Did you know? A small word can change the job of a familiar word. Ball names an object. More ball may request another turn. Ball in points towards a location or action. My ball makes a claim. The child is beginning to communicate relationships, even when the message is short and the pronunciation is still developing. The adult's useful task is to notice the intended relationship and answer it.

Start with the activity your child is already choosing. If a ball is rolling between you, one helpful model may be more ball or roll again. If the child brings a closed container, help and open have an immediate purpose. If the child turns away from food, no and done can honour that message. A word becomes useful because it helps someone do something with another person.

Choose two or three words from this guide for your own attention today. That is an organisational suggestion for adults, not a daily quota for children. You might notice more, help and in during play, while still speaking naturally about everything else. Return to the same words when the situation makes them meaningful. There is no need to deliver all 100 words in order, finish a group or keep a child seated to complete a lesson.

Age 1 covers a wide stretch of early development. A child just past their first birthday and a child close to their second may participate very differently. The shorter invitations in this guide can support listening and shared activity; the longer sentences show adults where the relationship can lead. Use the child's present communication to choose your model. Do not compare a birthday label with another child's most fluent moment.

The word connecting is broader here than conjunction. And is a conjunction, but in connects an object with a location, my connects a person with a possession, give connects an action with a recipient, and more connects a familiar activity with a wish to continue. These are different grammatical jobs. They share a practical purpose: making a message more informative than a disconnected label.

The word mid-level describes a position in this teaching sequence, not a difficult vocabulary tier. For a one-year-old, useful connecting language can be very ordinary. In, on, help, want, with and again offer much more immediate value than an impressive adjective the child cannot connect with an experience. Grammar terminology is provided for adults who find it helpful; children do not need to learn the labels.

If you have one minute, read the route panel and choose a routine. If you have five minutes, read one group of ten words and select a single example that fits your day. If you support other adults, read the observation and handover sections before introducing a plan. The article is long because it is a reference for repeated adult use, not because a toddler needs a long session.

A good first use may be almost invisible. The child reaches towards the book. You say, This book? and pass it. The child turns a page. You say, You are turning the page. Then both of you enjoy the picture. No worksheet, score or performance is required. The connection lives inside a real exchange with a useful outcome.

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Think of the Base Fence as the familiar starting point. The child may recognise a cup, a parent, a ball, a snack or a favourite action. This recognition can be demonstrated without speech: reaching towards the cup, anticipating a song, finding a familiar toy or looking towards a person. Start from something the child already notices. Adding language to an unfamiliar object and an unfamiliar action at the same time can obscure what the new word means.

The Connecting Fence adds a relationship that can be seen, felt or experienced. With a cup, you might model my cup while holding your own, cup on while describing its position, or more water while responding to a request. Change one useful feature at a time. The fence is a boundary for the adult's teaching choice; it is not a restriction on the child's curiosity or a reason to withhold richer conversation.

A practical sequence is familiar meaning, short connection, complete adult model, real response and later transfer. For example, the child knows a ball. You place it inside a box and say ball in. You then say, The ball is in the box. The child reaches inside. You help retrieve it and continue playing. Later, you describe a soft toy in a basket. The location relationship has travelled to a new object.

The short connection and the full sentence have different jobs. The short connection makes the relationship easy to hear. The full sentence provides accurate natural English. Ball in is not presented as a complete standard written sentence. It is an early message that an adult can understand and expand. The adult does not need to stop the activity and explain the missing article or linking verb.

Expansion means adding useful language to what the child communicates. If the child says ball, you might say, The ball is rolling. If they say more, you might answer, You want more water. Expansion should preserve the child's intended meaning. If they are rejecting the drink, expanding their message into a request for more would teach the wrong relationship even if the sentence sounded fluent.

A recast offers a natural form while keeping the conversation alive. A child says bear box. You see the bear inside and reply, Yes, the bear is in the box. You have supplied the relationship and the adult grammar without asking for a correction. If the child continues playing, that can be a perfectly successful exchange. Immediate repetition is not the only evidence that language was heard.

A real response is essential. When the child asks for help, help. When they show that they are finished, acknowledge the ending. When they point to a picture, share the interest. Language should improve participation rather than become a toll paid before access to care or ordinary play. Brief natural pauses can make room for a turn; prolonged withholding changes the purpose of the interaction.

Transfer is a change of context that preserves the relationship. In a box can become in a basket. With Daddy can become with Grandma. More water can become more song when the child wants repetition. Transfer does not require a new word every time. It asks the adult to notice whether an old word remains meaningful when one visible feature changes.

A changed case also reveals the boundary. If the bear rests on the closed box, say on rather than in. If the child refuses, say no or done rather than more. If a cup belongs to the person speaking, my may fit; when addressing the child about their cup, your may fit. Precision comes from matching the words to the event, not from making a child explain grammar.

Use the family's real language. Mummy, Mama, Mum, Daddy, Papa, Dad and other familiar names can occupy the person position in these examples. A child may communicate a relationship in a home language before doing so in English. Adults can model naturally in the languages they use comfortably. These cards are English examples, not a requirement to replace a multilingual home with an English-only routine.

The method here is an editorial and teaching framework. It is not a clinical assessment, a promise of earlier speech or a published developmental scale. The age label helps organise the series. It does not establish that every included word is expected at that age. The complete sentence examples are especially important to treat as adult input, because some contain grammar well beyond a child's current independent use.

One helpful adult check is whether the new word changes what the listener knows. In tells the listener a location. More tells them the activity should continue. Help tells them assistance is wanted. If an added word does not fit the visible meaning, choose a different model. A shorter accurate message is more useful than a longer sentence attached to the wrong experience.

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Observe participation before choosing an exercise. What attracts the child's attention? How do they ask for another turn, reject something, share a discovery or seek comfort? Which people and routines are familiar? The answers help you choose a useful starting point. A communication observation is more informative than asking a child to repeat a list they have never needed to use.

Keep listening, understanding and speaking separate in your notes. A child may hear a word often, appear to understand it in a familiar routine, and not yet say it. They may use a sound consistently for a word without producing the adult pronunciation. They may understand in while still relying on gestures to show a location. These observations describe different aspects of communication and should not be merged into a single pass or fail.

The amount of support matters. If you point to a ball while asking for it, the gesture may carry much of the message. Record that support instead of assuming the spoken word alone was understood. Next time, watch a naturally occurring situation with less pointing if the child is comfortable. There is no need to remove all help to prove understanding; the point is to describe what you actually observed.

A familiar routine can also carry a response. A child may bring shoes when a parent reaches for the outing bag because they recognise the sequence, not because they understood every word in a long instruction. That anticipation is valuable. It simply answers a different question. Adults can keep the language short and notice what changes when the same word appears in another familiar setting.

Pronunciation is not the main focus of these activities. If a consistent sound clearly refers to the ball in context, respond to the meaning and model ball naturally. Avoid repeated say it properly demands. Speech production, word meaning, hearing, attention and social participation are related but distinct. An ordinary caregiver cannot diagnose a difficulty from a single unclear word or a quiet moment with an unfamiliar adult.

An observation note can be one sentence: During ball play, she pointed at the box after I said the ball was in it; I also pointed. Another might read: He brought a closed book to me and looked up; I said help open, opened it, and he turned the page. The note preserves the situation, the child's action, the adult's support and the practical outcome.

Use private, ordinary notes if they help coordination. Avoid recording videos or collecting detailed personal information simply because a vocabulary plan exists. Other caregivers usually need to know the useful words, the child's current ways of responding and what made the routine comfortable. They do not need a public ranking or a comparison chart shared with relatives or other children.

A child who is tired, hungry, uncomfortable, ill or absorbed elsewhere may not participate in a way that reflects their usual communication. Meet the need first. If a routine repeatedly causes distress, reduce the demand and consider whether the adult's timing, sensory environment or expectations need changing. More repetition of the same demand is not automatically a better teaching response.

This guide cannot determine whether a child needs assessment. If you are concerned about communication, hearing or a loss of previously used skills, discuss the concern with a qualified healthcare professional. Use published developmental resources in their own age ranges rather than treating this 100-word teaching bank as a screening checklist. The source links at the end provide a starting point for that separate conversation.

For planning, choose the smallest useful next step. A child who already brings a box for help may benefit from hearing help open. A child who enjoys posting a large toy into a basket may hear in and out. A child who is beginning to combine words may hear a brief expansion. The adult does not need to keep increasing sentence length when a simpler model better matches the shared event.

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These words help an interaction begin, continue, change or end. They are useful because a child often has a clear intention before they have a long spoken message. A wave can open a greeting. A reach can request another turn. Turning away can reject an offer. The adult's first job is to recognise the intention, then attach a short useful model to it.

Start with the communication function the child is already using. If they repeatedly bring a closed container, help may matter more than please. If they push a spoon away, no or done may be the accurate response. If they laugh at the end of a song and lean towards you, again may fit. Selecting by function prevents the list from becoming a collection of attractive words with no purpose.

Courtesy language is included as adult modelling. It should not outrank access to water, food, comfort, rest or assistance. You can say please and thanks in your own exchanges, and the child can hear how those words fit. A one-year-old's point, sound or look can still be answered immediately. Politeness is learned inside relationships where communication is noticed and respected.

Keep yes and no connected with real choices. Offer only options you can genuinely provide, and leave room for the child to change their mind. A no to one book does not necessarily mean no to reading. Done with one activity does not mean done for the whole day. Describe the local message instead of making a broad judgement about cooperation or interest.

No.	Word	Adult meaning and first sense
1	hello	greeting; a word for starting an encounter
2	bye	farewell; a word for marking a departure
3	yes	response word; agreement or acceptance
4	no	response word; refusal or rejection
5	please	courtesy word; a polite addition to a request
6	thanks	courtesy word; acknowledgement after receiving something
7	help	verb or request word; assistance with something difficult
8	more	quantity word; an additional amount or repetition
9	again	adverb; one more time
10	done	state word; finished for now

1. hello

Meaning for the adult: greeting; a word for starting an encounter.

Step in the model	Language to connect with the real situation
Familiar starting meaning	Mummy
Short connection to make the relationship audible	hello, Mummy
Complete adult sentence; no repetition required	Hello, Mummy.
Another natural adult model for a suitable context	Hello, Daddy.

Make the meaning visible. Wave as a familiar person enters the room. Let the greeting belong to the arrival rather than interrupting play to demand a performance.

Keep the boundary clear. A wave is already a communicative response. Do not make affection, attention or entry depend on saying the greeting.

Carry the relationship into another moment. At the next reunion, greet a familiar grandparent by the name your family actually uses.

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2. bye

Meaning for the adult: farewell; a word for marking a departure.

Step in the model	Language to connect with the real situation
Familiar starting meaning	Daddy
Short connection to make the relationship audible	bye, Daddy
Complete adult sentence; no repetition required	Bye, Daddy.
Another natural adult model for a suitable context	Bye, Grandma.

Make the meaning visible. A familiar adult leaves after a clear goodbye. Wave together and explain who will remain with the child so that the language matches a predictable separation.

Keep the boundary clear. Avoid slipping away as a vocabulary game. Comfort matters more than getting a spoken farewell.

Carry the relationship into another moment. Wave goodbye to a toy bus as it rolls behind a cushion, then use the word during a real departure.

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3. yes

Meaning for the adult: response word; agreement or acceptance.

Step in the model	Language to connect with the real situation
Familiar starting meaning	water
Short connection to make the relationship audible	yes, water
Complete adult sentence; no repetition required	Yes, I want water.
Another natural adult model for a suitable context	Yes, that is my cup.

Make the meaning visible. Offer a real choice between two safe familiar options. A reach or nod can tell you which one the child accepts; supply the word after observing that choice.

Keep the boundary clear. Do not train automatic agreement. Yes should represent the child's preference, and a later refusal still deserves attention.

Carry the relationship into another moment. Use the same accepting response when the child chooses a familiar book instead of a drink.

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4. no

Meaning for the adult: response word; refusal or rejection.

Step in the model	Language to connect with the real situation
Familiar starting meaning	banana
Short connection to make the relationship audible	no banana
Complete adult sentence; no repetition required	No, I do not want banana.
Another natural adult model for a suitable context	No, that is not my shoe.

Make the meaning visible. A child turns away from an offered banana. Acknowledge the refusal with a calm model, and remove the food rather than using more questions to overturn the answer.

Keep the boundary clear. Refusal is meaningful communication. Never require a spoken no before respecting clear turning away, pushing away or distress.

Carry the relationship into another moment. Notice a refusal during dressing and name it while finding a comfortable safe alternative.

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5. please

Meaning for the adult: courtesy word; a polite addition to a request.

Step in the model	Language to connect with the real situation
Familiar starting meaning	book
Short connection to make the relationship audible	book, please
Complete adult sentence; no repetition required	Please give me the book.
Another natural adult model for a suitable context	May I have the book, please?

Make the meaning visible. A favourite board book is beside the adult. When the child reaches, hand it over and model a courteous request without holding it out of reach for practice.

Keep the boundary clear. Please is optional modelling at this age. Food, comfort, help and ordinary care must not become rewards for polite speech.

Carry the relationship into another moment. Let the child hear adults use please to each other while passing a towel or opening a door.

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6. thanks

Meaning for the adult: courtesy word; acknowledgement after receiving something.

Step in the model	Language to connect with the real situation
Familiar starting meaning	cup
Short connection to make the relationship audible	thanks, Daddy
Complete adult sentence; no repetition required	Thanks for the cup, Daddy.
Another natural adult model for a suitable context	Thanks for helping me.

Make the meaning visible. After someone passes a cup, express appreciation in a natural voice. You can speak on your own behalf instead of asking the child to repeat a social script.

Keep the boundary clear. A smile, look or accepted object can complete the social moment. Gratitude is not measured by pronunciation.

Carry the relationship into another moment. Thank the child when they hand you a large toy, showing the word in the opposite direction.

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7. help

Meaning for the adult: verb or request word; assistance with something difficult.

Step in the model	Language to connect with the real situation
Familiar starting meaning	box
Short connection to make the relationship audible	help open
Complete adult sentence; no repetition required	Please help me open the box.
Another natural adult model for a suitable context	I can help you with your shoe.

Make the meaning visible. Use an easy-opening toy box during shared play. If the child brings it to you or looks between you and the lid, acknowledge the request and assist promptly.

