vocabulary checklist 2 - second 340...

Vocabulary Checklist 2 - Second 340 Words(UK English)

Child’s name

Address

Date first completed

Date of Birth Sex Male / Female

First completed by

Notes

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

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3

Vocabulary Checklist 2 - Second 340 words

The Second Vocabulary ChecklistThis is a list of most of the second set of 340 words that children learn to understand and to say. The words have been chosen based on research studies of the language development of English speaking children. No two children will learn exactly the same set of words but this list provides a guide to a core vocabulary that is common. Complete Checklist 1 (first 120 words) before using this checklist. You will be using them together, as children will understand words on this checklist before they can say or sign all the words on the first checklist.

The balance of different types of words in the vocabulary being learned is important. Children need to learn a mix of nouns, verbs, adjectives and other parts of speech to enable them to express their ideas and to join words together in sentences. Extra spaces have been provided in each category to allow you to add other words that your child understands or uses in that category.

Why should you keep these records and try to teach your child a vocabulary of some 400 words? Because research studies show that a vocabulary of this size is necessary before children, including children with Down syndrome, make progress with the grammar of their language. In the longer term, their use of grammar and their control of speech production will benefit if they achieve this by 5 to 6 years or earlier (see Speech and Language Development for Individuals with Down Syndrome - An Overview in the Down Syndrome Issues and Information series of books).

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

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

To use the checklist

Step 1. Complete the checklist by recording your child’s current language skillsColumn 1 Place a tick and today’s date in this column if you are confident that your child understands the word. If neces-

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

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

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

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

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

At this stage, all 5 columns need not be completed for every child. Some children will no longer be signing new words -they will say the new words they learn, though signing may still help them to understand new words. Columns 1, 4 and 5 should

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4


be relevant for every child and speech activities will help the child’s production to move from column 4 to 5. Columns 2 and 3 have been left because some children will use signs for much longer than others. Many of these children will be those with more severe speech-motor difficulties or dyspraxia and they should be receiving specialist help to develop their speech motor skills. A second group of children who will use more signs before moving to speech as their main mode of communica-tion are those with significant and persistent hearing loss and they should have the support of a teacher for the deaf.

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

Step 2. Choosing words for language activities.It is important to work on both comprehension of new words and production of words already understood, so you will choose 2 separate lists of 5 target words each, one for comprehension and one for production. Choose words that you think your child will be interested in and that you feel you will be able to include in daily activities and games. You need to be able to model the word in use (that is, as it is being used naturally in a short sentence in an appropriate context). Choose the 5 words from different sections - for example, 3 nouns, 1 verb and 1 adjective or later grammar word. At this stage, you should be playing games to encourage sentence comprehension and production, so your choice of words will be influenced by this - see the Sentence and Grammar Checklist for more guidance.

Put the lists of the comprehension and production words you are going to teach on the fridge or notice board and enlist the help of the rest of the family. This list will help everyone to remember to stress the use of the words as they occur in natural speech during the day. In addition, plan games to use the words. Find the objects or pictures of them. Make lotto games, find the items in picture books, hide the objects - more ideas for games are included in Speech and Language Development for Infants with Down Syndrome. Teaching new words in topic groups, such as animals, clothes, colours, food, can help children to learn them and to learn that they belong to a ‘family’ with a group name.

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

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

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

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

Once your child understands most of the words on this list, start using Checklist 3. Your child will probably understand many of the words on Checklist 3 before he or she can say all the words on Checklist 2. It is very important not to hold back your child’s comprehension of new words because of delayed ability to say them. It is comprehension of words that increases his or her understanding of the world and supports the development of mental abilities.

Individual rates of progressMany children with Down syndrome will take three years or more - from 30 months to 5 years or older - to learn to understand and sign or say these 330 words. Rates of progress will vary widely, but progress is what matters. If your child is learning new words and signs, even if only one or two each month, you will be recording progress and your child will be increasing his or her communication skills.

Remember to keep a record of your child’s interactive communication and play skills, sentence and grammar skills, and speech sound skills, and engage in activities to encourage progress in these skills as well as in vocabulary, so that develop-ment in each area of communication is moving forward.


