Kindergarten Classroom Vocabulary | 100 Words for Directions & Help

Kindergarten classroom vocabulary becomes useful when a child can understand a direction, ask what a direction means, request help, take a turn and tell an adult when something is unclear. This Top 100 Vocabulary List for Kindergarten focuses on classroom words for following instructions and asking for help: practical language such as listen, wait, open, place, first, repeat, help, example, partner, try, safe and finish. Each word is taught as part of a communication job rather than as a spelling test.

Parents and teachers searching for classroom words for kindergarten, following instructions vocabulary, kindergarten direction words, classroom language or phrases for asking for help often find lists of objects or worksheet commands. This guide has a narrower purpose. It teaches the language that lets a learner participate: understand what action is being requested, identify where or when it should happen, clarify uncertainty, ask for support and recover after a mistake. A child may show understanding by speaking, pointing, signing, choosing, acting or using an established communication system.

The 100 words below are not a universal kindergarten readiness test, a behaviour chart or a requirement that every child follow multi-step spoken directions independently. Research and practitioner guidance on early vocabulary emphasise repeated exposure, child-friendly explanations and opportunities to use words in meaningful contexts; guidance on following directions also supports short, clear instructions and checking understanding rather than simply repeating longer language. The article therefore uses small demonstrations, contrastive examples and supported classroom routines. Continue to the Kindergarten Oral Language Vocabulary flagship for the broader 100-word system.

What this classroom collection owns

The flagship kindergarten page owns broad oral-language meaning and use across belonging, conversation, actions, description, feelings, position, time, comparison, discovery and reasoning. This page owns a different practical problem: how classroom language works when somebody has to understand an instruction, carry out a task, ask for clarification or request help. That boundary matters because a learner can know many nouns and still become stuck when the task language is unfamiliar.

Existing eduKate pages on school readiness, four- and five-year-old vocabulary, general parent teaching and the site’s broad Top 200 Kindergarten list keep their existing jobs. This page does not replace them and does not claim that its 100 words are the world’s most frequent classroom words. “Top 100” is the collection format: a curated teaching set selected for the communication job described in the title.

Start with the message, not the performance

Before correcting grammar or pronunciation, ask what the learner is trying to understand or communicate. A child who points to the correct box after hearing “Put the card inside” has demonstrated relevant meaning even without repeating the sentence. A child who says “Help this” while pointing accurately has communicated a help request that can be expanded naturally: “Can you help me with this part?” Preserve the successful message, then model a fuller form.

Do not turn eye contact, speed, sitting still, accent or a particular response mode into extra vocabulary tests. A learner may need more processing time, a visual schedule, a gesture, a home-language explanation, a communication device or a quieter position. These supports change the conditions of the task; they do not make the meaning less real.

The 100-word index

Attention and listening

These words help a child orient to a speaker, pause, notice information and prepare to act. They are not obedience labels. A child may need a shorter direction, visual support, more processing time or a quieter setting before the language becomes usable.

001. listen

Child-friendly meaning: pay attention to sounds or spoken words. Classroom example: Listen to the first direction before you begin.

Meaning fence: Compare listen with hear. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Play a two-choice listening game: say one short direction, then ask the child to show which action was requested. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move listen into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

002. look

Child-friendly meaning: direct your eyes toward something. Classroom example: Look at the picture beside the door.

Meaning fence: Compare look with stare. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use two visible objects and ask the learner to look at one, then explain what detail helped them find it. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move look into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

003. watch

Child-friendly meaning: look carefully as something happens. Classroom example: Watch how I fold the paper.

Meaning fence: Compare watch with look. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Model one safe action, then invite the child to tell or show what happened first. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move watch into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

004. wait

Child-friendly meaning: stay until it is time to act. Classroom example: Wait until your name is called.

Meaning fence: Compare wait with stop. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Practise waiting for a natural cue such as a timer, a partner’s turn or the end of a sentence. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move wait into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

005. stop

Child-friendly meaning: end an action. Classroom example: Stop drawing when the timer rings.

Meaning fence: Compare stop with pause. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use stop only in a safe, clear context and distinguish it from a brief pause. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move stop into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

006. start

Child-friendly meaning: begin an action. Classroom example: Start with the blue card.

Meaning fence: Compare start with continue. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Offer two materials and ask which one the learner should start with. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move start into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

007. ready

Child-friendly meaning: prepared to begin. Classroom example: I am ready for the story.

Meaning fence: Compare ready with finished. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Let the learner show readiness in a comfortable way: words, gesture, materials prepared or another established signal. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move ready into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

008. focus

Child-friendly meaning: give attention to one thing for a time. Classroom example: Focus on the two shapes we need to match.

Meaning fence: Compare focus with notice. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Reduce competing materials, then ask what the child is focusing on and why. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move focus into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

009. notice

Child-friendly meaning: become aware of something. Classroom example: Notice the small mark beside the number.

Meaning fence: Compare notice with look. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Ask for one detail the learner noticed without turning the activity into a test of eye contact. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move notice into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

010. check

Child-friendly meaning: look again to see whether something is correct or complete. Classroom example: Check that both pieces are inside the box.

Meaning fence: Compare check with guess. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Give a finished model and ask the child to check one feature against it. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move check into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

Attention and listening: workshop

Build a short role-play using five words from this group. Maren’s organising question is: What does the other person need to understand? Iona’s meaning question is: Which word fits the evidence in front of us, and which nearby word would change the instruction? Leonie’s execution question is: What is the smallest next step the learner can attempt successfully? These fictional guides separate message, meaning and manageable practice so the adult does not respond to every difficulty by simply repeating the full instruction more loudly.