Keep the boundary clear. Do not create prolonged frustration to elicit the word. Model help when a genuine small difficulty appears.

Carry the relationship into another moment. Use the word again for a sleeve that needs adjusting, so help connects with people rather than one container.

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8. more

Meaning for the adult: quantity word; an additional amount or repetition.

Step in the model	Language to connect with the real situation
Familiar starting meaning	water
Short connection to make the relationship audible	more water
Complete adult sentence; no repetition required	I want more water.
Another natural adult model for a suitable context	Please roll the ball once more.

Make the meaning visible. Offer another ordinary sip when the child indicates they want it. Speak just before you provide it, keeping the amount suitable for the child's normal routine.

Keep the boundary clear. More can refer to an action as well as an object. Do not assume that a child requesting more necessarily wants food.

Carry the relationship into another moment. During ball play, pause naturally and notice whether the child invites another roll.

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9. again

Meaning for the adult: adverb; one more time.

Step in the model	Language to connect with the real situation
Familiar starting meaning	song
Short connection to make the relationship audible	song again
Complete adult sentence; no repetition required	Please sing the song again.
Another natural adult model for a suitable context	The bus goes round again.

Make the meaning visible. After finishing a short familiar song, leave a comfortable pause. A smile, movement, sound or look may invite repetition; name that wish before starting.

Keep the boundary clear. Again repeats an event. More can request an amount, so explain the difference through events rather than definitions.

Carry the relationship into another moment. Revisit a page the child enjoys and say that you are looking at it again.

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10. done

Meaning for the adult: state word; finished for now.

Step in the model	Language to connect with the real situation
Familiar starting meaning	snack
Short connection to make the relationship audible	all done
Complete adult sentence; no repetition required	I am done with my snack.
Another natural adult model for a suitable context	We are done with the book.

Make the meaning visible. At the end of a snack, observe whether the child turns away or shows they have finished. Name the ending and move into the next routine calmly.

Keep the boundary clear. All done is a useful phrase, not a demand that a meal must be completed. A child's stopping signal matters.

Carry the relationship into another moment. Use done when putting away a finished puzzle with adult help, without insisting every activity be completed.

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Try the relationship in real life

Try a three-turn song routine. Sing a familiar short part, pause at its natural end, and observe. If the child invites more, say again and repeat. If they turn away, say done and move on. The adult has practised two contrasting messages while the child's own intention determines which one is used. There is no correct preference for the child to choose.

For a tutor or early-years educator, the handover question is what the child did to communicate. Report that they waved on arrival, reached for another turn, or brought a box for help. Avoid reporting that they failed please. A useful next session begins by recognising the same communication function, then offering the word in a fresh but familiar activity.

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Person words are powerful because the child lives among relationships. A familiar name can make an action easier to follow: Daddy sits, Mummy reads, Grandma comes. Pronouns later allow the same people to be referred to without repeating the name. In adult models, name the person first when the reference might be unclear, then use the pronoun close to that established topic.

I and you change with the speaker. My and your do too. That makes them unlike a stable object label such as ball. When an adult says my cup while holding their own cup, the relationship is visible. When they speak to the child about your cup, the reference shifts appropriately. Repeated real exchanges are more helpful than pointing at a child while drilling an isolated pronoun.

Me and mine also have different grammatical jobs. Give it to me names a recipient. It is mine stands in for a possession already under discussion. Adults can use both accurately without explaining the categories to the child. A toddler's mine may be an important claim about control, familiarity or access. Respond to the practical situation before using it as an opportunity to teach sharing.

Use family names and pronouns that are accurate for the people involved. The examples are replaceable positions, not a prescribed household structure. A child may have one parent, several caregivers, grandparents, siblings or other trusted adults. The useful relationship is the one that exists in that child's life. Do not introduce unfamiliar people merely to complete a vocabulary group.

No.	Word	Adult meaning and first sense
11	I	pronoun; the person speaking as subject
12	you	pronoun; the person being addressed
13	me	pronoun; the speaker as recipient or object
14	my	possessive determiner; belonging or relating to the speaker
15	mine	possessive pronoun; something belonging to the speaker
16	your	possessive determiner; belonging or relating to the listener
17	we	pronoun; the speaker together with another person or people
18	he	pronoun; referring to a known male person
19	she	pronoun; referring to a known female person
20	it	pronoun; referring back to an identified object or situation

11. I

Meaning for the adult: pronoun; the person speaking as subject.

Step in the model	Language to connect with the real situation
Familiar starting meaning	eat
Short connection to make the relationship audible	I eat
Complete adult sentence; no repetition required	I eat my banana.
Another natural adult model for a suitable context	I can hold the book.

Make the meaning visible. Model your own action while eating alongside the child. Point lightly to yourself, then speak normally rather than asking the child to memorise a grammatical rule.

Keep the boundary clear. The reference changes with the speaker. Avoid saying I while pointing to the child unless you are clearly voicing their perspective.

Carry the relationship into another moment. An adult can say I wash my hands, then give the child time to watch the same self-reference in another routine.

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12. you

Meaning for the adult: pronoun; the person being addressed.

Step in the model	Language to connect with the real situation
Familiar starting meaning	sit
Short connection to make the relationship audible	you sit
Complete adult sentence; no repetition required	You sit beside me.
Another natural adult model for a suitable context	You have the blue cup.

Make the meaning visible. During shared floor play, describe where the child is sitting. Keep the utterance informative and warm, so you is heard in comments as well as instructions.

Keep the boundary clear. You is not the child's name. Change speakers naturally and let the meaning emerge over repeated real exchanges.

Carry the relationship into another moment. When another trusted adult joins, let that adult address the child with you while you listen.

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13. me

Meaning for the adult: pronoun; the speaker as recipient or object.

Step in the model	Language to connect with the real situation
Familiar starting meaning	give
Short connection to make the relationship audible	give me
Complete adult sentence; no repetition required	Please give me the ball.
Another natural adult model for a suitable context	Come and sit with me.

Make the meaning visible. Hold out an open hand during a familiar passing game. Ask once, then allow a response without pulling the toy from the child's grasp.

Keep the boundary clear. Me changes with the speaker. If the child keeps the ball, do not call that a pronoun error.

Carry the relationship into another moment. Later, ask a second adult to give you a towel, making the recipient clear through the action.

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14. my

Meaning for the adult: possessive determiner; belonging or relating to the speaker.

Step in the model	Language to connect with the real situation
Familiar starting meaning	cup
Short connection to make the relationship audible	my cup
Complete adult sentence; no repetition required	This is my cup.
Another natural adult model for a suitable context	I am putting on my shoe.

Make the meaning visible. Use two visibly different cups, one yours and one the child's. Hold your own while speaking, then describe the child's cup with your.

Keep the boundary clear. My comes before a noun. It is heard naturally in ownership talk, but a toddler need not explain ownership rules.

Carry the relationship into another moment. Repeat the relationship with your own hat, showing that my can accompany more than one object.

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15. mine

Meaning for the adult: possessive pronoun; something belonging to the speaker.

Step in the model	Language to connect with the real situation
Familiar starting meaning	shoe
Short connection to make the relationship audible	mine
Complete adult sentence; no repetition required	This shoe is mine.
Another natural adult model for a suitable context	That book is mine.

Make the meaning visible. During a calm sorting moment, pick up your own shoe and identify it. Use mine after the object has already been identified so its reference is visible.

Keep the boundary clear. Mine can express a child's strong claim without proving legal ownership or a need to share immediately. Respond to the situation calmly.

Carry the relationship into another moment. At tidy-up time, describe one adult item and one shared toy without turning the comparison into a test.

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16. your

Meaning for the adult: possessive determiner; belonging or relating to the listener.

Step in the model	Language to connect with the real situation
Familiar starting meaning	hat
Short connection to make the relationship audible	your hat
Complete adult sentence; no repetition required	Here is your hat.
Another natural adult model for a suitable context	Your cup is on the table.

Make the meaning visible. Bring the child's familiar hat before going out. Name the object and the relationship while offering it, rather than asking whose it is repeatedly.

Keep the boundary clear. Your depends on who is listening. A single fixed pointing drill can obscure that changing relationship.

Carry the relationship into another moment. Use your with a comfort object in the child's usual routine, checking that the item is actually theirs.

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17. we

Meaning for the adult: pronoun; the speaker together with another person or people.

Step in the model	Language to connect with the real situation
Familiar starting meaning	wash
Short connection to make the relationship audible	we wash
Complete adult sentence; no repetition required	We wash our hands.
Another natural adult model for a suitable context	We can read this book together.

Make the meaning visible. Join the child in a real shared action such as washing hands with close assistance. The adult's participation makes the inclusive meaning visible.

Keep the boundary clear. Do not use we to hide a command or pretend the child agreed. Describe a genuinely shared activity.

Carry the relationship into another moment. During a song, say we are singing while both of you participate in whatever way is comfortable.

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18. he

Meaning for the adult: pronoun; referring to a known male person.

Step in the model	Language to connect with the real situation
Familiar starting meaning	Daddy
Short connection to make the relationship audible	he sits
Complete adult sentence; no repetition required	He is sitting on the chair.
Another natural adult model for a suitable context	He has the towel.

Make the meaning visible. When Daddy is present and clearly the topic, name him first, then use he in the next short sentence. Keep the reference close and visible.

Keep the boundary clear. Do not guess someone's pronouns from appearance. Use familiar people's known pronouns and names accurately.

Carry the relationship into another moment. Describe a known male story character only after the picture and name establish who is being discussed.

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19. she

Meaning for the adult: pronoun; referring to a known female person.

Step in the model	Language to connect with the real situation
Familiar starting meaning	Grandma
Short connection to make the relationship audible	she waves
Complete adult sentence; no repetition required	She is waving to us.
Another natural adult model for a suitable context	She has the book.

Make the meaning visible. While a familiar grandmother waves, name her and then describe the action with she. The action should happen as the child hears it.

Keep the boundary clear. He and she are reference words, not categories to teach through clothing, colour or stereotypes.

Carry the relationship into another moment. Use a known female character's name before replacing it with she on the next page.

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20. it

Meaning for the adult: pronoun; referring back to an identified object or situation.

Step in the model	Language to connect with the real situation
Familiar starting meaning	ball
Short connection to make the relationship audible	it rolls
Complete adult sentence; no repetition required	It is rolling under the chair.
Another natural adult model for a suitable context	It is in the box.

Make the meaning visible. Roll a large ball slowly. Name the ball before using it, allowing the child to track the same object across two connected utterances.

Keep the boundary clear. If several objects are present, it can be ambiguous. Point or name the object again when the reference is unclear.

Carry the relationship into another moment. Refer to a book already in your hands, showing that it can stand for different established objects.

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Try the relationship in real life

During dressing, hold your own shoe and say my shoe. Offer the child's shoe and say your shoe. Then put both down and continue the routine. A later model might be This shoe is mine. The action makes the reference visible. The adult does not need to ask whose shoe repeatedly or mark a wrong reach as a grammar failure.

For transfer, change the object before changing everything else. After cups, use hats with the same two people. Later, let another familiar adult speak from their own perspective. If the child appears uncertain, name the person again. Clear references matter more than keeping a pronoun in every sentence.

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Location words connect familiar objects with the spaces around them. A ball is recognisable in many places, but in, on and under tell the listener which relationship matters now. Start with a large object and a clear boundary: an open basket, a low stable table or a box with its lid removed. A crowded room can make a simple location word surprisingly hard to interpret.

Use contrasts that change one relationship. Put the bear in the box, then on its closed lid. The bear remains the same; the supporting or enclosing space changes. Describe what you actually see. If a toy is behind a chair rather than beneath it, under is not a useful model. Accurate adult language gives the child a stable connection between word and event.

Movement words such as out and off refer to changes from a starting relationship. A hat comes off a head; it comes out of a bag. Both actions involve removal, but the starting position differs. You can make that difference visible without asking the child to explain it. Use ordinary care routines and safe objects, keeping fingers clear of hinges and heavy lids.

Here and there depend on viewpoint and gesture. Inside overlaps with in in many everyday situations. These words do not need sharply separated teaching weeks. Let them appear naturally while adults keep the immediate reference clear. The aim is useful listening and shared attention, not an artificial rule that one synonym must be mastered before another is heard.

No.	Word	Adult meaning and first sense
21	in	preposition; within a container or space
22	on	preposition; supported by a surface
23	out	adverb; moving from inside to outside a space
24	off	adverb; separated from a surface or removed
25	up	adverb; towards a higher position
26	down	adverb; towards a lower position
27	here	adverb; in this nearby place
28	there	adverb; in that indicated place
29	under	preposition; in a lower position beneath something
30	inside	preposition or adverb; in the inner part of something

21. in

Meaning for the adult: preposition; within a container or space.

Step in the model	Language to connect with the real situation
Familiar starting meaning	ball
Short connection to make the relationship audible	ball in
Complete adult sentence; no repetition required	The ball is in the box.
Another natural adult model for a suitable context	Put the spoon in the bowl.

Make the meaning visible. Use a wide empty box and a large ball. Describe the ball's position after it goes inside, then let the child explore the container safely.

Keep the boundary clear. In describes containment. A ball resting on a closed lid needs on instead, even if the box is the same.

Carry the relationship into another moment. Use an empty laundry basket with a large soft toy to show the same relationship in a new container.

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22. on

Meaning for the adult: preposition; supported by a surface.

Step in the model	Language to connect with the real situation
Familiar starting meaning	book
Short connection to make the relationship audible	book on
Complete adult sentence; no repetition required	The book is on the table.
Another natural adult model for a suitable context	Put the hat on the chair.

Make the meaning visible. Place a board book on a low stable surface. Let the child see both the book and the supporting surface while you name their relationship.

Keep the boundary clear. On and in can change the whole meaning. Use an open box and its closed lid to make the contrast visible.

Carry the relationship into another moment. Describe a cup on a table during an ordinary meal without asking the child to move it.

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23. out

Meaning for the adult: adverb; moving from inside to outside a space.

Step in the model	Language to connect with the real situation
Familiar starting meaning	bear
Short connection to make the relationship audible	bear out
Complete adult sentence; no repetition required	Take the bear out of the box.
Another natural adult model for a suitable context	The spoon is out of the bowl.

Make the meaning visible. Start with a large soft toy visibly inside a box. Lift it out slowly while narrating the change, then make room for the child to try.