5


Noun

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

badger / / / / / / / / / /

bear / / / / / / / / / /

bee / / / / / / / / / /

budgie / / / / / / / / / /

butterfly / / / / / / / / / /

camel / / / / / / / / / /

crocodile / / / / / / / / / /

deer / / / / / / / / / /

donkey / / / / / / / / / /

elephant / / / / / / / / / /

fox / / / / / / / / / /

frog / / / / / / / / / /

giraffe / / / / / / / / / /

goldfish / / / / / / / / / /

goose / / / / / / / / / /

hippo / / / / / / / / / /

horse / / / / / / / / / /

kitten / / / / / / / / / /

lamb / / / / / / / / / /

lion / / / / / / / / / /

mouse / / / / / / / / / /

owl / / / / / / / / / /

penguin / / / / / / / / / /

pony / / / / / / / / / /

puppy / / / / / / / / / /

sheep / / / / / / / / / /

snake / / / / / / / / / /

spider / / / / / / / / / /

squirrel / / / / / / / / / /

teddy bear / / / / / / / / / /

tiger / / / / / / / / / /

tortoise / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

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

beads / / / / / / / / / /

bib / / / / / / / / / /

boots / / / / / / / / / /


6


button / / / / / / / / / /

cardigan / / / / / / / / / /

gloves / / / / / / / / / /

jacket / / / / / / / / / /

jeans / / / / / / / / / /

nappy / / / / / / / / / /

necklace / / / / / / / / / /

nightie / / / / / / / / / /

scarf / / / / / / / / / /

shirt / t-shirt / / / / / / / / / /

shorts / / / / / / / / / /

slippers / / / / / / / / / /

swimsuit / / / / / / / / / /

tights / / / / / / / / / /

zip / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

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

breakfast / / / / / / / / / /

dinner / / / / / / / / / /

party / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

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

bin / / / / / / / / / /

biscuit tin / / / / / / / / / /

blanket / / / / / / / / / /

bottle / / / / / / / / / /

bowl / / / / / / / / / /

box / / / / / / / / / /

brush / / / / / / / / / /

clock / / / / / / / / / /

cloth/dishcloth / / / / / / / / / /

comb / / / / / / / / / /

dish / / / / / / / / / /

fork / / / / / / / / / /

glass / / / / / / / / / /

glasses (spectacles) / / / / / / / / / /

lamp / / / / / / / / / /

medicine / / / / / / / / / /

money / / / / / / / / / /

paper / / / / / / / / / /


7


penny / / / / / / / / / /

pillow / / / / / / / / / /

plant / / / / / / / / / /

plate / / / / / / / / / /

radio / / / / / / / / / /

rubbish / / / / / / / / / /

saucepan / / / / / / / / / /

scissors / / / / / / / / / /

soap / / / / / / / / / /

teapot / / / / / / / / / /

tin / / / / / / / / / /

toothbrush / / / / / / / / / /

towel / / / / / / / / / /

vacuum cleaner / / / / / / / / / /

watch / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

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

aunt / / / / / / / / / /

babysitter / / / / / / / / / /

boy / / / / / / / / / /

brother / / / / / / / / / /

child / / / / / / / / / /

girl / / / / / / / / / /

lady / / / / / / / / / /

man / / / / / / / / / /

sister / / / / / / / / / /

uncle / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

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

bathroom / / / / / / / / / /

bedroom / / / / / / / / / /

cooker / / / / / / / / / /

cot / / / / / / / / / /

door / / / / / / / / / /

fire / / / / / / / / / /

fire-place / / / / / / / / / /

fridge / / / / / / / / / /

garage / / / / / / / / / /

high chair / / / / / / / / / /

kitchen / / / / / / / / / /


8


living room / / / / / / / / / /

oven / / / / / / / / / /

play pen / / / / / / / / / /

potty / / / / / / / / / /

sink / / / / / / / / / /

sofa / / / / / / / / / /

stairs / / / / / / / / / /

table / / / / / / / / / /

toilet / / / / / / / / / /

tap / / / / / / / / / /

washing machine / / / / / / / / / /

window / / / / / / / / / /

/ / / / / / / / / /

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

bacon / / / / / / / / / /

baked beans / / / / / / / / / /

bread / / / / / / / / / /

butter / / / / / / / / / /

cabbage / / / / / / / / / /

cake / / / / / / / / / /

carrots / / / / / / / / / /

cereal / / / / / / / / / /

cheese / / / / / / / / / /

chicken / / / / / / / / / /