Run the workshop once with visible objects and once with a small change. Keep the action safe and ordinary. After the first round, ask the learner to become the director: they choose a word and give you a direction or request. Intentionally make one reasonable mistake so the learner can clarify it. This role reversal shows whether the vocabulary can be used to control another person’s action rather than only recognised in adult speech.

Record four things, not a score: the direction or request, the learner’s response, the support that was available and the next useful variation. A note such as “followed before correctly with two picture cards; needed gesture support when the cards changed; next time keep the cards visible but remove the gesture” is more actionable than “good at directions”.

Movement and position

Classroom directions often combine an action with a place. These words help children understand where to move, where to put themselves and how to follow a route without relying on pointing alone.

011. sit

Child-friendly meaning: rest your body on a seat or surface. Classroom example: Sit on the chair beside your partner.

Meaning fence: Compare sit with stand. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use a choice between sitting and standing; do not treat either posture as a measure of attention. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move sit into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

012. stand

Child-friendly meaning: be upright on your feet or use another supported upright position. Classroom example: Stand beside the table if that is comfortable for you.

Meaning fence: Compare stand with sit. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Model the word without requiring a particular body posture from a learner who needs an alternative position. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move stand into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

013. line up

Child-friendly meaning: form a line with other people. Classroom example: Line up behind the red marker.

Meaning fence: Compare line up with crowd. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use floor markers or pictures to make the order visible. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move line up into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

014. walk

Child-friendly meaning: move on foot at an ordinary pace. Classroom example: Walk to the reading corner.

Meaning fence: Compare walk with run. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Contrast a safe walking pace with a faster movement in an imagined example. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move walk into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

015. turn

Child-friendly meaning: change the direction you face or move. Classroom example: Turn toward the shelf.

Meaning fence: Compare turn with spin. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use a toy figure to demonstrate a quarter-turn and a full spin. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move turn into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

016. move

Child-friendly meaning: change position. Classroom example: Move the card closer to the box.

Meaning fence: Compare move with stay. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Ask the learner to move one object while leaving another in place. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move move into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

017. come

Child-friendly meaning: move toward the speaker or named place. Classroom example: Come to the table when you are ready.

Meaning fence: Compare come with go. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use toy figures to show come versus go from different viewpoints. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move come into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

018. go

Child-friendly meaning: move away or travel to another place. Classroom example: Go to the sink after painting.

Meaning fence: Compare go with come. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Give a route with a visible destination and ask the child to repeat the destination. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move go into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

019. inside

Child-friendly meaning: in the inner part of something. Classroom example: Put the blocks inside the basket.

Meaning fence: Compare inside with outside. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use one object inside and one outside; let the child point before requiring speech. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move inside into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

020. outside

Child-friendly meaning: not inside a place or container. Classroom example: Leave the wet shoes outside the classroom.

Meaning fence: Compare outside with inside. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Change only the location of one object so the contrast remains clear. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move outside into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

Movement and position: workshop

Handling materials

These verbs turn classroom objects into meaningful actions. They help a learner understand what to do with a book, card, container or shared material without requiring a long explanation.

021. open

Child-friendly meaning: move something so the inside can be reached or seen. Classroom example: Open the book to the marked page.

Meaning fence: Compare open with close. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use a book or container that is safe and easy to operate. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move open into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

022. close

Child-friendly meaning: move something into a shut position. Classroom example: Close the box when the pieces are inside.

Meaning fence: Compare close with open. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Ask the learner to explain whether the object is fully closed or still partly open. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move close into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

023. hold

Child-friendly meaning: keep something in your hand or supported position. Classroom example: Hold the card where your partner can see it.

Meaning fence: Compare hold with drop. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use a light object and practise holding without demanding a specific grip. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move hold into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

024. carry

Child-friendly meaning: take something while moving. Classroom example: Carry the tray with both hands if that is safe for you.

Meaning fence: Compare carry with drag. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Choose a light classroom object and discuss when carrying is appropriate. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move carry into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

025. put

Child-friendly meaning: move something to a place. Classroom example: Put the pencil beside the paper.

Meaning fence: Compare put with take. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Give a one-step direction with a visible destination. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move put into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

026. place

Child-friendly meaning: put something carefully in a particular position. Classroom example: Place the card under the picture.

Meaning fence: Compare place with throw. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Compare place with a faster or less controlled action. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move place into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

027. pick up

Child-friendly meaning: lift something from a surface. Classroom example: Pick up the two counters from the floor.

Meaning fence: Compare pick up with put down. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use only objects that are safe for the learner to handle. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move pick up into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

028. give

Child-friendly meaning: hand or provide something to another person. Classroom example: Give the blue marker to your partner.

Meaning fence: Compare give with take. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Role-play a simple exchange using two learners or toys. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move give into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

029. take

Child-friendly meaning: receive or move something with you. Classroom example: Take one sheet from the pile.

Meaning fence: Compare take with give. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Contrast taking one shared item with taking the whole pile. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move take into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

Child-friendly meaning: let another person use or have part of something. Classroom example: Share the crayons so both of you can draw.

Meaning fence: Compare share with keep. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Practise a situation where sharing is appropriate and one where a personal item does not have to be shared. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move share into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

Handling materials: workshop

Task actions

These are common action words in early classroom tasks. The article teaches the action meaning rather than treating the printed word as a sight-word test.