Keep the boundary clear. Out needs an understood starting space. Name the box if the action would otherwise be unclear.

Carry the relationship into another moment. At tidy-up time, take a towel out of a basket and use the same word for that changed location.

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24. off

Meaning for the adult: adverb; separated from a surface or removed.

Step in the model	Language to connect with the real situation
Familiar starting meaning	hat
Short connection to make the relationship audible	hat off
Complete adult sentence; no repetition required	Take your hat off.
Another natural adult model for a suitable context	The book is off the chair.

Make the meaning visible. During a normal clothing change, remove a hat gently and name the action. Contrast the hat being on the head with the hat resting in your hand.

Keep the boundary clear. Off is not a synonym for out. Removing a hat from a head and removing it from a bag involve different relationships.

Carry the relationship into another moment. Describe taking an adult's shoes off at home, while keeping the child away from small detachable parts.

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25. up

Meaning for the adult: adverb; towards a higher position.

Step in the model	Language to connect with the real situation
Familiar starting meaning	arms
Short connection to make the relationship audible	arms up
Complete adult sentence; no repetition required	Put your arms up.
Another natural adult model for a suitable context	The lift is going up.

Make the meaning visible. When dressing, invite a comfortable arm movement and model up with your own arms. Offer physical help as needed and stop if the child resists.

Keep the boundary clear. A movement word should not require forced stretching or lifting. The adult can demonstrate while the child observes.

Carry the relationship into another moment. Raise a large soft toy from your lap to shoulder height, keeping it away from the child's face.

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26. down

Meaning for the adult: adverb; towards a lower position.

Step in the model	Language to connect with the real situation
Familiar starting meaning	bear
Short connection to make the relationship audible	bear down
Complete adult sentence; no repetition required	Put the bear down.
Another natural adult model for a suitable context	We are going down in the lift.

Make the meaning visible. Lower a soft toy onto a mat, naming the direction as it happens. Keep the movement slow enough for the child to follow.

Keep the boundary clear. Down can describe a direction without meaning a fall. Avoid turning the lesson into dropping objects from furniture.

Carry the relationship into another moment. Use the word while lowering a book onto the floor beside you during reading.

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27. here

Meaning for the adult: adverb; in this nearby place.

Step in the model	Language to connect with the real situation
Familiar starting meaning	cup
Short connection to make the relationship audible	cup here
Complete adult sentence; no repetition required	Your cup is here.
Another natural adult model for a suitable context	Come and sit here beside me.

Make the meaning visible. Point to a nearby, reachable place while showing the cup. Keep your gesture and voice aligned with the actual location.

Keep the boundary clear. Here moves with the speaker. A distant object across the room is usually better described with there and a gesture.

Carry the relationship into another moment. At the next meal, identify a different nearby object to show that here names a location, not the cup.

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28. there

Meaning for the adult: adverb; in that indicated place.

Step in the model	Language to connect with the real situation
Familiar starting meaning	ball
Short connection to make the relationship audible	ball there
Complete adult sentence; no repetition required	Your ball is over there.
Another natural adult model for a suitable context	The book is there on the shelf.

Make the meaning visible. Indicate a visible ball a little farther away, then give the child time to follow your gesture. Move closer if they cannot find the reference.

Keep the boundary clear. Do not use distance to make a task frustrating. Clear pointing supports meaning without replacing the child's own exploration.

Carry the relationship into another moment. At a window, point to a visible tree outside and comment on its location together.

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29. under

Meaning for the adult: preposition; in a lower position beneath something.

Step in the model	Language to connect with the real situation
Familiar starting meaning	bear
Short connection to make the relationship audible	bear under
Complete adult sentence; no repetition required	The bear is under the chair.
Another natural adult model for a suitable context	The ball is under the table.

Make the meaning visible. Place a large toy partly beneath a stable chair so it remains visible. Point out the relationship and retrieve it together without crawling into unsafe spaces.

Keep the boundary clear. Under differs from behind. Keep the toy below the seat rather than simply out of view on the far side.

Carry the relationship into another moment. Look at a picture of an animal beneath a tree, then return to a real object under a safe table.

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30. inside

Meaning for the adult: preposition or adverb; in the inner part of something.

Step in the model	Language to connect with the real situation
Familiar starting meaning	book
Short connection to make the relationship audible	book inside
Complete adult sentence; no repetition required	The book is inside the bag.
Another natural adult model for a suitable context	The bear is inside the basket.

Make the meaning visible. Open a bag widely and show the board book within it. Let the child look while you describe the enclosed location.

Keep the boundary clear. Inside overlaps with in in these examples. It adds no special achievement level, and both can be modelled naturally.

Carry the relationship into another moment. Find a large towel inside a basket, making sure the child can see the boundary of the container.

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Try the relationship in real life

Choose a large bear and an empty basket. Put the bear in, name the position, lift it out and name the change. Pause for the child's idea. They may put the bear back, hug it or leave. If they change the activity, follow that meaning instead of resetting the scene until a planned response appears.

A changed-case check for adults is to stop before speaking and ask what relationship is visible. Is the toy on a surface, within a boundary or beneath something? This small adult pause prevents inaccurate language. For transfer, use a laundry basket and a towel on another day, preserving the relationship while changing the materials.

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Action words help familiar nouns become messages about events. Bus names an object; bus go describes movement. Give adds a transfer between people. Put needs an object and a destination in a complete adult instruction. Want and need connect a person with a desire or requirement. These words make everyday exchanges more informative without requiring an impressive vocabulary.

Begin by describing your own action or an action already happening. I will get your towel is easier to anchor when the adult actually fetches it. The child can observe the whole event without being required to carry out a command. A guide that uses verbs only in instructions risks making language sound like a constant list of things the child must do.

Give and take reveal perspective. One person gives a towel; another takes it. Go and come also depend on viewpoint. The same journey may be going from one place and coming towards another person. Adults can use the words naturally in clear scenes rather than trying to establish permanent labels for one direction across the room.

See and look are related but different. See describes noticing; look directs attention. Follow the child's own noticing whenever possible. If they are examining a toy wheel, comment on that wheel before redirecting them to a different page. Shared attention is a relationship around an interest, and it does not require forced eye contact or repeated requests to look at the adult.

No.	Word	Adult meaning and first sense
31	go	verb; move or travel away or onward
32	come	verb; move towards the speaker or an indicated companion
33	get	verb; obtain or fetch something
34	give	verb; pass something to a recipient
35	put	verb; place something somewhere
36	take	verb; receive or move something into one's possession
37	want	verb; wish for something
38	need	verb; require something for a purpose or wellbeing
39	see	verb; notice with the eyes
40	look	verb; direct visual attention

31. go

Meaning for the adult: verb; move or travel away or onward.

Step in the model	Language to connect with the real situation
Familiar starting meaning	bus
Short connection to make the relationship audible	bus go
Complete adult sentence; no repetition required	The bus can go now.
Another natural adult model for a suitable context	We go to the door.

Make the meaning visible. Push a large toy bus along an open floor space. Pair go with movement, then stop before the next turn so the event has a visible contrast.

Keep the boundary clear. Do not require go before allowing play. Movement can continue after a look or gesture invites another turn.

Carry the relationship into another moment. On a real walk, say that you are going to the door before leaving with the child safely accompanied.

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32. come

Meaning for the adult: verb; move towards the speaker or an indicated companion.

Step in the model	Language to connect with the real situation
Familiar starting meaning	Daddy
Short connection to make the relationship audible	Daddy come
Complete adult sentence; no repetition required	Daddy is coming here.
Another natural adult model for a suitable context	Come and sit beside me.

Make the meaning visible. A familiar adult approaches from across the room. Name the movement towards you while the child watches, then welcome the arrival.

Keep the boundary clear. Come and go depend on viewpoint. Let the same journey be described from different positions over time.

Carry the relationship into another moment. Invite a toy animal towards your hand during pretend play, without treating the child like an object to direct.

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33. get

Meaning for the adult: verb; obtain or fetch something.

Step in the model	Language to connect with the real situation
Familiar starting meaning	book
Short connection to make the relationship audible	get book
Complete adult sentence; no repetition required	Please get the book.
Another natural adult model for a suitable context	I will get your towel.

Make the meaning visible. Choose one visible familiar object nearby. Ask gently once, then demonstrate fetching if the child is occupied or unsure.

Keep the boundary clear. Get is a flexible everyday verb. Keep this first sense tied to fetching rather than introducing getting tired or getting dressed simultaneously.

Carry the relationship into another moment. Fetch a hat together before an outing and describe your own action, even if the child does not follow a request.

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34. give

Meaning for the adult: verb; pass something to a recipient.

Step in the model	Language to connect with the real situation
Familiar starting meaning	ball
Short connection to make the relationship audible	give ball
Complete adult sentence; no repetition required	Please give the ball to Daddy.
Another natural adult model for a suitable context	I can give you the book.

Make the meaning visible. Sit close together and pass a large ball between two adults while the child watches or joins. Say who receives it so the transfer is clear.

Keep the boundary clear. Giving is an invitation in play, not a requirement to surrender a valued comfort item. Respect the child's hold and attention.

Carry the relationship into another moment. Pass a washcloth during a routine and name the recipient as you complete the exchange.

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35. put

Meaning for the adult: verb; place something somewhere.

Step in the model	Language to connect with the real situation
Familiar starting meaning	spoon
Short connection to make the relationship audible	put spoon
Complete adult sentence; no repetition required	Put the spoon in the bowl.
Another natural adult model for a suitable context	I will put your book here.

Make the meaning visible. Use a large child-safe spoon and an empty bowl outside mealtime. Show the location with a gesture while placing the spoon.

Keep the boundary clear. Put needs a destination in a full instruction. Saying only put can leave the listener unsure what action you mean.

Carry the relationship into another moment. Place a board book in a bag while preparing to leave, using the same verb with a different destination.

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36. take

Meaning for the adult: verb; receive or move something into one's possession.

Step in the model	Language to connect with the real situation
Familiar starting meaning	towel
Short connection to make the relationship audible	take towel
Complete adult sentence; no repetition required	Take the towel from me.
Another natural adult model for a suitable context	I will take the bag.

Make the meaning visible. Offer a clean towel with an open hand. Let the child choose whether to receive it, and describe the movement once it happens.

Keep the boundary clear. Taking from a willing giver differs from grabbing. Adults should model permission and gentle exchanges.

Carry the relationship into another moment. During pretend picnic play, offer a large toy cup for the child to take without pulling it away.

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37. want

Meaning for the adult: verb; wish for something.

Step in the model	Language to connect with the real situation
Familiar starting meaning	milk
Short connection to make the relationship audible	want milk
Complete adult sentence; no repetition required	I want some milk.
Another natural adult model for a suitable context	Do you want your book?

Make the meaning visible. When the child reaches towards their usual drink, supply a short model for the wish. Provide normal care without waiting for a sentence.

Keep the boundary clear. Want names desire, not an obligation to provide every requested object. Acknowledge the wish while keeping ordinary boundaries.

Carry the relationship into another moment. Name your own wish for a book during shared reading, showing the word outside eating and drinking.

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38. need

Meaning for the adult: verb; require something for a purpose or wellbeing.

Step in the model	Language to connect with the real situation
Familiar starting meaning	help
Short connection to make the relationship audible	need help
Complete adult sentence; no repetition required	I need help with my shoe.
Another natural adult model for a suitable context	We need a towel for your hands.

Make the meaning visible. Use need when assistance or an ordinary care item is genuinely required. Show the problem and the useful response close together.

Keep the boundary clear. Do not turn basic needs into bargaining opportunities. Adult sentences can model the distinction between a wish and a practical requirement.

Carry the relationship into another moment. After handwashing, explain why a towel is needed and hand it over promptly.

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39. see

Meaning for the adult: verb; notice with the eyes.

Step in the model	Language to connect with the real situation
Familiar starting meaning	bird
Short connection to make the relationship audible	see bird
Complete adult sentence; no repetition required	I can see a bird.
Another natural adult model for a suitable context	Can you see your book?

Make the meaning visible. At a window, comment on something the child has already noticed. Follow their interest rather than testing whether they can locate your chosen item.

Keep the boundary clear. See describes noticing; look invites directing attention. Keep those meanings linked to a real shared view.

Carry the relationship into another moment. While reading, comment that you can see a familiar animal in the picture and allow pointing as participation.

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40. look

Meaning for the adult: verb; direct visual attention.

Step in the model	Language to connect with the real situation
Familiar starting meaning	dog
Short connection to make the relationship audible	look, dog
Complete adult sentence; no repetition required	Look at the dog in the picture.
Another natural adult model for a suitable context	I am looking at your tower.

Make the meaning visible. Bring a board book into a comfortable shared position. If the child turns towards it, describe what both of you are attending to.

Keep the boundary clear. Never force eye contact or turn the child's face. Shared attention can include looking at the same object without looking at each other.

Carry the relationship into another moment. Notice the child's own construction and comment on it before inviting them to look at something else.

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Try the relationship in real life

Use a passing game with a large ball. An adult says, I give the ball to you, and passes it gently. If the child offers it back, describe their action. If they keep it, describe holding or rolling instead. The activity still supplies meaningful language because the adult follows what actually happens.

For a home-language bridge, caregivers can use the equivalent familiar action words naturally in their own speech. They do not need to translate every sentence twice in rapid succession. A tutor can ask which routines and words are already comfortable, then model a small number of English relationships in the same familiar activities.

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Daily care offers repeated contexts without adding a separate lesson. Eating, drinking, washing, dressing and resting already happen. The adult can attach language to one visible step at a time. We wash our hands names a shared action. Your hands are wet describes the result. Here is your towel links the next useful object with the person who needs it.

Keep care responsive. A meal is not a speech exercise that must be completed before the child can eat. A drink is not a reward for saying drink. Dressing should not be slowed into a frustrating sequence of demands. A useful model may take only a moment: name the action, provide the care, and allow the child to join through their usual means.

Motor actions such as sit and stand are included for listening and description. A child can learn about an adult standing even if they are not independently standing themselves. Language understanding and motor ability should not be confused. Demonstrate with yourself, a toy or a picture rather than placing the child's body into a position to prove that the word is understood.