chips / / / / / / / / / /

coffee / / / / / / / / / /

cucumber / / / / / / / / / /

egg / / / / / / / / / /

fish / / / / / / / / / /

fish fingers / / / / / / / / / /

food / / / / / / / / / /

ham / / / / / / / / / /

honey / / / / / / / / / /

ice-cream / / / / / / / / / /

ice-lolly / / / / / / / / / /

jam / / / / / / / / / /

marmite / / / / / / / / / /

meat / / / / / / / / / /

orange / / / / / / / / / /

pasta / / / / / / / / / /

pear / / / / / / / / / /

peas / / / / / / / / / /

picnic / / / / / / / / / /

pizza / / / / / / / / / /

potatoes / / / / / / / / / /


9


raisin / / / / / / / / / /

sandwich / / / / / / / / / /

sausages / / / / / / / / / /

spaghetti / / / / / / / / / /

sweets / / / / / / / / / /

tea / / / / / / / / / /

toast / / / / / / / / / /

tomato / / / / / / / / / /

water / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

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

one / / / / / / / / / /

two / / / / / / / / / /

three / / / / / / / / / /

four / / / / / / / / / /

five / / / / / / / / / /

/ / / / / / / / / /

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

circle / / / / / / / / / /

square / / / / / / / / / /

triangle / / / / / / / / / /

/ / / / / / / / / /

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

beach / / / / / / / / / /

bucket / / / / / / / / / /

church / / / / / / / / / /

climbing frame / / / / / / / / / /

gate / / / / / / / / / /

home / / / / / / / / / /

moon / / / / / / / / / /

outside / / / / / / / / / /

paddling pool / / / / / / / / / /

park / / / / / / / / / /

playground / / / / / / / / / /

pond / / / / / / / / / /

rain / / / / / / / / / /

sand / / / / / / / / / /

school / / / / / / / / / /


10


sea / / / / / / / / / /

see-saw / / / / / / / / / /

shop / / / / / / / / / /

sky / / / / / / / / / /

slide / / / / / / / / / /

snow / / / / / / / / / /

spade / / / / / / / / / /

sun / / / / / / / / / /

swimming pool / / / / / / / / / /

swing / / / / / / / / / /

water / / / / / / / / / /

work / / / / / / / / / /

zoo / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

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

drum / / / / / / / / / /

pen / / / / / / / / / /

picture / / / / / / / / / /

pram / / / / / / / / / /

present / / / / / / / / / /

toy / / / / / / / / / /

/ / / / / / / / / /

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

bath / / / / / / / / / /

lunch / / / / / / / / / /

nap / / / / / / / / / /

tidy / / / / / / / / / /

wait / / / / / / / / / /

/ / / / / / / / / /

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

arm / / / / / / / / / /

cheek / / / / / / / / / /

face / / / / / / / / / /

finger / / / / / / / / / /

foot / / / / / / / / / /

head / / / / / / / / / /

knee / / / / / / / / / /

leg / / / / / / / / / /


11


toe / / / / / / / / / /

tongue / / / / / / / / / /

tooth / / / / / / / / / /

tummy button / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /

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

day / / / / / / / / / /

later / / / / / / / / / /

morning / / / / / / / / / /

night / / / / / / / / / /

now / / / / / / / / / /

today / / / / / / / / / /

tonight / / / / / / / / / /

/ / / / / / / / / /

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

ambulance / / / / / / / / / /

bicycle/bike / / / / / / / / / /

fire engine / / / / / / / / / /

lorry / / / / / / / / / /

motorbike / / / / / / / / / /

police-car / / / / / / / / / /

pushchair / / / / / / / / / /

ship / / / / / / / / / /

truck / / / / / / / / / /

/ / / / / / / / / /

Verbs

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

bite / / / / / / / / / /

blow / / / / / / / / / /

break / / / / / / / / / /

bring / / / / / / / / / /

build / / / / / / / / / /

bump / / / / / / / / / /

clean / / / / / / / / / /

climb / / / / / / / / / /

close / / / / / / / / / /


12


cook / / / / / / / / / /

dance / / / / / / / / / /

draw / / / / / / / / / /

drive / / / / / / / / / /

feed / / / / / / / / / /

find / / / / / / / / / /

finish / / / / / / / / / /

get / / / / / / / / / /

help / / / / / / / / / /

hide / / / / / / / / / /

hit / / / / / / / / / /

hurry / / / / / / / / / /

jump / / / / / / / / / /