031. draw

Child-friendly meaning: make a picture or line. Classroom example: Draw a small circle above the house.

Meaning fence: Compare draw with write. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Let the learner draw a response even if independent writing is still developing. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move draw into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

032. write

Child-friendly meaning: make letters, words or symbols in a conventional form. Classroom example: Write your name if that is part of your current learning.

Meaning fence: Compare write with draw. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Adults can scribe a child’s words when handwriting is not the lesson. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move write into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

033. trace

Child-friendly meaning: follow an existing line or shape. Classroom example: Trace the path with your finger first.

Meaning fence: Compare trace with draw. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use finger tracing or another accessible method before pencil control is expected. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move trace into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

034. circle

Child-friendly meaning: draw a round line around something. Classroom example: Circle the picture that shows a full cup.

Meaning fence: Compare circle with colour. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Demonstrate on a spare example instead of completing the learner’s answer. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move circle into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

035. match

Child-friendly meaning: find things that belong together by a stated rule. Classroom example: Match each lid to the correct container.

Meaning fence: Compare match with same. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Ask what rule makes the pair a match. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move match into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

036. sort

Child-friendly meaning: put things into groups using a rule. Classroom example: Sort the buttons by size.

Meaning fence: Compare sort with match. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Change the sorting rule so the learner sees that the same objects can be grouped differently. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move sort into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

037. count

Child-friendly meaning: say or determine how many items there are. Classroom example: Count the three red blocks.

Meaning fence: Compare count with name. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Move each counted item or point once to support one-to-one correspondence where appropriate. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move count into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

038. colour

Child-friendly meaning: add colour to a picture or area. Classroom example: Colour the largest shape green.

Meaning fence: Compare colour with draw. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Check that the language target is size or colour rather than neatness. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move colour into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

039. cut

Child-friendly meaning: divide material using a safe cutting tool. Classroom example: Cut along the thick line with adult-approved scissors.

Meaning fence: Compare cut with tear. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Adults select safe tools and supervise; an alternative response can be used when cutting is not suitable. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move cut into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

040. glue

Child-friendly meaning: attach things using glue. Classroom example: Glue the label below the picture.

Meaning fence: Compare glue with place. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use a small safe amount and distinguish placing an item from attaching it. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move glue into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

Task actions: workshop

Sequence and time

A child can understand every action word and still miss a direction when the order is unclear. These words make sequence, repetition and completion visible.

041. first

Child-friendly meaning: before the other named steps. Classroom example: First, choose a book.

Meaning fence: Compare first with next. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use a two-picture sequence and ask which event happens first. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move first into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

042. next

Child-friendly meaning: immediately after the current step in a sequence. Classroom example: Next, open to the marked page.

Meaning fence: Compare next with last. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Move cards into order and change one card to test understanding. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move next into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

043. then

Child-friendly meaning: after the action just mentioned. Classroom example: Put away the blocks, then wash your hands.

Meaning fence: Compare then with because. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Contrast sequence with cause: then tells order, because tells reason. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move then into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

044. last

Child-friendly meaning: at the end of a sequence. Classroom example: Last, check your picture.

Meaning fence: Compare last with first. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Ask the learner to retell a three-step routine using first and last. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move last into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

045. before

Child-friendly meaning: earlier than another event. Classroom example: Wash your hands before snack.

Meaning fence: Compare before with after. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use two event cards and swap their order. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move before into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

046. after

Child-friendly meaning: later than another event. Classroom example: Put the brushes away after painting.

Meaning fence: Compare after with before. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Ask the learner what changes if the events are reversed. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move after into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

047. again

Child-friendly meaning: one more time. Classroom example: Please say the last word again.

Meaning fence: Compare again with next. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use again for repetition, not merely for moving on. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move again into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

048. finish

Child-friendly meaning: complete a task or reach its intended end. Classroom example: Finish the last two pieces, then tell me you are done.

Meaning fence: Compare finish with stop. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Distinguish finishing from stopping early. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move finish into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

049. soon

Child-friendly meaning: after a short but not exact amount of time. Classroom example: We will tidy up soon.

Meaning fence: Compare soon with now. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Explain that soon is approximate and can be supported with a visible schedule. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move soon into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

050. later

Child-friendly meaning: at a time after now. Classroom example: We can return to the puzzle later.

Meaning fence: Compare later with never. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use the class schedule to show later without promising an exact minute unless one is known. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move later into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

Sequence and time: workshop

Clarification and asking for help

Help-seeking is a classroom language skill, not evidence of weakness. These words give a child ways to signal uncertainty, request information and keep participating.

051. help

Child-friendly meaning: support that makes a task easier or possible. Classroom example: Can you help me with this part?

Meaning fence: Compare help with answer. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Practise asking for the kind of help needed rather than demanding the final answer. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move help into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

052. ask

Child-friendly meaning: say or communicate a question or request. Classroom example: Ask if you need the direction again.

Meaning fence: Compare ask with tell. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Let the learner ask by speech, sign, gesture, device or another established communication system. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move ask into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

053. explain

Child-friendly meaning: make an idea or direction clearer. Classroom example: Can you explain what ‘match’ means?

Meaning fence: Compare explain with repeat. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Contrast explaining with simply saying the same words again. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move explain into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

054. show

Child-friendly meaning: demonstrate or make something visible. Classroom example: Can you show me where to start?

Meaning fence: Compare show with do for. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: An adult can model one example without completing the learner’s whole task. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move show into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

055. repeat

Child-friendly meaning: say or do something again. Classroom example: Please repeat the second step.