Stop is useful in play, but recognition of the word does not make a toddler safe near roads, water, stairs or other hazards. Adults maintain barriers, proximity and direct supervision. The language lesson can show a toy car stopping on a mat. Real-world protection remains an adult responsibility regardless of how confidently the child repeats or appears to understand a word.

No.	Word	Adult meaning and first sense
41	eat	verb; take food into the mouth and consume it
42	drink	verb; take liquid into the mouth
43	wash	verb; clean with water, usually with an appropriate cleaning agent
44	wipe	verb; clean or dry by moving a cloth across a surface
45	wear	verb; have clothing or an accessory on the body
46	sit	verb; rest with the body supported on a seat or floor
47	stand	verb; be upright supported on the feet
48	sleep	verb; be in a state of rest with reduced awareness
49	wake	verb; stop sleeping or become alert
50	stop	verb; cease an action or movement

41. eat

Meaning for the adult: verb; take food into the mouth and consume it.

Step in the model	Language to connect with the real situation
Familiar starting meaning	banana
Short connection to make the relationship audible	eat banana
Complete adult sentence; no repetition required	I am eating my banana.
Another natural adult model for a suitable context	You can eat your snack.

Make the meaning visible. Model the word during a normal seated meal using food prepared in the child's usual safe way. Your own eating makes the action visible without extra instruction.

Keep the boundary clear. This is language modelling, not feeding advice or pressure to take another bite. Stop when the child indicates they are finished.

Carry the relationship into another moment. Use a picture of a familiar animal eating, clearly distinguishing the picture from the child's own meal.

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42. drink

Meaning for the adult: verb; take liquid into the mouth.

Step in the model	Language to connect with the real situation
Familiar starting meaning	water
Short connection to make the relationship audible	drink water
Complete adult sentence; no repetition required	I am drinking water.
Another natural adult model for a suitable context	You can drink from your cup.

Make the meaning visible. Name drinking during the child's ordinary cup routine. Show your own cup as well so the action is heard with different people.

Keep the boundary clear. Keep usual feeding guidance and supervision. Never withhold a drink while waiting for an imitation or use unsuitable amounts for practice.

Carry the relationship into another moment. Describe a story character drinking from a cup, then revisit the word naturally at the next drink.

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43. wash

Meaning for the adult: verb; clean with water, usually with an appropriate cleaning agent.

Step in the model	Language to connect with the real situation
Familiar starting meaning	hands
Short connection to make the relationship audible	wash hands
Complete adult sentence; no repetition required	We wash our hands.
Another natural adult model for a suitable context	I am washing the cup.

Make the meaning visible. During assisted handwashing, narrate one step at a time. Let water, adult help and the familiar routine carry the meaning.

Keep the boundary clear. A child can watch or participate with assistance. Do not expect independent hygiene because the child understands the verb.

Carry the relationship into another moment. Wash an adult-handled toy according to its care instructions and talk about the same cleaning action.

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44. wipe

Meaning for the adult: verb; clean or dry by moving a cloth across a surface.

Step in the model	Language to connect with the real situation
Familiar starting meaning	table
Short connection to make the relationship audible	wipe table
Complete adult sentence; no repetition required	I will wipe the table.
Another natural adult model for a suitable context	We can wipe your hands.

Make the meaning visible. Use a clean damp cloth on a low table after an ordinary spill. Let the child observe or help with a suitable cloth while you stay close.

Keep the boundary clear. Wiping and washing are related but different actions. Show the cloth moving across the surface rather than explaining both at length.

Carry the relationship into another moment. Wipe a washable toy with the adult handling any cleaning products; keep products outside the activity.

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45. wear

Meaning for the adult: verb; have clothing or an accessory on the body.

Step in the model	Language to connect with the real situation
Familiar starting meaning	hat
Short connection to make the relationship audible	wear hat
Complete adult sentence; no repetition required	You are wearing your hat.
Another natural adult model for a suitable context	I am wearing my shoes.

Make the meaning visible. Comment on clothing already worn during a normal outing preparation. Touch or point to your own garment if the child prefers not to be touched.

Keep the boundary clear. Wear describes the state of having clothing on. Put on describes the action that creates that state.

Carry the relationship into another moment. Look at a familiar photograph and describe what someone is wearing without asking the child to identify every garment.

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46. sit

Meaning for the adult: verb; rest with the body supported on a seat or floor.

Step in the model	Language to connect with the real situation
Familiar starting meaning	Daddy
Short connection to make the relationship audible	Daddy sit
Complete adult sentence; no repetition required	Daddy is sitting on the mat.
Another natural adult model for a suitable context	We can sit beside the book basket.

Make the meaning visible. Sit alongside the child on a safe floor space and comment on the position. Use the adult as the demonstration instead of insisting the child stay still.

Keep the boundary clear. Understanding sit is separate from complying with every request to sit. Movement and comfort can change the child's response.

Carry the relationship into another moment. Describe a seated story character and compare with your own position during shared reading.

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47. stand

Meaning for the adult: verb; be upright supported on the feet.

Step in the model	Language to connect with the real situation
Familiar starting meaning	Mummy
Short connection to make the relationship audible	Mummy stand
Complete adult sentence; no repetition required	Mummy is standing by the door.
Another natural adult model for a suitable context	I can stand beside the chair.

Make the meaning visible. Describe an adult standing visibly nearby. The child can observe the posture whether or not they are independently standing yet.

Keep the boundary clear. A vocabulary activity must not become a motor milestone test. Do not pull the child upright to demonstrate understanding.

Carry the relationship into another moment. Use a toy person positioned upright, then point out an adult standing in a familiar photograph.

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48. sleep

Meaning for the adult: verb; be in a state of rest with reduced awareness.

Step in the model	Language to connect with the real situation
Familiar starting meaning	bear
Short connection to make the relationship audible	bear sleep
Complete adult sentence; no repetition required	The bear is sleeping.
Another natural adult model for a suitable context	It is time for us to sleep.

Make the meaning visible. Settle a soft toy during quiet pretend play and lower your voice comfortably. Link the word with rest without requiring the child to become sleepy.

Keep the boundary clear. Pretend sleeping is play; it does not prove that a child understands sleep routines or should settle on command.

Carry the relationship into another moment. Read a picture of a resting animal before the child's usual bedtime routine, keeping familiar care unchanged.

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49. wake

Meaning for the adult: verb; stop sleeping or become alert.

Step in the model	Language to connect with the real situation
Familiar starting meaning	Daddy
Short connection to make the relationship audible	Daddy wake
Complete adult sentence; no repetition required	Daddy is awake now.
Another natural adult model for a suitable context	The bear will wake up.

Make the meaning visible. During pretend play, let a toy rest and then sit it upright. Describe the change from sleeping to waking, using a calm voice.

Keep the boundary clear. Do not wake a sleeping person for language practice. The adjective awake in the full model is related to the verb wake.

Carry the relationship into another moment. Talk about waking after the child naturally finishes a nap and is ready for interaction.

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50. stop

Meaning for the adult: verb; cease an action or movement.

Step in the model	Language to connect with the real situation
Familiar starting meaning	car
Short connection to make the relationship audible	car stop
Complete adult sentence; no repetition required	The toy car can stop here.
Another natural adult model for a suitable context	We stop beside the door.

Make the meaning visible. Move a large toy car slowly, then halt it at an obvious point. Pair the word with the visible pause during friendly play.

Keep the boundary clear. A toddler's recognition of stop is not a safety system. Adults remain responsible for barriers, supervision and physical protection.

Carry the relationship into another moment. Use stop during a familiar movement song, keeping the pause brief and allowing the child to continue moving if needed.

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Try the relationship in real life

At handwashing, use three short comments across the routine rather than one long instruction: We wash our hands. Your hands are wet. Here is the towel. On another day, add dry after the towel has done its job. The adult's sequence is predictable, while the child's participation can vary with comfort and ability.

For caregivers coordinating across settings, share the familiar care words and the actual response. A note saying reaches for towel after washing is useful. A note saying knows hygiene is too broad. The narrower observation helps another adult support the same routine without expecting independent care or a spoken sentence.

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Play actions make relationships visible. Opening changes access to a container. Rolling changes where a ball is. Turning changes a page or direction. Finding changes an object's status from not located to located. These are rich opportunities because the adult can speak just before, during or after a change the child can observe.

Use materials the child already handles comfortably. Large balls, board books, soft toys, short cloths and wide empty containers can support many examples when they are appropriate for the individual child and closely supervised. There is no need for a special vocabulary kit. Avoid small loose parts, long cords, heavy lids and objects that create trapping or choking risks.

The same action may appear with different objects. Open a book, then open a lightweight container. Roll a ball, then observe another safe rolling object. Transfer becomes useful when the action remains recognisable while the object changes. If the new material creates a completely different challenge, return to a familiar example and reduce the number of changes.

Play also reveals when an adult model no longer fits. If the child pushes the bus instead of rolling the ball, describe pushing. If they hug the bear instead of finding it, acknowledge the hug. Following the child's contribution protects the meaning of the words. A planned card is a resource for the adult, not a script that the child must obey.

No.	Word	Adult meaning and first sense
51	open	verb; move a closure so the inside becomes accessible
52	close	verb; move a closure to cover or shut an opening
53	push	verb; apply force away from oneself or in a forward direction
54	pull	verb; draw something towards oneself or along behind
55	roll	verb; move by turning over and over
56	turn	verb; change direction or move something around
57	drop	verb; let something fall from the hand or support
58	pick	verb; choose, or lift when used in pick up
59	hold	verb; keep something supported in the hands or arms
60	find	verb; discover the location of something

51. open

Meaning for the adult: verb; move a closure so the inside becomes accessible.

Step in the model	Language to connect with the real situation
Familiar starting meaning	box
Short connection to make the relationship audible	open box
Complete adult sentence; no repetition required	Please open the box.
Another natural adult model for a suitable context	I can open this book.

Make the meaning visible. Use a lightweight container with an easy lid and no trapping mechanism. Open it slowly while showing what changes.

Keep the boundary clear. Open can also describe a state. Begin with the action, and avoid doors or lids that can trap fingers.

Carry the relationship into another moment. Open a board book together and show that the same verb can apply to a different kind of object.

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52. close

Meaning for the adult: verb; move a closure to cover or shut an opening.

Step in the model	Language to connect with the real situation
Familiar starting meaning	book
Short connection to make the relationship audible	close book
Complete adult sentence; no repetition required	We can close the book.
Another natural adult model for a suitable context	I will close the toy box.

Make the meaning visible. At a natural end to reading, bring the covers together gently and narrate closing. Let the child keep reading if they are still engaged.

Keep the boundary clear. Closing a book should not cut off a child's communication. Use safe hinges and keep small fingers clear.

Carry the relationship into another moment. Close a lightweight empty container with adult help after exploring what is inside.

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53. push

Meaning for the adult: verb; apply force away from oneself or in a forward direction.

Step in the model	Language to connect with the real situation
Familiar starting meaning	bus
Short connection to make the relationship audible	push bus
Complete adult sentence; no repetition required	I can push the toy bus.
Another natural adult model for a suitable context	You are pushing the large block.

Make the meaning visible. Place a sturdy large toy on a clear floor and move it away with your hand. Describe the direction and action while it is visible.

Keep the boundary clear. Push is not permission to push people. Use objects intended for the activity and remain near the child.

Carry the relationship into another moment. Push a soft cushion a short distance across the mat and compare its movement with the toy bus.

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54. pull

Meaning for the adult: verb; draw something towards oneself or along behind.

Step in the model	Language to connect with the real situation
Familiar starting meaning	cloth
Short connection to make the relationship audible	pull cloth
Complete adult sentence; no repetition required	I can pull the cloth towards me.
Another natural adult model for a suitable context	You are pulling the soft toy closer.

Make the meaning visible. Use a short loose cloth already on a mat, without cords or loops. Draw it towards your body while naming the action.

Keep the boundary clear. Avoid tugging games involving the child's body, clothing or long strings. Pull should be demonstrated with a safe object.

Carry the relationship into another moment. Pull a large book gently towards you across a clear table while keeping it away from the edge.

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55. roll

Meaning for the adult: verb; move by turning over and over.

Step in the model	Language to connect with the real situation
Familiar starting meaning	ball
Short connection to make the relationship audible	roll ball
Complete adult sentence; no repetition required	Please roll the ball to me.
Another natural adult model for a suitable context	The ball is rolling slowly.

Make the meaning visible. Sit nearby on the floor and send a large ball towards the child's space. Let returning it, watching or reaching all count as joining.

Keep the boundary clear. Roll differs from throw. Keep the ball on the floor so the movement itself explains the chosen verb.

Carry the relationship into another moment. Roll a large soft cylindrical cushion under adult control to show that the action is not exclusive to balls.

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56. turn

Meaning for the adult: verb; change direction or move something around.

Step in the model	Language to connect with the real situation
Familiar starting meaning	page
Short connection to make the relationship audible	turn page
Complete adult sentence; no repetition required	I will turn the page.
Another natural adult model for a suitable context	The toy bus can turn here.

Make the meaning visible. Use a thick board-book page and move it slowly from one side to the other. Let the child help only when the action is comfortable.

Keep the boundary clear. Turn has several meanings. Begin with one visible action and avoid introducing taking turns as though it were the same physical movement.

Carry the relationship into another moment. Guide a toy bus around a broad bend and name the directional change in a later play session.

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57. drop

Meaning for the adult: verb; let something fall from the hand or support.

Step in the model	Language to connect with the real situation
Familiar starting meaning	cloth
Short connection to make the relationship audible	drop cloth
Complete adult sentence; no repetition required	I will drop the cloth onto the mat.
Another natural adult model for a suitable context	The soft toy dropped onto the floor.

Make the meaning visible. Let a soft washcloth fall a short distance onto a clear mat. Describe the release and landing rather than encouraging repeated throwing from a high chair.

Keep the boundary clear. Use soft objects close to the ground. A real accidental spill should be met with calm assistance, not a vocabulary quiz.

Carry the relationship into another moment. Notice a soft toy falling during ordinary play and briefly label what happened before helping retrieve it.

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58. pick

Meaning for the adult: verb; choose, or lift when used in pick up.

Step in the model	Language to connect with the real situation
Familiar starting meaning	book
Short connection to make the relationship audible	pick book
Complete adult sentence; no repetition required	You can pick a book.
Another natural adult model for a suitable context	I will pick up the soft toy.

