. All Rights Reserved.Licensed for Personal Use. You may copy this publication to multiple devices or print for personal use only.

4


Step 2. Choosing words for language activitiesIt is important to work on both comprehension of new words and production of words already understood, so you will choose 2 separate lists of 5 target words each, one for comprehension and one for production. Choose words that you think your child will be interested in and that you feel you will be able to include in daily activities and games. You need to be able to model the word in use (that is, as it is being used naturally in a short sentence in an appropriate context). Choose the 5 words from different sections - for example, 3 nouns, 1 verb and 1 adjective or later grammar word - to ensure that your child has the vocabulary necessary to start putting 2 and 3 words together.

Put the lists of the comprehension and production words you are going to teach on the fridge or notice board and enlist the help of the rest of the family. This list will help everyone to remember to stress the use of the words as they occur in natural speech during the day. In addition, plan games to use the words. Find the objects or pictures of them. Make lotto games, find the items in picture books, hide the objects - more ideas for games are included in Speech and Language Development for Infants with Down Syndrome. Once your child understands about 50 words, you should be playing games to encourage 2 word comprehension and production - see the Sentence and Grammar Checklist for more guidance.

Comprehension activitiesChoose 5 words that you have not ticked in column 1 for comprehension games and activities. Once you are confident that your child understands one of the new words because he or she responds correctly to a choice of the object, picture or action, on at least 3 occasions, tick the word and enter the date in column 1 and select another new word to teach.

Production activitiesChoose 5 words for language use and speech production practice from the list of words that your child understands and you have ticked in column 1 or 2 but not in column 4 or 5. These target words should start with a sound that your child can already make, so you also need to complete the Speech Sounds Checklist for your child. When you have heard the word used in imitation or spontaneously at least 3 times, mark the appropriate checklist column with a tick and the date and choose a new word to add to the list that you are teaching.

Step 3. Recording progressUse the checklist to record your child’s progress by entering each new achievement in the appropriate column with the date on which your child achieved the new vocabulary skill. Many words will be understood and used that you have not been targeting, once your child begins to talk.

You may find it helpful to keep a notebook handy to make notes during the day about all aspects of your child’s communica-tion skills, the things that he or she is wanting to communicate about and the way he or she is doing so - these observations may suggest new words to target, words that your child needs to replace the gestures or noises that they are using. You can also use your notebook as a handy record and transfer new words, gestures or speech sounds observed onto the checklists when convenient at the end of the day or week.

Once your child understands most of the words on this list, start using Checklist 2. Your child will probably understand many of the words on Checklist 2 before he or she can say all the words on Checklist 1. It is very important not to hold back your child’s comprehension of new words because of delayed ability to say them. It is comprehension of words that increases his or her understanding of the world and supports the development of mental abilities.

Individual rates of progressMany children with Down syndrome will take two years or more - from 12 months to 3 years or older, to learn to understand and sign or say 100 words. Rates of progress will vary widely, but progress is what matters. If your child is learning new words and signs, even if only one or two each month, you will be recording progress and your child will be increasing his or her communication skills. Children take longer to learn the first few signs or words - then their rate of learning tends to increase, as they realise everything has a name and as they experience success in communicating.

Remember to keep a record of your child’s interactive communication and play skills, and of his or her speech sound skills,

and engage in activities to encourage progress in these skills as well as in vocabulary, so that development in each area of communication is moving forward.


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Nouns

Animals Understands Understands Says word Uses word Understood by and signs in imitation spontaneously unfamiliar listener

bird / / / / / / / / / /

cat / / / / / / / / / /

chicken / / / / / / / / / /

cow / / / / / / / / / /

dog / / / / / / / / / /

duck / / / / / / / / / /

fish / / / / / / / / / /

monkey / / / / / / / / / /

pig / / / / / / / / / /

rabbit / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

Dressing Understands Understands Says word Uses word Understood by and signs in imitation spontaneously unfamiliar listener

coat / / / / / / / / / /

dress / / / / / / / / / /

hat / / / / / / / / / /

jumper / / / / / / / / / /

pants / / / / / / / / / /

shoes / / / / / / / / / /

socks / / / / / / / / / /

trousers / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

Everyday Items Understands Understands Says word Uses word Understood by and signs in imitation spontaneously unfamiliar listener

cup / / / / / / / / / /

keys / / / / / / / / / /

light / / / / / / / / / /

spoon / / / / / / / / / /

telephone / / / / / / / / / /

watch / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /


6


Family and People Understands Understands Says word Uses word Understood by and signs in imitation spontaneously unfamiliar listener

baby / / / / / / / / / /

child’s own name / / / / / / / / / /

daddy / / / / / / / / / /

family and pets’ names / / / / / / / / / /

grandma / / / / / / / / / /

grandpa / / / / / / / / / /

mummy / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

Home Understands Understands Says word Uses word Understood by and signs in imitation spontaneously unfamiliar listener

bath / / / / / / / / / /

bed / / / / / / / / / /

chair / / / / / / / / / /

tv / / / / / / / / / /

video / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

Meals and Snacks Understands Understands Says word Uses word Understood by and signs in imitation spontaneously unfamiliar listener