Meaning fence: Compare repeat with explain. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Practise a polite request for repetition in a noisy or busy setting. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move repeat into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

056. understand

Child-friendly meaning: know what something means or what to do. Classroom example: I understand the first step.

Meaning fence: Compare understand with remember. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Let the learner show understanding by acting, choosing or explaining. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move understand into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

057. confused

Child-friendly meaning: not clear about what something means or what to do. Classroom example: I am confused about which card comes next.

Meaning fence: Compare confused with wrong. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Normalise the word as information about the task, not a label for the child. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move confused into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

058. unsure

Child-friendly meaning: not certain. Classroom example: I am unsure where this piece belongs.

Meaning fence: Compare unsure with confused. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Offer a choice such as ‘Are you unsure about the word or the place?’ Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move unsure into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

059. example

Child-friendly meaning: one case that shows how something works. Classroom example: Can I see an example of matching?

Meaning fence: Compare example with answer. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use an example that demonstrates the process without revealing every response. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move example into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

060. question

Child-friendly meaning: something asked to get information. Classroom example: I have a question about the last step.

Meaning fence: Compare question with problem. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Practise asking one clear classroom question and waiting for a response. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move question into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

Clarification and asking for help: workshop

Polite participation and turn-taking

These words support shared activity. They should not be used to force scripted politeness; the goal is clear, respectful participation that a child can adapt to the relationship and context.

061. please

Child-friendly meaning: a word often used to make a request polite. Classroom example: Please pass the blue pencil.

Meaning fence: Compare please with thank you. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Model natural requests without requiring a performance after every small exchange. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move please into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

062. thank you

Child-friendly meaning: words used to express thanks. Classroom example: Thank you for showing me the example.

Meaning fence: Compare thank you with please. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Allow culturally natural ways of showing appreciation as well as the phrase. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move thank you into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

063. excuse me

Child-friendly meaning: a polite way to get attention or respond to a small interruption. Classroom example: Excuse me, I have a question.

Meaning fence: Compare excuse me with sorry. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Role-play getting attention without shouting across a group. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move excuse me into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

064. sorry

Child-friendly meaning: a word used to express regret or apology. Classroom example: I’m sorry I knocked your blocks over.

Meaning fence: Compare sorry with excuse me. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Connect apology to repair rather than requiring the word as an empty ritual. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move sorry into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

065. turn

Child-friendly meaning: a person’s opportunity to act. Classroom example: It is your turn to choose a card.

Meaning fence: Compare turn with wait. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use a visible turn marker when waiting is difficult to track. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

066. partner

Child-friendly meaning: a person working with you. Classroom example: Tell your partner which piece you need.

Meaning fence: Compare partner with friend. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: A partner is a task relationship and does not require friendship. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move partner into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

067. together

Child-friendly meaning: with another person or group. Classroom example: Build the first part together.

Meaning fence: Compare together with alone. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use the word for cooperative work without forcing physical closeness. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move together into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

068. choose

Child-friendly meaning: select from options. Classroom example: Choose one picture to describe.

Meaning fence: Compare choose with guess. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Make the available choices visible and acceptable. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move choose into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

069. agree

Child-friendly meaning: have the same view or accept a plan. Classroom example: We agree to start with the large pieces.

Meaning fence: Compare agree with obey. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Show that partners can agree after discussion rather than one person simply following another. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move agree into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

070. wait

Child-friendly meaning: stay until another person’s turn or a signal. Classroom example: Wait while your partner finishes speaking.

Meaning fence: Compare wait with ignore. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use a visual or gesture cue so the waiting period has a clear endpoint. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Polite participation and turn-taking: workshop

Problem-solving and self-correction

These words help children keep working when the first attempt does not succeed. The aim is not to praise struggle for its own sake; the adult changes the support when the task is not accessible.

071. try

Child-friendly meaning: make an attempt. Classroom example: Try the first piece and see whether it fits.

Meaning fence: Compare try with succeed. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Praise the information gained from an attempt, not only the outcome. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move try into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

072. check

Child-friendly meaning: look again for accuracy or completeness. Classroom example: Check the picture against the example.

Meaning fence: Compare check with redo. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Ask what feature the learner is checking. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

073. fix

Child-friendly meaning: change something so it works or becomes correct. Classroom example: Let’s fix the card that is upside down.

Meaning fence: Compare fix with hide. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use fix for a specific repair, not as a label for the child. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move fix into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

074. change

Child-friendly meaning: make something different. Classroom example: Change the order if the story does not make sense.

Meaning fence: Compare change with erase. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Allow oral or physical revision as well as written correction. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move change into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

075. plan

Child-friendly meaning: decide steps before acting. Classroom example: Plan where the three pieces will go.

Meaning fence: Compare plan with guess. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Ask for one next step rather than a long verbal plan. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move plan into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

076. choose

Child-friendly meaning: select a useful option. Classroom example: Choose a strategy that helps you remember.

Meaning fence: Compare choose with copy. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Offer two genuine strategies and let the learner select. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

077. remember

Child-friendly meaning: bring information back to mind. Classroom example: Remember where we put the finished cards.

Meaning fence: Compare remember with understand. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use external supports such as a picture schedule when memory load is not the target. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move remember into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

078. careful

Child-friendly meaning: giving attention to avoid an unwanted mistake or harm. Classroom example: Be careful with the wet paint.