Make the meaning visible. Offer two familiar board books and let a reach choose one. Name the selection, then later model pick up with a large toy.

Keep the boundary clear. Pick and pick up have related but distinct uses. Keep the chosen sense clear in each short exchange.

Carry the relationship into another moment. Invite a choice between two familiar songs represented by their books or usual gestures.

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59. hold

Meaning for the adult: verb; keep something supported in the hands or arms.

Step in the model	Language to connect with the real situation
Familiar starting meaning	cup
Short connection to make the relationship audible	hold cup
Complete adult sentence; no repetition required	I can hold the cup.
Another natural adult model for a suitable context	Please hold the book with me.

Make the meaning visible. Support a familiar cup or book together during its normal use. Comment on the support already happening instead of turning it into a grip exercise.

Keep the boundary clear. Adult help remains appropriate. Understanding hold does not mean an object can safely be carried independently.

Carry the relationship into another moment. Hold a soft toy together during a song and let the child release it whenever they wish.

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60. find

Meaning for the adult: verb; discover the location of something.

Step in the model	Language to connect with the real situation
Familiar starting meaning	bear
Short connection to make the relationship audible	find bear
Complete adult sentence; no repetition required	Let us find the bear.
Another natural adult model for a suitable context	I found your book beside the chair.

Make the meaning visible. Leave a familiar toy partly visible under a cloth. Search together briefly and celebrate the shared discovery rather than asking repeated questions.

Keep the boundary clear. Use an easy, short search. If the child loses interest, uncover the toy and supply the language yourself.

Carry the relationship into another moment. Look for a familiar cup in its usual place before a meal, keeping the search part of ordinary preparation.

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Try the relationship in real life

Try a book-and-box comparison. Open the book and look at a page, then close it when reading naturally ends. Later, open a safe empty box and explore it. You have reused open and close across two objects. Do not rush both activities into one sitting merely to demonstrate transfer.

For an educator, note the action that held attention and the support that helped. Perhaps a clear open hand supported give, or a wide basket made in easier to see. Share those concrete details. The next adult can recreate a comfortable starting point and then make one small change.

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Describing words add a property to a familiar object or event. A ball can be big; a cloth can be wet; a room can be quiet. The property should be available in the situation. Calling every toy big or every cheerful voice loud weakens the connection. Adults can choose one clear example and let ordinary experience do most of the explaining.

Many descriptions are relative. A book is small beside a much larger book, even though it is large beside a tiny picture of one. A voice can be quiet in one setting and still be noticeable in another. Begin with obvious contrasts, then let the child's experience broaden gradually. There is no need to demand sorting or comparison language from a one-year-old.

Sensory words require consent and care. Soft can be modelled while the adult touches a cloth; the child does not need to touch it. Loud can be discussed from a comfortable distance; no sudden noise demonstration is needed. Wet and dry can come from normal handwashing. Learning a word should not require tolerating an unpleasant sensation.

Hot is a particularly important adult boundary word. Demonstrate it through adult handling, distance, pictures and ordinary warnings. Do not invite the child to touch a hot object or assume that understanding hot removes danger. Gentle also depends on adult action: protect people, animals and objects with practical supervision rather than expecting a spoken word to control every movement.

No.	Word	Adult meaning and first sense
61	big	adjective; relatively large in size
62	small	adjective; relatively little in size
63	hot	adjective; high in temperature
64	cold	adjective; low in temperature
65	wet	adjective; covered with or containing moisture
66	dry	adjective; without noticeable surface moisture
67	soft	adjective; yielding gently to touch
68	loud	adjective; strong in sound volume
69	quiet	adjective; low in sound volume or with little noise
70	gentle	adjective; careful, mild and not rough

61. big

Meaning for the adult: adjective; relatively large in size.

Step in the model	Language to connect with the real situation
Familiar starting meaning	ball
Short connection to make the relationship audible	big ball
Complete adult sentence; no repetition required	This is a big ball.
Another natural adult model for a suitable context	The big bear is on the mat.

Make the meaning visible. Show two clearly different-sized safe balls side by side. Describe the larger one without asking the child to give a formal comparison.

Keep the boundary clear. Big depends on what is being compared. A ball can be big beside one object and small beside another.

Carry the relationship into another moment. Compare two cushions later, letting the new objects carry the same relative size idea.

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62. small

Meaning for the adult: adjective; relatively little in size.

Step in the model	Language to connect with the real situation
Familiar starting meaning	book
Short connection to make the relationship audible	small book
Complete adult sentence; no repetition required	This is the small book.
Another natural adult model for a suitable context	The small bear is inside the basket.

Make the meaning visible. Use a compact board book beside a larger one. Name the smaller book and show both together so the comparison is visible.

Keep the boundary clear. Small does not mean safe to mouth. Keep all demonstration objects suitable for the child's age and avoid tiny loose parts.

Carry the relationship into another moment. Compare pictures of a small animal and a large animal, while acknowledging that pictures can change apparent size.

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63. hot

Meaning for the adult: adjective; high in temperature.

Step in the model	Language to connect with the real situation
Familiar starting meaning	soup
Short connection to make the relationship audible	hot soup
Complete adult sentence; no repetition required	The soup is hot.
Another natural adult model for a suitable context	That hot cup stays with the adult.

Make the meaning visible. Model the word from a safe distance when an adult's drink or food is hot. Keep the item beyond the child's reach and explain that the adult handles it.

Keep the boundary clear. Never invite touching to learn hot. Understanding the word does not replace keeping heat sources inaccessible.

Carry the relationship into another moment. Point to a picture of a steaming meal in a book, connecting the warning word with a safe representation.

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64. cold

Meaning for the adult: adjective; low in temperature.

Step in the model	Language to connect with the real situation
Familiar starting meaning	water
Short connection to make the relationship audible	cold water
Complete adult sentence; no repetition required	The water feels cold.
Another natural adult model for a suitable context	My cup is cold on the outside.

Make the meaning visible. An adult can describe a cool cup from the child's normal routine. Any exploration should remain comfortable and supervised, without extreme temperatures.

Keep the boundary clear. Cold is a temperature description, not necessarily an illness word in this first lesson. Avoid ice pieces or exposure used merely for practice.

Carry the relationship into another moment. Talk about cool weather or an adult-held chilled container, without requiring the child to tolerate an uncomfortable sensation.

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65. wet

Meaning for the adult: adjective; covered with or containing moisture.

Step in the model	Language to connect with the real situation
Familiar starting meaning	cloth
Short connection to make the relationship audible	wet cloth
Complete adult sentence; no repetition required	This cloth is wet.
Another natural adult model for a suitable context	Your hands are wet after washing.

Make the meaning visible. Compare a damp washcloth with a dry one during a familiar care routine. Name the damp cloth while the child can see or comfortably touch it.

Keep the boundary clear. Use a little clean water and dry the floor promptly. A sensory activity must not create a slipping hazard.

Carry the relationship into another moment. Name wet hands after assisted handwashing, then show how a towel changes their state.

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66. dry

Meaning for the adult: adjective; without noticeable surface moisture.

Step in the model	Language to connect with the real situation
Familiar starting meaning	hands
Short connection to make the relationship audible	dry hands
Complete adult sentence; no repetition required	Your hands are dry now.
Another natural adult model for a suitable context	This towel is dry.

Make the meaning visible. After normal handwashing and drying, comment on the result. Show a dry cloth beside a damp cloth if the child is interested.

Keep the boundary clear. Dry can describe a state or an action. In this card the first sense is the resulting state.

Carry the relationship into another moment. Notice a dry patch on a washable toy after cleaning, linking the description with something beyond hands.

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67. soft

Meaning for the adult: adjective; yielding gently to touch.

Step in the model	Language to connect with the real situation
Familiar starting meaning	bear
Short connection to make the relationship audible	soft bear
Complete adult sentence; no repetition required	The bear feels soft.
Another natural adult model for a suitable context	This soft cloth is for your hands.

Make the meaning visible. Offer a familiar soft toy or cloth and let the child decide whether to explore it. Describe the texture without moving their hand onto it.

Keep the boundary clear. Children have different sensory preferences. Watching or declining touch still gives the adult a meaningful language moment.

Carry the relationship into another moment. Compare two comfortable familiar fabrics, using soft only where the description fits.

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68. loud

Meaning for the adult: adjective; strong in sound volume.

Step in the model	Language to connect with the real situation
Familiar starting meaning	drum
Short connection to make the relationship audible	loud drum
Complete adult sentence; no repetition required	That drum sounds loud.
Another natural adult model for a suitable context	The bus outside is loud.

Make the meaning visible. Comment on a naturally occurring sound at a comfortable distance. Use your normal voice and move away if the child seems uncomfortable.

Keep the boundary clear. Do not make sudden loud sounds to test understanding. Sound sensitivity deserves a practical response.

Carry the relationship into another moment. In a picture book, discuss a drum without producing the volume, then notice a comfortable real sound later.

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69. quiet

Meaning for the adult: adjective; low in sound volume or with little noise.

Step in the model	Language to connect with the real situation
Familiar starting meaning	voice
Short connection to make the relationship audible	quiet voice
Complete adult sentence; no repetition required	I am using a quiet voice.
Another natural adult model for a suitable context	The room is quiet now.

Make the meaning visible. Lower your own voice during a peaceful shared activity. Allow the child to hear the contrast without commanding silence.

Keep the boundary clear. Quiet does not mean a child must suppress excitement or distress. Respond to the reason for a sound.

Carry the relationship into another moment. After an outdoor noise passes, comment on the room becoming quiet again.

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70. gentle

Meaning for the adult: adjective; careful, mild and not rough.

Step in the model	Language to connect with the real situation
Familiar starting meaning	touch
Short connection to make the relationship audible	gentle touch
Complete adult sentence; no repetition required	I will use a gentle touch.
Another natural adult model for a suitable context	We can be gentle with the book.

Make the meaning visible. Demonstrate a light touch on your own arm or a soft toy. Let the child watch, then support safe handling if they choose to join.

Keep the boundary clear. Do not use the label gentle while forcing a child's hand. Adults protect people and animals rather than relying on a word alone.

Carry the relationship into another moment. Show gentle page turning with a board book, broadening the idea beyond touching a person.

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Try the relationship in real life

Place two familiar cushions beside each other if their sizes differ clearly. Describe the big cushion and the small cushion, then let the child choose how to play. Later, compare two books. The comparison changes objects while preserving the size relationship. If the sizes are nearly identical, choose a clearer example instead of repeating the labels more loudly.

For texture, offer a familiar soft cloth without moving it onto the child's skin. A look, reach or refusal all tell you something about participation. Name your own experience accurately, then continue the activity. The teaching goal belongs to the adult; the child's comfort remains part of the activity's success.

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Feeling and need words help adults make care more understandable. I feel tired and need a rest connects a state with a response. You seem sad that Daddy has gone acknowledges a possible feeling without pretending to read the child's mind. The language should support comfort, choice and understanding. It should not become a demand that the child label an emotion before receiving help.

Start with your own states or with feelings clearly established in a story. Adults can say they are thirsty before taking a drink or tired after a walk. When describing the child, use tentative language where appropriate: you seem, that may have felt, or I wonder whether. A smile, a cry or a movement can have more than one meaning.

Hungry and thirsty relate to different needs. Hurt and scared may require different practical responses even when both bring tears. The adult should attend to the situation rather than trying to force a choice between vocabulary labels. If there is an injury, possible illness or another concern, care and appropriate professional advice take precedence over teaching.

Ready, safe and calm are mainly adult models in many Age 1 exchanges. Ready describes preparation but does not erase the child's transition needs. Safe should be specific to a protected situation. Calm describes what an adult can offer through voice, pace and environment; it is not a command that makes distress disappear. These boundaries keep the language humane and accurate.

No.	Word	Adult meaning and first sense
71	happy	adjective; feeling pleased or joyful
72	sad	adjective; feeling unhappy or sorrowful
73	tired	adjective; needing rest
74	hungry	adjective; needing or wanting food
75	thirsty	adjective; needing or wanting a drink
76	hurt	verb or state word; experience pain or injury
77	scared	adjective; feeling afraid
78	safe	adjective; protected from danger in the stated situation
79	ready	adjective; prepared for the next activity
80	calm	adjective; settled or less agitated

71. happy

Meaning for the adult: adjective; feeling pleased or joyful.

Step in the model	Language to connect with the real situation
Familiar starting meaning	Daddy
Short connection to make the relationship audible	happy Daddy
Complete adult sentence; no repetition required	Daddy looks happy.
Another natural adult model for a suitable context	I feel happy when we read together.

Make the meaning visible. Name your own pleasure during a shared activity. If describing the child, use a tentative observation rather than claiming to know an inner state.

Keep the boundary clear. Smiling does not always prove happiness. Leave room for mixed feelings and avoid demanding a happy face.

Carry the relationship into another moment. Describe a clearly established happy moment in a story and connect it with your own experience.

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72. sad

Meaning for the adult: adjective; feeling unhappy or sorrowful.

Step in the model	Language to connect with the real situation
Familiar starting meaning	bear
Short connection to make the relationship audible	sad bear
Complete adult sentence; no repetition required	The bear feels sad in this story.
Another natural adult model for a suitable context	You seem sad that Daddy has gone.

Make the meaning visible. Use a simple story event, such as a toy missing a companion, and describe the feeling alongside comfort. Keep the emotional explanation brief.

Keep the boundary clear. Do not manufacture sadness for a lesson. A child's real distress calls for care before language expansion.

Carry the relationship into another moment. When a familiar story character is comforted, name both the feeling and the helpful response.

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73. tired

Meaning for the adult: adjective; needing rest.

Step in the model	Language to connect with the real situation
Familiar starting meaning	Mummy
Short connection to make the relationship audible	tired Mummy
Complete adult sentence; no repetition required	I feel tired and need a rest.
Another natural adult model for a suitable context	You seem tired after our walk.

Make the meaning visible. Model your own need for rest after an ordinary activity. Offer the child's usual quiet routine when their cues suggest fatigue.

Keep the boundary clear. Tiredness is not misbehaviour. Do not ask the child to prove the feeling by lying down or saying the word.

Carry the relationship into another moment. Let a toy rest after pretend play, then keep real sleep routines responsive to the child.

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74. hungry

Meaning for the adult: adjective; needing or wanting food.