apple / / / / / / / / / /

banana / / / / / / / / / /

biscuit / / / / / / / / / /

burger / / / / / / / / / /

chicken nuggets / / / / / / / / / /

crisps / / / / / / / / / /

dinner / / / / / / / / / /

drink / / / / / / / / / /

juice / / / / / / / / / /

milk / / / / / / / / / /

yoghurt / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

Outside Understands Understands Says word Uses word Understood by and signs in imitation spontaneously unfamiliar listener

flower / / / / / / / / / /

garden / / / / / / / / / /

grass / / / / / / / / / /

house / / / / / / / / / /


7


star / / / / / / / / / /

tree / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

Play Understands Understands Says word Uses word Understood by and signs in imitation spontaneously unfamiliar listener

bag / / / / / / / / / /

ball / / / / / / / / / /

balloon / / / / / / / / / /

book / / / / / / / / / /

bricks / / / / / / / / / /

bubbles / / / / / / / / / /

doll / / / / / / / / / /

teddy / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

The Body Understands Understands Says word Uses word Understood by and signs in imitation spontaneously unfamiliar listener

bottom / / / / / / / / / /

ears / / / / / / / / / /

eyes / / / / / / / / / /

feet / / / / / / / / / /

hair / / / / / / / / / /

hands / / / / / / / / / /

mouth / / / / / / / / / /

nose / / / / / / / / / /

teeth / / / / / / / / / /

tummy / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

Transport Understands Understands Says word Uses word Understood by and signs in imitation spontaneously unfamiliar listener

boat / / / / / / / / / /

bus / / / / / / / / / /

car / / / / / / / / / /

plane / / / / / / / / / /

tractor / / / / / / / / / /

train / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /


8


Verbs

Actions Understands Understands Says word Uses word Understood by and signs in imitation spontaneously unfamiliar listener

brush / / / / / / / / / /

clap / / / / / / / / / /

come / / / / / / / / / /

cry / / / / / / / / / /

cut / / / / / / / / / /

drink / / / / / / / / / /

eat / / / / / / / / / /

fall / / / / / / / / / /

give / / / / / / / / / /

go / / / / / / / / / /

gone / / / / / / / / / /

hug / / / / / / / / / /

kiss / / / / / / / / / /

look / / / / / / / / / /

put / / / / / / / / / /

sit / / / / / / / / / /

sleep / / / / / / / / / /

splash / / / / / / / / / /

stop / / / / / / / / / /

throw / / / / / / / / / /

tickle / / / / / / / / / /

want / / / / / / / / / /

wash / / / / / / / / / /

wave / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

Adjectives

Describing Words Understands Understands Says word Uses word Understood by and signs in imitation spontaneously unfamiliar listener

cold / / / / / / / / / /

dirty / / / / / / / / / /

hot / / / / / / / / / /

nice / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /


9


Personal Qualities Understands Understands Says word Uses word Understood by and signs in imitation spontaneously unfamiliar listener

good / / / / / / / / / /

naughty / / / / / / / / / /

clever / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

Quantity Understands Understands Says word Uses word Understood by and signs in imitation spontaneously unfamiliar listener

all gone / / / / / / / / / /

more / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

Size Understands Understands Says word Uses word Understood by and signs in imitation spontaneously unfamiliar listener

big / / / / / / / / / /

little / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

Prepositions

Place Understands Understands Says word Uses word Understood by and signs in imitation spontaneously unfamiliar listener

down / / / / / / / / / /

in / / / / / / / / / /

off / / / / / / / / / /

on / / / / / / / / / /

there / / / / / / / / / /

up / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

Pronouns

Possessives Understands Understands Says word Uses word Understood by and signs in imitation spontaneously unfamiliar listener

mine / / / / / / / / / /

/ / / / / / / / / /


10


Other function words

Social Words Understands Understands Says word Uses word Understood by and signs in imitation spontaneously unfamiliar listener

bye-bye / / / / / / / / / /

hello / / / / / / / / / /

no / / / / / / / / / /

please / / / / / / / / / /

thank-you / ta / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

Question Words Understands Understands Says word Uses word Understood by and signs in imitation spontaneously unfamiliar listener

where / / / / / / / / / /

what / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

Time Understands Understands Says word Uses word Understood by and signs in imitation spontaneously unfamiliar listener

again / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /


Notes


Available in this series:

• Communication and Play Checklist • Vocabulary Checklist 1 - First 120 words • Vocabulary Checklist 2 - Second 340 words • Vocabulary Checklist 3 - Third 350 words • Speech Sounds Checklist • Sentences and Grammar Checklist

Also available from DSE:

• See and Learn Language and Reading • See and Learn Speech • Down Syndrome Issues and Information Education Series • Reading and Language Intervention for Children with Down Syndrome

For further information about our publications, visit our online stores:

UK store.dseenterprises.org | US store.dseusa.org

About DSE

DSE transforms the lives of young people with Down syndrome around the world through better education.

Our scientific research identifies effective teaching methods. Our services help families, professionals and organisations to support successful education.

For over 30 years, DSE has improved understanding of the learning needs of children with Down syndrome and pioneered effective teaching and therapy approaches.

Find out more about our work online:

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