Meaning fence: Compare careful with slow. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Careful does not always mean slow; demonstrate the specific feature that matters. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move careful into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

079. safe

Child-friendly meaning: unlikely to cause avoidable harm. Classroom example: Keep the scissors in a safe position.

Meaning fence: Compare safe with easy. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Teach concrete safety actions rather than vague warnings. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move safe into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

080. mistake

Child-friendly meaning: an action or answer that is not what was intended or required. Classroom example: I made a mistake, so I will try the step again.

Meaning fence: Compare mistake with failure. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use the word neutrally and focus on what information the mistake gives. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move mistake into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

Problem-solving and self-correction: workshop

Classroom routines and self-care

Routine words allow a learner to manage transitions, materials and basic needs. Adults should support legitimate needs rather than using vocabulary practice to delay access to food, drink, toilets, rest or required assistance.

081. wash

Child-friendly meaning: clean with water and an appropriate cleaning material. Classroom example: Wash your hands before eating.

Meaning fence: Compare wash with wipe. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Demonstrate the routine in the real setting. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move wash into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

082. clean

Child-friendly meaning: remove dirt or unwanted material. Classroom example: Clean the table after the paint dries.

Meaning fence: Compare clean with tidy. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Explain what ‘clean’ means in the specific routine. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move clean into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

083. tidy

Child-friendly meaning: put things in an organised place. Classroom example: Tidy the blocks into their labelled baskets.

Meaning fence: Compare tidy with clean. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use labelled storage so the language has a visible reference. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move tidy into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

084. pack

Child-friendly meaning: put things into a bag or container for later use. Classroom example: Pack your folder into your bag.

Meaning fence: Compare pack with unpack. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Practise with an empty bag before a busy transition. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move pack into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

085. unpack

Child-friendly meaning: take things out of a bag or container. Classroom example: Unpack your water bottle and folder.

Meaning fence: Compare unpack with pack. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use a picture sequence for learners who benefit from one. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move unpack into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

086. snack

Child-friendly meaning: a small amount of food eaten between larger meals. Classroom example: It is time for snack.

Meaning fence: Compare snack with meal. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Follow the learner’s dietary and care requirements; vocabulary practice never overrides them. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move snack into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

087. toilet

Child-friendly meaning: a place or fixture used for toileting. Classroom example: I need to go to the toilet.

Meaning fence: Compare toilet with wait. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Teach a clear, dignified way to communicate the need; do not make the child justify urgency. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move toilet into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

088. drink

Child-friendly meaning: take liquid into the mouth and swallow. Classroom example: I need a drink of water.

Meaning fence: Compare drink with snack. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Respect health and care plans when using the word in routines. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move drink into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

089. rest

Child-friendly meaning: stop activity for recovery or quiet time. Classroom example: I need to rest for a while.

Meaning fence: Compare rest with sleep. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Offer language for a break without treating rest as misbehaviour. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move rest into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

090. home

Child-friendly meaning: the place where a person lives or belongs in daily life. Classroom example: My caregiver will take me home after class.

Meaning fence: Compare home with school. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use inclusive language because family and home arrangements differ. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move home into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

Classroom routines and self-care: workshop

Classroom people, places and objects

Object names are useful when they help a child locate, request or discuss something. This group keeps the nouns functional: each word is tied to an instruction, question or classroom message.

091. teacher

Child-friendly meaning: an adult whose job includes teaching and guiding learning. Classroom example: Ask the teacher if you need the direction again.

Meaning fence: Compare teacher with parent. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Explain that different settings may use educator, teacher or another role title. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move teacher into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

092. class

Child-friendly meaning: a group learning together or a scheduled learning session. Classroom example: Our class is reading a story together.

Meaning fence: Compare class with classroom. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Contrast the group with the room when both meanings occur. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move class into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

093. classroom

Child-friendly meaning: a room or space used for learning. Classroom example: The art materials are inside the classroom.

Meaning fence: Compare classroom with class. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use a map or drawing to locate classroom spaces. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move classroom into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

094. table

Child-friendly meaning: a raised flat surface used for work or placing things. Classroom example: Put the cards on the table.

Meaning fence: Compare table with desk. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use the actual furniture in the learner’s setting. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move table into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

095. chair

Child-friendly meaning: a seat for one person. Classroom example: Leave the book on the chair beside the shelf.

Meaning fence: Compare chair with table. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Do not require sitting in a chair when another supported position is needed. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move chair into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

096. board

Child-friendly meaning: a classroom surface used to display or write information. Classroom example: Look at the picture on the board.

Meaning fence: Compare board with book. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Point to several display surfaces and name the one used locally. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move board into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

097. book

Child-friendly meaning: pages bound or held together for reading or viewing. Classroom example: Open the book to the animal picture.

Meaning fence: Compare book with paper. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Let the learner handle a familiar book and describe one feature. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move book into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

098. paper

Child-friendly meaning: thin material used for writing, drawing, folding or making things. Classroom example: Place the paper under the stencil.

Meaning fence: Compare paper with book. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Use paper in a meaningful making or writing task. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move paper into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

099. pencil

Child-friendly meaning: a tool commonly used for writing or drawing. Classroom example: Use a pencil if you are writing the label.

Meaning fence: Compare pencil with pen. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Offer the writing tool that is appropriate for the learner and task. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move pencil into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

100. bag

Child-friendly meaning: a container used to carry belongings. Classroom example: Put the folder in your bag.

Meaning fence: Compare bag with box. The adult should show the difference in a concrete situation before asking for a verbal explanation. A learner may understand the target by acting, choosing, pointing, signing or using another established communication route. The goal is the meaning relationship, not a compulsory sentence shape.