kick / / / / / / / / / /

lie down / / / / / / / / / /

lift / / / / / / / / / /

like / / / / / / / / / /

love / / / / / / / / / /

open / / / / / / / / / /

pick up / / / / / / / / / /

play / / / / / / / / / /

pull / / / / / / / / / /

push / / / / / / / / / /

read / / / / / / / / / /

ride / / / / / / / / / /

run / / / / / / / / / /

say / / / / / / / / / /

see / / / / / / / / / /

show / / / / / / / / / /

sing / / / / / / / / / /

smile / / / / / / / / / /

stand / / / / / / / / / /

swim / / / / / / / / / /

swing / / / / / / / / / /

take / / / / / / / / / /

talk / / / / / / / / / /

touch / / / / / / / / / /

wait / / / / / / / / / /

walk / / / / / / / / / /

wipe / / / / / / / / / /

/ / / / / / / / / /

/ / / / / / / / / /


13


Adjectives

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

asleep / / / / / / / / / /

bad / / / / / / / / / /

broken / / / / / / / / / /

careful / / / / / / / / / /

clean / / / / / / / / / /

dark / / / / / / / / / /

fast / / / / / / / / / /

gentle / / / / / / / / / /

hard / / / / / / / / / /

hungry / / / / / / / / / /

hurt / / / / / / / / / /

old / / / / / / / / / /

round / / / / / / / / / /

scared / / / / / / / / / /

sick / / / / / / / / / /

sleepy / / / / / / / / / /

stuck / / / / / / / / / /

thirsty / / / / / / / / / /

tired / / / / / / / / / /

yucky / / / / / / / / / /

/ / / / / / / / / /

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

blue / / / / / / / / / /

green / / / / / / / / / /

red / / / / / / / / / /

yellow / / / / / / / / / /

/ / / / / / / / / /

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

cross / / / / / / / / / /

happy / / / / / / / / / /

pretty / / / / / / / / / /

tired / / / / / / / / / /

wet / / / / / / / / / /

/ / / / / / / / / /


14


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

all / / / / / / / / / /

another / / / / / / / / / /

empty / / / / / / / / / /

more / / / / / / / / / /

none / / / / / / / / / /

some / / / / / / / / / /

/ / / / / / / / / /

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

small / / / / / / / / / /

/ / / / / / / / / /

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

dry / / / / / / / / / /

soft / / / / / / / / / /

wet / / / / / / / / / /

/ / / / / / / / / /

Prepositions

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

away / / / / / / / / / /

back / / / / / / / / / /

here / / / / / / / / / /

inside / / / / / / / / / /

out / / / / / / / / / /

under / / / / / / / / / /

/ / / / / / / / / /

Pronouns

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

hers / / / / / / / / / /

his / / / / / / / / / /

/ / / / / / / / / /


15


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

her / / / / / / / / / /

him / / / / / / / / / /

I / / / / / / / / / /

it / / / / / / / / / /

me / / / / / / / / / /

my / / / / / / / / / /

that / / / / / / / / / /

this / / / / / / / / / /

you / / / / / / / / / /

your / / / / / / / / / /

/ / / / / / / / / /

Other Function Words

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

yes / / / / / / / / / /

night-night / / / / / / / / / /

/ / / / / / / / / /

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

how / / / / / / / / / /

when / / / / / / / / / /

who / / / / / / / / / /

/ / / / / / / / / /

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

not / / / / / / / / / /

other / / / / / / / / / /

same / / / / / / / / / /

the / / / / / / / / / /

/ / / / / / / / / /

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

and / / / / / / / / / /

/ / / / / / / / / /


Available in this series:

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

Also available from DSE:

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

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

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

About DSE

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

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

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

Find out more about our work online:

www.dseinternational.org | www.dseusa.org | www.dseenterprises.org

vocabulary checklist 2 - second 340...

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