Step in the model	Language to connect with the real situation
Familiar starting meaning	bear
Short connection to make the relationship audible	hungry bear
Complete adult sentence; no repetition required	The bear is hungry in the story.
Another natural adult model for a suitable context	I feel hungry before lunch.

Make the meaning visible. Name your own feeling before a normal meal or a fictional animal's situation. Observe the child's usual feeding cues without making assumptions from one gesture.

Keep the boundary clear. Do not delay food to create a stronger demonstration. The word belongs alongside ordinary responsive care.

Carry the relationship into another moment. Read about a familiar animal eating and identify the story's stated hunger rather than guessing from a picture alone.

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75. thirsty

Meaning for the adult: adjective; needing or wanting a drink.

Step in the model	Language to connect with the real situation
Familiar starting meaning	Daddy
Short connection to make the relationship audible	thirsty Daddy
Complete adult sentence; no repetition required	I feel thirsty and want water.
Another natural adult model for a suitable context	The thirsty bear has a drink.

Make the meaning visible. Model the relationship between your own feeling and drinking during an ordinary routine. Provide the child with their usual access and help.

Keep the boundary clear. Thirsty is not interchangeable with hungry. Never restrict fluids to make a language contrast more obvious.

Carry the relationship into another moment. Use a pretend animal and a large toy cup in play, keeping real drinking separate from pretend materials.

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76. hurt

Meaning for the adult: verb or state word; experience pain or injury.

Step in the model	Language to connect with the real situation
Familiar starting meaning	knee
Short connection to make the relationship audible	knee hurts
Complete adult sentence; no repetition required	My knee hurts.
Another natural adult model for a suitable context	Tell me or show me where it hurts.

Make the meaning visible. If a real small bump happens, comfort and assess the child first. Supply a simple word for pain only when it helps their communication.

Keep the boundary clear. Do not turn an injury into practice or assume pain severity from speech. Seek appropriate medical help when needed.

Carry the relationship into another moment. Use a story about a character receiving care, without staging an injury or asking the child to pretend distress.

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77. scared

Meaning for the adult: adjective; feeling afraid.

Step in the model	Language to connect with the real situation
Familiar starting meaning	bear
Short connection to make the relationship audible	scared bear
Complete adult sentence; no repetition required	The bear feels scared in the story.
Another natural adult model for a suitable context	That sound seemed to scare you.

Make the meaning visible. When an unexpected sound startles the child, move close and offer reassurance. Name the possible feeling gently, allowing the child's response to guide you.

Keep the boundary clear. Do not create fear to teach the word. Avoid insisting that a harmless object must feel safe to the child.

Carry the relationship into another moment. Discuss a clearly described fear in a familiar story and show the caring adult or companion who helps.

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78. safe

Meaning for the adult: adjective; protected from danger in the stated situation.

Step in the model	Language to connect with the real situation
Familiar starting meaning	here
Short connection to make the relationship audible	safe here
Complete adult sentence; no repetition required	You are safe here with me.
Another natural adult model for a suitable context	The toy is in a safe place.

Make the meaning visible. Use the word while providing real reassurance in a controlled familiar setting. Adult action, such as moving away from a hazard, gives the statement meaning.

Keep the boundary clear. Safe is not a blanket promise that nothing can happen. Keep the situation specific and maintain active supervision.

Carry the relationship into another moment. During tidy-up, describe storing a toy where people will not trip over it, explaining the practical reason to adults.

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79. ready

Meaning for the adult: adjective; prepared for the next activity.

Step in the model	Language to connect with the real situation
Familiar starting meaning	book
Short connection to make the relationship audible	ready, book
Complete adult sentence; no repetition required	We are ready to read the book.
Another natural adult model for a suitable context	Your bag is ready by the door.

Make the meaning visible. Show the visible preparation for a familiar activity: a book, a comfortable spot and an available adult. Then begin when the child is interested.

Keep the boundary clear. Adult readiness does not guarantee child readiness. Pause or change course if the child needs care or transition time.

Carry the relationship into another moment. Before a walk, describe the bag being ready while you finish the actual safety and care preparations.

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80. calm

Meaning for the adult: adjective; settled or less agitated.

Step in the model	Language to connect with the real situation
Familiar starting meaning	voice
Short connection to make the relationship audible	calm voice
Complete adult sentence; no repetition required	I will use a calm voice.
Another natural adult model for a suitable context	We can have a calm moment together.

Make the meaning visible. Model a slower voice and less rushed movement during a quiet shared pause. The word describes what the adult offers, not a command to stop feeling.

Keep the boundary clear. Saying calm repeatedly does not regulate a distressed child. Comfort, space, predictability and appropriate support come first.

Carry the relationship into another moment. Name a peaceful scene in a book after the child has settled, rather than adding language demands during distress.

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Try the relationship in real life

Use a familiar story with a clearly described feeling. Name the character, state the feeling in one sentence, and show the caring response in the story. The child can point, listen, turn the page or move away. You do not need to ask how the character feels on every page.

For a caregiver handover, describe the situation and what helped. For example, the loud delivery noise startled the child; moving to the quieter room and sitting together helped them settle. That note supports future care more effectively than a label such as difficult or oversensitive. Vocabulary can make a response clearer without turning a child into a category.

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Small grammar words often carry relationships that cannot be shown with a picture alone. A and the help identify nouns in context. Is, are and am help build accurate present-tense models. Can introduces possibility, ability or permission depending on the sentence. Do helps form some questions and negatives. Not changes whether a statement is true. And and with connect ideas in different ways.

These words belong primarily inside adult sentences. A one-year-old does not need to recite them, identify their word classes or complete written gaps. The adult can keep the sentence accurate while making the event clear. If the child says bear soft, replying The bear is soft supplies an accessible model without making the child's message unacceptable.

Keep natural grammar intact. I am, you are and the bear is are not interchangeable. A ball and an apple use different articles because of the following sound. The is useful when the object is already identified in the conversation. Adults who want a rule can read the notes, but the spoken exchange should remain ordinary rather than sounding like a grammar lesson.

Some of these words have several functions. With can describe company or a tool. Can can describe what is possible or what is permitted. Do can be an action verb or a helper. Begin with the sense shown in the card, and let a later clear situation introduce another use. A broad dictionary definition is less useful here than one accurate model anchored to an event.

No.	Word	Adult meaning and first sense
81	a	article; introduces one unspecified countable thing
82	the	article; points to a thing understood in context
83	is	verb form; links a singular subject with a state or ongoing action
84	are	verb form; used with you, we, they and plural subjects
85	am	verb form; used with I in a present statement
86	can	modal verb; ability, possibility or permission in context
87	do	verb; perform an action, or help form questions and negatives
88	not	negative word; marks that something is untrue or excluded
89	and	conjunction; joins related words or ideas
90	with	preposition; together with, accompanied by, or using

81. a

Meaning for the adult: article; introduces one unspecified countable thing.

Step in the model	Language to connect with the real situation
Familiar starting meaning	ball
Short connection to make the relationship audible	a ball
Complete adult sentence; no repetition required	I have a ball.
Another natural adult model for a suitable context	Here is a book.

Make the meaning visible. Show one familiar ball and name it in a short ordinary sentence. Keep the small article attached naturally to the noun rather than drilling its isolated sound.

Keep the boundary clear. A is used before many consonant sounds; an is needed in examples such as an apple. Do not teach a as a universal prefix.

Carry the relationship into another moment. Introduce a spoon or a hat in a later routine while keeping the complete adult sentence natural.

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82. the

Meaning for the adult: article; points to a thing understood in context.

Step in the model	Language to connect with the real situation
Familiar starting meaning	ball
Short connection to make the relationship audible	the ball
Complete adult sentence; no repetition required	The ball is in the box.
Another natural adult model for a suitable context	Please pass me the book beside you.

Make the meaning visible. First introduce one ball, then refer to the same ball with the. The shared object makes the shift from introduction to reference visible.

Keep the boundary clear. The does not mean one in every context. Avoid definitions that will later conflict with plural nouns or shared knowledge.

Carry the relationship into another moment. After choosing a book together, call it the book while putting it in the bag.

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83. is

Meaning for the adult: verb form; links a singular subject with a state or ongoing action.

Step in the model	Language to connect with the real situation
Familiar starting meaning	bear
Short connection to make the relationship audible	bear is
Complete adult sentence; no repetition required	The bear is soft.
Another natural adult model for a suitable context	The ball is rolling.

Make the meaning visible. Use a familiar toy as the subject and supply a complete short description. Let is be heard inside the sentence rather than as an unexplained sound.

Keep the boundary clear. A child's bear soft is an understandable early combination. Model the complete sentence without demanding repair.

Carry the relationship into another moment. Use is with a moving toy later, letting the child hear both a state and an ongoing action.

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84. are

Meaning for the adult: verb form; used with you, we, they and plural subjects.

Step in the model	Language to connect with the real situation
Familiar starting meaning	hands
Short connection to make the relationship audible	hands are
Complete adult sentence; no repetition required	Your hands are wet.
Another natural adult model for a suitable context	We are sitting on the mat.

Make the meaning visible. Describe both hands after washing, then use are for a shared action. Adults keep agreement accurate while the child attends to the event.

Keep the boundary clear. Are is not selected only because there are many people: you are also uses it for one listener.

Carry the relationship into another moment. Comment on two shoes by the door, then on what you and the child are doing together.

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85. am

Meaning for the adult: verb form; used with I in a present statement.

Step in the model	Language to connect with the real situation
Familiar starting meaning	I
Short connection to make the relationship audible	I am
Complete adult sentence; no repetition required	I am here beside you.
Another natural adult model for a suitable context	I am holding your towel.

Make the meaning visible. Describe your own current position or action, using I am together. Keep the statement relevant to the child's attention.

Keep the boundary clear. Am belongs with I in these models. Avoid asking a toddler to fill grammar gaps as a test.

Carry the relationship into another moment. Let another familiar adult describe themselves with I am while doing something visible.

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86. can

Meaning for the adult: modal verb; ability, possibility or permission in context.

Step in the model	Language to connect with the real situation
Familiar starting meaning	roll
Short connection to make the relationship audible	can roll
Complete adult sentence; no repetition required	I can roll the ball.
Another natural adult model for a suitable context	We can read this book together.

Make the meaning visible. Demonstrate a simple action you can actually do, such as rolling a ball. Offer an invitation for the child to join without requiring the same performance.

Keep the boundary clear. Can has several uses. Start with visible possibility or an invitation and avoid confusing ability with permission in a single explanation.

Carry the relationship into another moment. Use can during shared book choice to offer an available activity rather than promise a developmental result.

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87. do

Meaning for the adult: verb; perform an action, or help form questions and negatives.

Step in the model	Language to connect with the real situation
Familiar starting meaning	wash
Short connection to make the relationship audible	do you
Complete adult sentence; no repetition required	Do you want your towel?
Another natural adult model for a suitable context	I do not want that book.

Make the meaning visible. Use do naturally in a genuine question about the child's preference. Accept a gesture as the answer and let the question lead to a real response.

Keep the boundary clear. Do is often a helper word with little concrete meaning on its own. It is adult language exposure rather than an isolated vocabulary test.

Carry the relationship into another moment. Ask another adult a real do you question during a shared routine so the child hears a natural exchange.

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88. not

Meaning for the adult: negative word; marks that something is untrue or excluded.

Step in the model	Language to connect with the real situation
Familiar starting meaning	mine
Short connection to make the relationship audible	not mine
Complete adult sentence; no repetition required	That cup is not mine.
Another natural adult model for a suitable context	I do not want the banana.

Make the meaning visible. Use two familiar cups and describe which belongs to you. Let the visible contrast carry the negative meaning.

Keep the boundary clear. Not differs from no in sentence structure. Do not label early no cup as wrong when its communicative purpose is clear.

Carry the relationship into another moment. During dressing, describe a clearly different adult shoe as not the child's shoe, then supply the correct one.

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89. and

Meaning for the adult: conjunction; joins related words or ideas.

Step in the model	Language to connect with the real situation
Familiar starting meaning	Mummy, Daddy
Short connection to make the relationship audible	Mummy and Daddy
Complete adult sentence; no repetition required	Mummy and Daddy are here.
Another natural adult model for a suitable context	I have a cup and a spoon.

Make the meaning visible. Show two familiar objects or name two people who are actually present. Say the joined phrase smoothly while indicating each part.

Keep the boundary clear. And joins; it does not automatically explain cause, order or contrast. Keep the initial relationship simple.

Carry the relationship into another moment. At book time, describe a bear and a bus in one picture, then comment on each separately.

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90. with

Meaning for the adult: preposition; together with, accompanied by, or using.

Step in the model	Language to connect with the real situation
Familiar starting meaning	Daddy
Short connection to make the relationship audible	with Daddy
Complete adult sentence; no repetition required	I am reading with Daddy.
Another natural adult model for a suitable context	We can wipe the table with a cloth.

Make the meaning visible. Read alongside a familiar adult and name the companionship. Later, show a cloth being used to wipe, clearly anchoring the different sense.

Keep the boundary clear. With has more than one relationship. Begin with togetherness before introducing a tool, rather than treating every use as identical.

Carry the relationship into another moment. During a family song, describe who is singing with whom while everyone remains free to join or listen.

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Try the relationship in real life

Choose one real event and say a complete sentence about it: The ball is rolling. Later, describe a state: The bear is soft. Both use is, but the child is attending to a meaningful scene. There is no need to isolate is and ask for repetition. The connection comes from hearing the word perform its job repeatedly in ordinary speech.

For adults reviewing a model, ask whether the sentence is accurate, brief enough for the moment and faithful to the child's meaning. If all three are true, continue the interaction. A grammar-perfect sentence that contradicts a refusal is less helpful than a short accurate acknowledgement of what the child is communicating.

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This final group extends relationships without making them a new performance target. To identifies a destination or recipient in the first examples. For identifies an intended user or purpose. At anchors a location or focus. This and that identify objects from a viewpoint. One, all and another help describe quantities or selections. Now and then connect events with time and order.

Begin with visible references. A ball passed to Daddy shows a recipient. A towel offered for the child shows an intended user. A book in your hand can be this book, while a clearly indicated book farther away can be that book. Pointing and shared attention make the language more informative. Remove visual clutter before adding a longer sentence.