Small teaching activity: Practise a packing instruction with an empty bag or picture. Keep the first attempt short. If the response is uncertain, simplify one feature of the direction rather than adding several new explanations at once. Name the useful part of the child’s response, model the target word naturally and give another example where the surrounding objects or people change.

Transfer check: Later, move bag into a fresh classroom situation. Ask the learner to use or respond to the word when the materials, partner or routine is different. If success disappears, record what changed—memory load, unfamiliar objects, longer language, a new speaker or the loss of a visual cue. Restore the support that makes the message accessible, then vary one element again.

Classroom people, places and objects: workshop

Following instructions is a language task before it is a behaviour judgement

Adults sometimes say that a child “does not follow instructions” when several different problems are possible. The child may not know one action word. The sentence may contain too many steps. The location word may be unfamiliar. The direction may have been given while attention was elsewhere. The learner may understand but need more time to organise a response. The task may be physically uncomfortable or inaccessible. The child may also have a legitimate reason not to comply. Vocabulary teaching should identify which relationship is unclear instead of treating every missed direction as defiance.

A useful diagnostic move is to shorten the message without changing the target word. If “Before you colour the circle, put your name at the top and then choose a partner” is not working, isolate one relationship: “Put your name at the top.” Later reintroduce before with two visible action cards. Once the sequence is understood, rebuild the longer routine.

Guidance for families on following directions commonly recommends simple clear instructions, checking understanding and allowing processing time. Those principles fit this vocabulary collection because they help separate knowledge of a word from the memory load of a long sentence. A learner should not have to fail a five-step direction before an adult discovers that one unfamiliar word was the real barrier. See Learning Links guidance on following instructions.

Asking for help is independent participation

Independence does not mean never asking for support. In a classroom, successful learners need ways to recognise that a task is unclear, identify what part is unclear and request the next useful piece of information. “I don’t understand” can be the beginning of good problem solving when the child then learns to narrow the request: “Can you show me where to start?”, “Please repeat the second step”, or “What does match mean?”

Help should be proportionate. If the target is the word circle, demonstrating one example may be appropriate. If the target is choosing which picture answers a question, circling the correct answer for the child would remove the thinking job. Teach adults to distinguish access support from answer substitution.

Useful help-seeking routines can include stop, look or listen, try one accessible step, check an example, ask a clear question, wait for a response and continue. The sequence is not a rule for withholding help. A learner who is unsafe, distressed, in pain or unable to access the task should receive the necessary support immediately.

Ten sentence frames a child can adapt

I need help with ___.

Use when the learner can name the task or object. Model the frame, then invite the learner to change the final information so the sentence belongs to a real situation. Exact repetition is not the goal; a shorter accurate request can be accepted and expanded naturally.

Can you show me where to start?

Use when the starting point is unclear. Model the frame, then invite the learner to change the final information so the sentence belongs to a real situation. Exact repetition is not the goal; a shorter accurate request can be accepted and expanded naturally.

Can you repeat that, please?

Use when the learner needs the same direction again. Model the frame, then invite the learner to change the final information so the sentence belongs to a real situation. Exact repetition is not the goal; a shorter accurate request can be accepted and expanded naturally.

What does ___ mean?

Use for an unfamiliar word. Model the frame, then invite the learner to change the final information so the sentence belongs to a real situation. Exact repetition is not the goal; a shorter accurate request can be accepted and expanded naturally.

Do I do _ first or _ first?

Use for sequence uncertainty. Model the frame, then invite the learner to change the final information so the sentence belongs to a real situation. Exact repetition is not the goal; a shorter accurate request can be accepted and expanded naturally.

Is this the example?

Use for identifying a model. Model the frame, then invite the learner to change the final information so the sentence belongs to a real situation. Exact repetition is not the goal; a shorter accurate request can be accepted and expanded naturally.

I understand this part, but not this part.

Use to narrow a help request. Model the frame, then invite the learner to change the final information so the sentence belongs to a real situation. Exact repetition is not the goal; a shorter accurate request can be accepted and expanded naturally.

Can I try again?

Use after an error or interrupted attempt. Model the frame, then invite the learner to change the final information so the sentence belongs to a real situation. Exact repetition is not the goal; a shorter accurate request can be accepted and expanded naturally.

Can you check this step?

Use when the learner wants feedback without handing over the whole task. Model the frame, then invite the learner to change the final information so the sentence belongs to a real situation. Exact repetition is not the goal; a shorter accurate request can be accepted and expanded naturally.

I’m not ready yet.

Use when the learner needs reasonable preparation or processing time. Model the frame, then invite the learner to change the final information so the sentence belongs to a real situation. Exact repetition is not the goal; a shorter accurate request can be accepted and expanded naturally.

Ten instruction patterns worth practising

Action only

Example: Open the book. Use when teaching a new verb with minimal language load. When increasing complexity, add only one new relationship at a time so the adult can see what changed.

Action + object

Example: Carry the tray. Adds what the action applies to. When increasing complexity, add only one new relationship at a time so the adult can see what changed.

Action + location

Example: Put the card inside. Adds a spatial relationship. When increasing complexity, add only one new relationship at a time so the adult can see what changed.

Action + object + location

Example: Place the pencil beside the paper. Requires two content elements plus a relationship. When increasing complexity, add only one new relationship at a time so the adult can see what changed.

Two-step sequence

Example: Choose a card, then show your partner. Adds order. When increasing complexity, add only one new relationship at a time so the adult can see what changed.