Quantity words do not automatically demonstrate mathematical understanding. A child saying one may be using a familiar expression rather than counting. All refers to the set currently meant, not every object everywhere. Another can offer an extra item or a different one. Adults can keep the example concrete and avoid turning an ordinary choice into a counting test.

Sequence words deserve especially light expectations at Age 1. Now can describe the current event. Then can be heard while an adult narrates two familiar steps close together. Understanding an abstract future, following an independent multi-step direction and hearing a two-step adult model are different things. Use the model to make the routine predictable rather than to demand a new level of compliance.

No.	Word	Adult meaning and first sense
91	to	preposition or verb marker; direction towards a recipient or place in these examples
92	for	preposition; intended recipient or purpose
93	at	preposition; indicates a particular place, point or focus
94	this	determiner or pronoun; indicates something near the speaker or currently selected
95	that	determiner or pronoun; indicates something identified, often farther away
96	one	number word or pronoun; a single item, or a substitute for a named item
97	all	quantity word; the whole group or amount in context
98	another	determiner or pronoun; one more or a different additional item
99	now	adverb; at the present time
100	then	adverb; next in a sequence or at a later time

91. to

Meaning for the adult: preposition or verb marker; direction towards a recipient or place in these examples.

Step in the model	Language to connect with the real situation
Familiar starting meaning	Daddy
Short connection to make the relationship audible	to Daddy
Complete adult sentence; no repetition required	Give the ball to Daddy.
Another natural adult model for a suitable context	We are going to the door.

Make the meaning visible. Pass a large ball to a clearly identified adult. Name the recipient before the transfer, then show where the object goes.

Keep the boundary clear. To also appears before verbs in phrases such as want to go. Keep the first demonstration about destination or recipient.

Carry the relationship into another moment. Move a toy bus to a marked place on the mat, using an obvious destination rather than a vague direction.

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92. for

Meaning for the adult: preposition; intended recipient or purpose.

Step in the model	Language to connect with the real situation
Familiar starting meaning	you
Short connection to make the relationship audible	for you
Complete adult sentence; no repetition required	This towel is for you.
Another natural adult model for a suitable context	The bag is for our books.

Make the meaning visible. Offer a care item that is genuinely intended for the child, then describe its purpose. The object and intended user should both be clear.

Keep the boundary clear. For does not always mean ownership. A shared towel may be offered for a task without becoming a permanent possession.

Carry the relationship into another moment. Pack books into a bag and explain the bag's purpose with another short adult sentence.

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93. at

Meaning for the adult: preposition; indicates a particular place, point or focus.

Step in the model	Language to connect with the real situation
Familiar starting meaning	door
Short connection to make the relationship audible	at door
Complete adult sentence; no repetition required	Daddy is at the door.
Another natural adult model for a suitable context	Look at the picture with me.

Make the meaning visible. Describe a familiar adult positioned by the door. Later, let at appear naturally in look at during book sharing.

Keep the boundary clear. At and in are not freely interchangeable. Use ordinary accurate sentences rather than forcing the word into every location.

Carry the relationship into another moment. Notice someone at a table in a picture while keeping the referent close and visible.

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94. this

Meaning for the adult: determiner or pronoun; indicates something near the speaker or currently selected.

Step in the model	Language to connect with the real situation
Familiar starting meaning	book
Short connection to make the relationship audible	this book
Complete adult sentence; no repetition required	This book has a bear in it.
Another natural adult model for a suitable context	I want this one.

Make the meaning visible. Hold one chosen board book and identify it with this. Let the gesture, position and chosen object agree.

Keep the boundary clear. This can refer to an event or idea later, but the first demonstration should use one clear nearby object.

Carry the relationship into another moment. Offer two familiar cups, then name the selected one as this cup from your own viewpoint.

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95. that

Meaning for the adult: determiner or pronoun; indicates something identified, often farther away.

Step in the model	Language to connect with the real situation
Familiar starting meaning	bus
Short connection to make the relationship audible	that bus
Complete adult sentence; no repetition required	That bus is going past.
Another natural adult model for a suitable context	Please pass me that book.

Make the meaning visible. From a safe window or pavement position, indicate a visible bus farther away. Make the reference clear without requiring the child to repeat the label.

Keep the boundary clear. That is not always about distance. Begin with a simple near-far contrast, then let ordinary uses broaden over time.

Carry the relationship into another moment. Point to a known book across the mat while holding another nearby, clarifying which one you mean.

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96. one

Meaning for the adult: number word or pronoun; a single item, or a substitute for a named item.

Step in the model	Language to connect with the real situation
Familiar starting meaning	cup
Short connection to make the relationship audible	one cup
Complete adult sentence; no repetition required	I have one cup.
Another natural adult model for a suitable context	You can choose this one.

Make the meaning visible. Show a single cup during a normal routine. If comparing it with two objects, keep the comparison brief and concrete.

Keep the boundary clear. Saying one is not evidence of counting knowledge. In this one, the word may stand for an object rather than count it.

Carry the relationship into another moment. Offer one board book at a time during tidy-up and describe the object without making a counting drill.

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97. all

Meaning for the adult: quantity word; the whole group or amount in context.

Step in the model	Language to connect with the real situation
Familiar starting meaning	books
Short connection to make the relationship audible	all books
Complete adult sentence; no repetition required	All the books are in the basket.
Another natural adult model for a suitable context	We are all here now.

Make the meaning visible. Gather a small familiar set of books into a basket and describe the completed group. Keep every referenced book visible or already established.

Keep the boundary clear. All depends on the group you mean. It need not mean every book in the house or world.

Carry the relationship into another moment. At a family gathering, use all only for the people actually included in the current conversation.

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98. another

Meaning for the adult: determiner or pronoun; one more or a different additional item.

Step in the model	Language to connect with the real situation
Familiar starting meaning	book
Short connection to make the relationship audible	another book
Complete adult sentence; no repetition required	We can read another book.
Another natural adult model for a suitable context	Here is another clean cloth.

Make the meaning visible. Finish or pause with one book, then offer a second if the child wants more reading. Let the new item be visibly distinct.

Keep the boundary clear. Another can mean an extra item or a different one. Honour a child's preference to repeat the same book instead.

Carry the relationship into another moment. Bring a second large block during play and describe it as another block without requiring a construction goal.

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99. now

Meaning for the adult: adverb; at the present time.

Step in the model	Language to connect with the real situation
Familiar starting meaning	wash
Short connection to make the relationship audible	wash now
Complete adult sentence; no repetition required	We are washing our hands now.
Another natural adult model for a suitable context	Daddy is here now.

Make the meaning visible. Comment on an activity already happening. Let now connect the words with the current event instead of using it only to hurry a transition.

Keep the boundary clear. Now should not become a pressure word. A child may need time or support before changing activities.

Carry the relationship into another moment. After an adult arrives, name their present location with now and compare with the earlier absence only briefly.

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100. then

Meaning for the adult: adverb; next in a sequence or at a later time.

Step in the model	Language to connect with the real situation
Familiar starting meaning	dry
Short connection to make the relationship audible	then dry
Complete adult sentence; no repetition required	We wash our hands and then dry them.
Another natural adult model for a suitable context	First we open the book, then we read.

Make the meaning visible. During a familiar routine, narrate two visible steps close together. Perform the first step before naming the next, keeping the sequence easy to follow.

Keep the boundary clear. Then is a later listening model within Age 1. Do not expect an abstract timeline or a two-step independent response from every child.

Carry the relationship into another moment. Use two pictures of your own familiar routine, then return to the actual actions so the order stays meaningful.

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Try the relationship in real life

During handwashing, narrate the first action while helping: We wash our hands. When it is complete, add, Then we dry them. Perform the next step immediately. The sequence is visible and familiar. On another occasion, use the same pattern with opening and reading a book, keeping the two events close together.

For transfer, choose one relationship at a time. After giving a ball to Daddy, pass a book to Grandma. After this book, use this cup. Keep the people or objects familiar enough that the new example still feels like ordinary life. The purpose is flexible meaning, not completing the last ten cards because they are at the end of the list.

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1. A morning greeting without a performance demand

Begin when the child notices the arriving adult. The adult says a familiar name and offers hello with a wave. If the child looks, smiles, leans towards the person or continues playing, the greeting can still be complete. The adult can sit nearby and join the activity rather than repeating say hello until the child performs.

Add a relationship only when it fits. Daddy is here connects the person with the present location. You are with Grandma names the child's current companion. If the arriving adult is about to leave again, explain the real sequence simply. Do not promise that someone is staying when they are not; accurate language supports predictability as well as vocabulary.

A useful changed case is a toy greeting during play. The toy bus arrives and receives hello, then moves away and receives bye. Keep the toy example playful and brief. Later, return to real people. A child who waves to the toy but not to an unfamiliar visitor is showing context-sensitive participation, not necessarily forgetting the word.

Adult review: Did the greeting lead into connection? Was the child given room to respond in their own way? Did the words match the actual arrival or departure? Choose one thing to keep next time, such as a clear wave or a familiar name, rather than adding more questions to the doorway routine.

2. A drink request with prompt care

Use the child's normal drinking routine and usual equipment. If they reach for their cup, name the cup or the request you understand. You might say water, more water, or You want your cup. Provide the ordinary drink and appropriate assistance. The language belongs beside care, so the child does not need to repeat a phrase before the adult responds.

Notice whether the message is actually a request. A child may push the cup away, point to a different cup or be asking for help with holding it. More is inaccurate if the child is finished. Help is inaccurate if they are rejecting the drink. Observe first, then choose a model that preserves the intention.

For a simple connection, contrast my cup and your cup while each person holds their own. For a later listening model, use Your cup is on the table. Only one of these needs adult attention at a time. A single care routine already contains object labels, ownership, position, actions and social turns; it does not need every possible lesson spoken aloud.

Adult review: Was the child comfortable, supported and able to stop? Did the model clarify the situation? Did you record an actual response rather than assume understanding from the routine? If the child simply drank and moved on, the useful language exposure can stand without a follow-up test.

3. A snack ending that gives no and done a purpose

Sit together within the child's usual meal routine and follow established care guidance. Model eat while describing your own action or the child's visible action. If the child turns away, pauses or communicates refusal, respond to the meaning. No banana or All done may be a useful short acknowledgement, followed by the ordinary next step.

Do not require an empty plate to make done true. The word describes the child's ending of the activity, not the adult's preferred quantity. Likewise, please does not need to be inserted before every request for food. Adults can model courtesy naturally while keeping basic care available and the interaction responsive.

A changed case can happen with a book later. When the child closes it and moves away, say done with the book. The same ending word now applies beyond food. If they return to the book, you can say again or read again. These are meaningful changes in intention rather than contradictions that need correcting.

Adult review: Did the language help the child end an activity? Did the adult distinguish refusal of one item from ending the whole meal? Did the child have an acceptable nonverbal way to communicate? The answers help choose the next model more usefully than counting how many times done was repeated.

4. Handwashing as a visible sequence

Provide the child's usual close assistance at a safe washing place. Use one comment for the action: We wash our hands. After washing, describe wet hands. Offer the towel and, when drying is finished, describe dry hands. The words follow the sequence instead of arriving as a long instruction the child must remember.

If the child dislikes a sensation, respond practically. Adjust the activity according to normal care needs and the child's comfort rather than increasing the language demand. Wet and dry can also be modelled through a damp cloth and a dry cloth away from the sink. Participation should not depend on tolerating a sensory experience for a lesson.

For transfer, wash a suitable adult-handled object according to its care instructions, then describe the result. Keep cleaning products inaccessible and outside the child's role. The word wash can travel to the new object while the adult continues to manage safety and the actual cleaning task.

Adult review: Were the steps visible and close together? Did a gesture or physical assistance support the response? Could another caregiver understand the routine from a short note? A precise handover might say reaches towards towel after assisted washing, rather than understands three-step instructions.

5. Dressing with ownership and action words

Choose one part of dressing that is usually comfortable. Offer the child's hat and say your hat. Describe putting it on, then the resulting state of wearing it. At a later natural moment, describe taking it off. The same familiar object supports a relationship, an action and a state across ordinary care.

If dressing becomes uncomfortable, solve the care problem first. A sleeve may catch, a fabric may irritate or the child may need a pause. Help can name assistance without suggesting that the child should struggle longer to create a teaching opportunity. The adult can say I will help and act promptly.

A simple changed case uses your own hat or shoe. Hold it and say my hat, then identify the child's item with your. Keep both items visible. There is no need to ask whose repeatedly. The adult's accurate perspective supplies a model even when the child does not use a possessive word.

Adult review: Did the words fit the actual garment and person? Was on used for wearing, and out reserved for removal from a container? Did the child's refusal or discomfort receive a practical response? The best next step may be a shorter sentence and more help, not a harder vocabulary target.

6. Ball play with movement, location and repetition

Sit close on a clear floor with a large suitable ball. Roll it slowly towards the child's space. Name roll while the movement is visible. If the child invites another turn, model again or more. If they keep the ball, describe holding it rather than requiring a return before play can continue.

Introduce a wide empty box when the child is interested. Put the ball in and name the position. Take it out and name the change. Later, rest the ball on a stable surface and use on. Avoid changing the ball, box, people and location all at once; one visible difference makes the new relationship easier for the adult to model clearly.

For a complete sentence, choose one accurate description: The ball is in the box, or I can roll the ball to you. Say it once in a natural voice. A child's point towards the box or movement towards the ball can be answered without demanding the same sentence. The activity should remain an exchange around a shared object.

Adult review: Did each word line up with a visible event? Did the child have a turn that could change the activity? Did the adult accept done when interest moved elsewhere? If the child enjoyed only watching, that can still be a useful listening context rather than a failed play lesson.

7. Board-book sharing that follows the child's page

Choose a familiar board book and a comfortable shared position. Let the child hold it, point, turn thick pages or listen according to interest and ability. Name what they notice. If they touch the bear, say bear or The bear is soft if the picture or story supports that description. Avoid reading a property into an image when it is not established.

Use action words as they happen: open, turn, look and close. A short comment can be enough. If the child wants the same page, again is more accurate than insisting on progressing through the whole book. If they close it, done can honour that decision. Reading is a shared relationship, not a page-completion task.

For a connecting model, place the book beside the child and describe here or this book. If another book is clearly farther away, that book may fit. The physical scene makes the reference clear. Longer adult sentences can appear naturally, but there is no need to explain the grammar or ask for a repeated full sentence.