Before relationship

Example: Wash your hands before snack. Requires understanding of relative time. When increasing complexity, add only one new relationship at a time so the adult can see what changed.

After relationship

Example: Pack the folder after you finish. Links completion to a later action. When increasing complexity, add only one new relationship at a time so the adult can see what changed.

Conditional direction

Example: If your name is called, bring your book. Introduces a condition; use only when the component words are familiar. When increasing complexity, add only one new relationship at a time so the adult can see what changed.

Choice direction

Example: Choose the red card or the blue card. Requires selection rather than one predetermined action. When increasing complexity, add only one new relationship at a time so the adult can see what changed.

Clarification invitation

Example: If you’re unsure, ask which step comes next. Makes help-seeking part of the instruction itself. When increasing complexity, add only one new relationship at a time so the adult can see what changed.

A four-week classroom-language cycle

Week 1: one-step actions

Choose ten high-frequency verbs from attention, movement and materials. Demonstrate, respond and role-reverse. Keep location and sequence simple. Retest through natural use rather than a 100-item recital. If a learner already controls a word, spend the time on a new relationship or a harder transfer instead of demanding repeated proof.

Week 2: location and sequence

Add inside/outside, first/next/last, before/after and two-step routines using visible objects or picture cards. Retest through natural use rather than a 100-item recital. If a learner already controls a word, spend the time on a new relationship or a harder transfer instead of demanding repeated proof.

Week 3: clarification and help

Practise repeat, explain, show, help, example, question, confused and unsure in real but low-pressure tasks. Retest through natural use rather than a 100-item recital. If a learner already controls a word, spend the time on a new relationship or a harder transfer instead of demanding repeated proof.

Week 4: transfer and repair

Mix the words across art, reading, packing, play and partner work. Keep a record of which words survive the change of setting and which still need a cue. Retest through natural use rather than a 100-item recital. If a learner already controls a word, spend the time on a new relationship or a harder transfer instead of demanding repeated proof.

Thirty classroom transfer drills

Drill 1: building with blocks

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around building with blocks. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 2: looking at a picture book

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around looking at a picture book. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 3: sorting classroom objects

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around sorting classroom objects. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 4: packing a bag

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around packing a bag. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 5: preparing for snack

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around preparing for snack. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 6: working with a partner

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around working with a partner. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 7: drawing a simple map

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around drawing a simple map. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 8: following an art sequence

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around following an art sequence. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 9: tidying a play area

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around tidying a play area. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 10: choosing a story

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around choosing a story. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 11: matching picture cards

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around matching picture cards. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 12: counting safe objects

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around counting safe objects. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 13: moving between activity areas

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around moving between activity areas. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 14: asking for a repeated direction

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around asking for a repeated direction. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 15: asking for an example

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around asking for an example. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 16: correcting a mistaken placement

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around correcting a mistaken placement. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 17: waiting for a turn

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around waiting for a turn. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 18: explaining where to start

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around explaining where to start. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 19: checking a finished model

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around checking a finished model. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 20: changing a plan

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around changing a plan. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 21: using a visual schedule

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around using a visual schedule. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 22: retelling a two-step routine

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around retelling a two-step routine. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 23: giving an adult a direction

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around giving an adult a direction. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 24: helping a puppet that is confused

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around helping a puppet that is confused. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 25: making a polite request

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around making a polite request. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 26: deciding what comes before another event

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around deciding what comes before another event. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 27: identifying what is inside or outside

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around identifying what is inside or outside. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 28: showing safe material handling

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around showing safe material handling. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 29: explaining a mistake

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around explaining a mistake. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Drill 30: finishing and reviewing a task

Select one instruction word, one relationship or sequence word and one help-seeking word from the list. Build a two-minute activity around finishing and reviewing a task. The adult gives one clear direction, the learner responds, and then the learner is invited to direct the adult. Add one controlled misunderstanding so the learner can use clarification language. End by changing one material, person or location and checking whether the same vocabulary still works.

Multilingual classrooms and supported communication

A child may already understand a classroom concept in another language and be learning the English label. Accept the meaning the learner can show. An adult can acknowledge the home-language response and add a clear English model: “Yes, you want me to repeat it. In English you can say, ‘Please repeat that.’” This approach treats existing language knowledge as a resource rather than evidence that English learning has failed.

Children who use signs, augmentative and alternative communication, gestures or other established systems should keep access to those systems. The target can be the concept help or again without requiring one spoken form. Where a learner has professional communication support, classroom vocabulary practice should complement rather than replace that plan.

Vocabulary teaching: repeated encounters, not one definition

Evidence-based vocabulary guidance for young learners commonly recommends selecting a manageable number of high-value words, explaining them in child-friendly language and giving repeated opportunities to use them. This collection applies that logic to classroom routines. A word such as check can appear while matching pictures, packing a bag, comparing a model and reviewing a partner instruction. Repetition across jobs is more useful than copying the word several times without meaning.

The adult should also notice when a familiar-looking word has a new classroom sense. Turn can mean rotate, change direction or a person’s opportunity to act. Class can mean the group or the scheduled lesson. Board has many meanings outside school. Those distinctions are ideal opportunities for Iona’s question: “Which meaning fits the evidence here?”

For broader background on early vocabulary teaching, see NAEYC guidance on learning new words. The linked source offers general guidance; it did not create or validate this particular 100-word selection.