Adult review: Did you comment more than you tested? Did the child's interest influence the next page or topic? Were any feelings described in the story actually stated or clearly established? A small amount of accurate shared talk can be more useful than a long sequence of naming questions.

8. Tidy-up with containers and recipients

Choose a small, manageable part of ordinary tidy-up. An adult can put a large soft toy in a basket while narrating. Invite the child to join, but do not equate following a tidy-up request with understanding every word. They may be tired, still playing or unsure about the transition. Adult help keeps the routine moving without turning it into a test.

Use put with a clear destination: Put the bear in the basket. If the instruction is too much for the moment, demonstrate and shorten your commentary. The adult's full model can remain accurate while a gesture clarifies where the object goes. Avoid vague put it there when several objects and locations are competing for attention.

For a recipient relationship, pass one book to another familiar adult and say to Daddy or to Grandma. For a quantity relationship, describe all the books only when the relevant small set has been established. All does not need to include every book in the home. Context supplies the boundary of the claim.

Adult review: Was the destination visible? Was the task small enough to remain ordinary and cooperative? Did the child have help with the transition? A useful next plan might be to keep the same basket and change only the toy, preserving a familiar relationship while broadening the vocabulary context.

9. A walk with shared attention and adult protection

On an ordinary accompanied walk, describe what the child notices: a bus, a tree, a person arriving or a sound nearby. Use brief comments that fit the current view. I can see a bus or That bus is going past can connect a familiar noun with an action and reference. The adult continues to manage all road and environmental safety.

Here and there can be shown with clear gestures from a safe position. Loud may describe a passing vehicle at a comfortable distance; if the child is startled, move away and offer reassurance. Do not create exposure to noise, traffic or crowds for the sake of a vocabulary contrast. The outing remains a real activity with care needs.

For sequence, now can describe the present: We are at the door now. Then can appear in a simple adult explanation of a familiar next step. Avoid expecting a child to hold a long route plan in mind. Language can make transitions more predictable while physical support and close supervision do the practical work.

Adult review: Did the commentary follow the child's attention? Did you reduce language when the environment became busy? Did a safety word remain an adult model rather than a substitute for protection? A successful outing may include very little speech if the child needed quiet observation or comfort.

10. A quiet ending with feelings and predictable care

At the end of an active period, notice the child's usual cues and offer their familiar quieter routine. You can model tired through your own state or tentatively describe theirs. A short sentence such as You seem tired; I am here can be enough. The purpose is reassurance, not getting the child to identify the correct feeling label.

Use calm to describe what you are offering: a calm voice, slower movement or a quieter space. Avoid repeating be calm as though the word itself resolves distress. If the child is upset, practical support comes first. A later settled moment can provide space to name what happened in one simple sentence.

During pretend play, a bear can sleep and wake, but real rest should not be interrupted for demonstration. A story may show a character feeling sad and then receiving comfort. Keep fictional examples clearly within the story and avoid manufacturing fear, separation or frustration to make an emotion word more vivid.

Adult review: Did the words help the child feel accompanied? Did you leave room for a feeling you could not confidently identify? Did the routine end when the child needed less interaction? The next useful step may be to repeat the same reassuring phrase in the same familiar context, rather than add another word.

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Repair case 1

When a child says ball in, the adult first checks the scene. If the ball is in the box, a useful response is The ball is in the box. If the ball is on the lid, say The ball is on the box. The repair belongs mainly to the adult's interpretation and model. The child's short message can remain a successful attempt to communicate.

Repair case 2

When a child says no cup, do not automatically recast it as I want the cup. They may be refusing the cup, rejecting that particular cup or commenting that the cup is absent. Look at the context and offer a small clarification if needed: Not this cup? Their gesture can answer. The useful model depends on the intended meaning, not simply the words heard.

Repair case 3

When a child points and says more, identify what should continue. If the song has just ended, You want the song again may fit. If the child is reaching towards water, More water may fit. If several activities are possible, show a genuine choice. Avoid treating more as an automatic request for whatever the adult happens to be holding.

Repair case 4

When a child says mine about a shared toy, acknowledge the immediate claim without turning the moment into a moral lesson. You have the ball can describe the present fact. Adults can support boundaries and later turn-taking according to the situation. A possessive word is useful communication even when the social negotiation needs adult help.

Repair case 5

When a child repeats you while referring to themselves, the shifting reference may be part of the difficulty. Model from a clear perspective: I am holding my cup, while holding your own. When addressing the child, say You have your cup. Use names when needed. Avoid a rapid correction sequence in which the referent changes with every adult prompt.

Repair case 6

When a child gives no response to get the book, consider the whole context. Is the book visible? Is the child occupied? Did the adult use a familiar word? Is the request relevant? Demonstrate fetching and continue naturally. One uncompleted instruction does not establish a language deficit, and repeated louder requests do not clarify an unfamiliar relationship.

Repair case 7

When a child understands a routine but seems unsure elsewhere, preserve one familiar feature. If in is clear with a bear and basket, keep the bear while changing the container. Later, keep the container and change the object. Transfer can be gradual. There is no need to remove all contextual support to make a lesson seem more advanced.

Repair case 8

When a child repeats a complete adult sentence, enjoy the participation but do not assume every component is independently understood. Look for spontaneous use, flexible meaning and participation across ordinary contexts over time. Equally, a child who does not repeat may still be listening or understanding. Immediate imitation is only one kind of observation.

Repair case 9

When adults disagree about whether a word counts, return to description. Instead of arguing that the child knows help, write what happened: brought the box, looked at the adult, made a sound, and accepted assistance after the adult said help open. That record is useful to another caregiver without pretending to be a formal assessment.

Repair case 10

When a plan creates stress, reduce the plan. Choose one pleasant routine and one useful relationship. Stop counting repetitions. Keep responding to the child's communication. If a concern about development remains, seek appropriate professional advice separately rather than increasing home practice until the child produces the desired result.

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A parent, caregiver or tutor can use the same words while respecting different roles. The family supplies knowledge of familiar routines, names, preferences and languages. An educator can contribute a clear activity and careful observation. Neither needs to turn a one-year-old's day into a school timetable. The useful shared plan is small enough to fit normal care and flexible enough to change with the child.

Begin a handover with the current communication function. For example: asks for another turn by reaching towards the ball. Then name the adult model: more ball or roll again. Add the response that worked: adult rolled promptly and child watched with interest. This is more actionable than saying vocabulary needs improvement. It identifies a real exchange and the next adult's useful contribution.

Record the support honestly. A model accompanied by pointing, an open hand or a familiar object is supported communication. That support is not a flaw; it is part of the activity. The note simply should not claim that the child independently followed a spoken instruction if the adult also demonstrated the action. Clear records protect against inflated expectations across settings.

Choose a small shared set for adult consistency. One week might focus on help, more and done in routines that already occur. Another might highlight in and out during container play. This is a focus for adults noticing opportunities, not a restriction on the language spoken around the child. Caregivers should still talk naturally and answer whatever the child communicates.

Use the family's familiar names and home-language expressions. An educator can ask how a child usually requests help or ends an activity, then recognise those signals in the setting. A child should not lose access to assistance because a new adult expects a different English phrase. English modelling can grow alongside recognition of the child's existing communication.

Avoid public charts comparing children. If notes are useful, keep them private and proportionate. Share practical observations with the relevant caregivers rather than broad labels with a large audience. A child may communicate differently with a familiar grandparent, a new tutor or a busy group. Context belongs in the interpretation, especially when an adult is tempted to rank progress.

For a brief review, ask what became easier in real life. Was the child's refusal recognised sooner? Did a familiar gesture reliably bring help? Did an adult use a clearer location word? Did book sharing become more comfortable? These changes matter even when the spoken word count has not visibly changed. The guide's purpose is usable communication, not a collection total.

If a family wants help interpreting developmental concerns, direct that conversation to qualified professionals. An educator can share factual observations and support access to advice. This article and its word list cannot determine hearing status, diagnose a communication condition or prescribe therapy. A teaching framework becomes more trustworthy when its boundaries are explicit.

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Age 1 is the beginning of this series, not a deadline for the 100 words. The next age article should revisit familiar meaning and extend the relationships the child is actually using. Some children will still benefit from listening and gesture-supported models. Others may be combining words more often. A birthday changes the article label; the child's present communication determines the useful starting point.

A sensible progression changes one demand at a time. A familiar object can appear in a new location. A familiar action can have a new recipient. A short request can receive a slightly fuller adult response. Later, several relationships may sit in one sentence. The adult should preserve meaning while extending the structure, rather than adding length simply because a sentence can be made longer.

The Base Essential series and the Connecting Fence series have different jobs. Base words establish useful people, objects, actions and needs. Connecting words show how those meanings relate. An expanding vocabulary of labels and an expanding ability to combine meanings can support each other, but neither should be reduced to a race through lists. Return to the base whenever the familiar meaning is uncertain.

For future ages, the same editorial principle can guide the series: retain the useful base, introduce a new relationship, show the boundary, practise in a meaningful activity and transfer to another context. Later articles can support more independent sentence construction, explanation and written language when appropriate. Those future demands should not be imported into the Age 1 activities.

Readiness is observed in participation, not certified by finishing this page. A child may bring an object for help, use a consistent sound, follow a familiar relationship with support or spontaneously combine two meanings. These observations help adults choose a response. They are not a substitute for published developmental guidance or individual professional assessment when concerns arise.

Do not pre-teach every future age in one sitting. The value of a series is that adults can return when the child's needs change. For now, choose a familiar routine, offer an accurate model and answer the child's contribution. That small exchange is the bridge between a vocabulary list and language that does useful work in a relationship.

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Must my one-year-old say all 100 words?

No. This is a bank of words for adult modelling across the Age 1 period, including words that may remain mainly in adult sentences. It is not a developmental checklist, a minimum score or a birthday requirement. Choose examples that fit the child's current interests and communication.

Are the full sentences targets for the child?

The complete sentences are adult models. A child may participate through a gesture, sound, familiar word or short combination. Respond to the meaning and provide natural language without requiring an immediate repeated sentence. Some models deliberately show grammar beyond the child's current independent use.

What does Connecting Fence add to Base Essential words?

It adds relationships. A familiar ball can be linked with a location, an owner, an action, a recipient or a request for another turn. The adult chooses one meaningful addition and demonstrates it in a real situation. The term describes this teaching sequence, not a clinical language stage.

Does connecting mean words such as and and because?

And is included, but the idea is broader. In links an object to a location; my links an object with the speaker; give introduces a transfer; more requests continuation or quantity. Because can wait for a more suitable context in later teaching. A one-year-old does not need a list of formal conjunctions.

Should I ask the child to repeat every word?

No. Natural modelling, shared activity and responsive turns are enough for these examples. A brief invitation can be offered when it fits, but repetition should not be a condition for food, water, comfort, help or ordinary play. Let the child contribute in their current way.

How many words should we practise each day?

There is no required daily number in this guide. Adults may choose two or three words as a reminder to notice opportunities, while continuing to speak naturally. A short useful exchange can be enough. The child does not need a scheduled lesson or a daily completion target.

Can we use home languages alongside English?

Yes. Use the languages in which your family communicates comfortably and recognise the child's existing words and gestures. The English examples can sit alongside familiar home-language interaction. Do not interpret this list as a reason to remove a language or ignore a meaningful response in another language.

What if the child says a short form such as bear box?

First work out the intended meaning from the scene. If the bear is inside, reply with The bear is in the box. If it is on the lid, use on. The adult supplies an accurate expansion while continuing the interaction. The short form can still be a successful message.

What if the child does not follow a request?

Consider attention, comfort, visibility, familiarity and the support given. Demonstrate the action and continue naturally if that helps. A single uncompleted request does not identify the cause. If you have ongoing concerns about communication or hearing, discuss them with a qualified professional rather than relying on this list.

Should a tutor run a formal vocabulary lesson at Age 1?

This guide is better used to support caregivers and ordinary play than to create an academic lesson for a toddler. An early-years educator can model language, observe carefully and coordinate familiar routines with the family. The child's comfort, care and interests should shape participation.

How do I know whether a word is understood?

Record what happened, including the situation and adult support. Looking towards a named object, moving it into a container or requesting assistance can provide useful observations in context. Avoid turning one supported response into a broad claim of mastery. Understanding is better considered across ordinary experiences over time.

When should I seek advice?

If you are concerned about communication, hearing, or a loss of previously used skills, speak with a qualified healthcare professional. The source links below organise developmental information by age range. This article supplies teaching examples and cannot screen, diagnose or replace an individual assessment.

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The 100-word selection, scenarios, sentence ladders and caregiver activities in this article are original teaching choices. They are not presented as a list validated by a professional association, and no source is claimed to endorse the Fencing sequence. The developmental resources linked here serve the separate purpose of helping adults understand age-range guidance and locate appropriate advice.

For developmental context, consult the American Speech-Language-Hearing Association resources for 13–18 months and 19–24 months. Those are separate age ranges within and around the broad Age 1 period used by this series. Read their full guidance and qualifications directly. Do not infer that every word, sentence or activity in this article is expected within either range.

The eduKate kindergarten vocabulary sample is for an older educational context. It is linked as a later reference for adults, not as a task list for a one-year-old. The Connecting Fence Age 1 article has its own narrower job: helping adults connect familiar meanings inside responsive everyday communication.

ASHA: Communication Milestones, 13–18 Months — read the age-range guidance and its qualifications directly.

ASHA: Communication Milestones, 19–24 Months — a separate developmental reference, rather than validation of this word selection.

eduKate: Top 200 Vocabulary Words for Kindergarten — an older-age reference for later use.

Published 25 October 2026. Series position: Connecting Fence, Age 1. Ages 2–12 continue separately as the series develops; this page contains only Age 1.

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Continue exploring the series

Open the complete Children’s Vocabulary Ages 1–12 series hub · Vocabulary Learning System.

Age 1: Everyday Age 1 · Base Age 1 · Connecting Age 1 (this guide) · Maximum Age 1

Age 2: Everyday Age 2 · Base Age 2 · Connecting Age 2 · Maximum Age 2

Age 3: Everyday Age 3 · Base Age 3 · Connecting Age 3 · Maximum Age 3

Age 4: Base Age 4 · Connecting Age 4