Observation and repair guide

The child repeats the direction but does the wrong action

Separate verbal imitation from meaning. Demonstrate the target verb and contrast it with a nearby action. Record what support was present so a later success is not mistakenly described as fully independent if a cue was essential.

The child does the right action but cannot say the word

Acknowledge the meaning response, supply the English label and revisit it later in another context. Record what support was present so a later success is not mistakenly described as fully independent if a cue was essential.

The first step is correct but the second is lost

Reduce memory load with picture cards or one-step directions, then rebuild the sequence. Record what support was present so a later success is not mistakenly described as fully independent if a cue was essential.

The learner waits silently instead of asking for help

Model one accessible help signal and make it safe to use before expecting a full phrase. Record what support was present so a later success is not mistakenly described as fully independent if a cue was essential.

The child asks for ‘help’ on every task

Teach narrower requests: repeat, show, explain, example, check this step. Record what support was present so a later success is not mistakenly described as fully independent if a cue was essential.

The learner understands with one adult but not another

Keep materials stable while changing the speaker, then identify whether voice, phrasing or relationship changed the task. Record what support was present so a later success is not mistakenly described as fully independent if a cue was essential.

The word works during a worksheet but not during play

Move the vocabulary into real action with objects, partners and choices. Record what support was present so a later success is not mistakenly described as fully independent if a cue was essential.

The learner becomes distressed

Stop the teaching demand and address wellbeing or access needs first. Vocabulary practice can resume later. Record what support was present so a later success is not mistakenly described as fully independent if a cue was essential.

The child gives a fluent but incorrect explanation

Preserve the sentence structure and repair the meaning relationship using a visible contrast. Record what support was present so a later success is not mistakenly described as fully independent if a cue was essential.

The learner already knows all ten words in a group

Change the communication job: ask for a precise direction, reason, clarification or role reversal instead of reteaching definitions. Record what support was present so a later success is not mistakenly described as fully independent if a cue was essential.

Questions parents and teachers ask

Are these the 100 classroom words every kindergarten child must know?

No. They are a curated teaching set for one classroom-language job, not a universal milestone or admissions test.

Should a child follow three-step instructions before school?

There is no universal requirement in this collection. Sequence length interacts with language knowledge, memory, context and support.

Is asking for help a sign of dependence?

No. Clear help-seeking can be a form of independent participation because the learner identifies what information or support is needed.

Should I insist on ‘please’ every time?

Teach polite forms and their social purpose, but avoid turning every communication attempt into a manners performance that obscures the message.

Can a child point instead of speaking?

Yes, especially while meaning is being established. Add an English model without erasing a successful non-spoken response.

What if the child uses another language?

Acknowledge the known concept and provide the English label or phrase. Home-language knowledge can support learning.

Are worksheet command words enough?

No. Circle, match and colour matter, but classroom participation also needs sequence, clarification, turn-taking and help language.

How many words should we teach at once?

Use a small set that belongs to a real activity. Three to five active targets can be more productive than a long recital.

Do I correct grammar immediately?

Correct what blocks the intended meaning first. Model a fuller Standard English form without requiring exact imitation before communication is acknowledged.

What shows transfer?

The learner understands or uses the word accurately when the materials, speaker, partner or routine changes.

Sources and further learning

This collection was written for eduKate as an original teaching resource. Its first three paragraphs use search-language families visible in current kindergarten classroom-language resources, but no search-volume or ranking claim is made. K5 Learning groups kindergarten vocabulary by categories including direction, position and school/home words, while other classroom-language resources emphasise phrases for clarification and following directions. Those patterns helped confirm reader intent; the 100-word selection, activities, workshops and wording here are independent.

Background reading: NAEYC: learning new words; Learning Links: helping a child follow instructions; and the broader eduKate Kindergarten Oral Language Vocabulary flagship. These sources do not certify this list as an official curriculum or assessment.

Final principle

Classroom vocabulary is successful when it gives a child more ways to participate. The learner can understand what is being asked, locate the important part of a direction, say when something is unclear, ask for useful help, try again after a mistake and give another person a clear message. Teach the words in real routines, reduce unnecessary language load and let support remain available when it makes communication possible.

eduKate SG

Top 100 Vocabulary List for Kindergarten | Classroom Words for Following Instructions and Asking for Help

Top 100 Vocabulary List for Kindergarten | Classroom Words for Following Instructions and Asking for Help

What this classroom collection owns

Start with the message, not the performance

The 100-word index

Attention and listening

Movement and position

Handling materials

Task actions

Sequence and time

Clarification and asking for help

Polite participation and turn-taking

Problem-solving and self-correction

Classroom routines and self-care

Classroom people, places and objects

Attention and listening

001. listen

002. look

003. watch

004. wait

005. stop

006. start

007. ready

008. focus

009. notice

010. check

Attention and listening: workshop

Movement and position

011. sit

012. stand

013. line up

014. walk

015. turn

016. move

017. come

018. go

019. inside

020. outside

Movement and position: workshop

Handling materials

021. open

022. close

023. hold

024. carry

025. put

026. place

027. pick up

028. give

029. take

030. share

Handling materials: workshop

Task actions

031. draw

032. write

033. trace

034. circle

035. match

036. sort

037. count

038. colour

039. cut

040. glue

Task actions: workshop

Sequence and time

041. first

042. next

043. then

044. last

045. before

046. after

047. again

048. finish

049. soon

050. later

Sequence and time: workshop

Clarification and asking for help

051. help

052. ask

053. explain

054. show

055. repeat

Do I do _ first or _ first?