Top 100 Vocabulary Words for Children | Connecting Fence Age 2

Did you know? A familiar word can do more work when one small relationship becomes clear. Cup names an object. My cup identifies an owner. Cup on table gives a location. I want the cup makes a request. We need a cup for the bear connects an object to a pretend purpose. The useful progression is a change in meaning, not simply an increase in sentence length.

Begin with something the child already wants to do. A toy journey creates reasons to say to, into and through. Drawing creates reasons to ask for paper, choose a colour and show a picture. A shared book creates reasons to point, ask, comment and read again. You do not need to build an elaborate lesson before these words become useful. Ordinary participation supplies the context.

Choose one relationship for your attention today. If the child already requests familiar objects, you might model the recipient: Give the book to Grandma. If they frequently point to locations, you might add the place name: The bear is under the chair. If they are sharing a discovery, you might add an action: The bird is flying. Continue responding to other communication as usual; the focus is an adult reminder, not a limit on conversation.

This guide deliberately includes words with different levels of demand. In and my can be shown directly. Between involves two reference points. Because links a cause and an event. If introduces a condition. These entries belong in the same reference bank because adults may need models across the broad Age 2 period, but they are not equally suitable starting points for every child. Begin with the most visible, useful connection.

A short phrase can remain the most effective message in a busy moment. Help zip may communicate a clear need while a child is dressing. Respond with help and a natural expansion, such as You need help with the zip. There is no benefit in delaying assistance until the child constructs a longer sentence. The expansion provides information while the successful interaction keeps language useful.

Use the reading routes to find what you need. The first chapters explain how to choose and model a connection. Ten groups organise the 100 words by their practical jobs. Later chapters offer daily routines, repair cases and a handover plan. This article is long because it is an adult reference for repeated visits. It is not intended to be read aloud to a child from beginning to end.

A two-year-old may communicate differently with a parent, an unfamiliar educator or several children nearby. Keep the situation in view when deciding what to offer. A quiet response in a new place is not enough to describe the child's whole language ability. Familiar people, manageable choices and a comfortable pace help adults see what the child actually wants to communicate.

The first useful exchange can be very small. The child carries a toy to the mat and says bear. You notice the empty cushion and say The bear can sit here. The child places it there or chooses somewhere else. You describe the result and continue the story. The adult has added a relationship, the child has influenced the scene, and neither person needs a score.

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The Base Fence supplies familiar meaning: a known person, object, action, need or experience. The Connecting Fence adds information that relates those meanings. A bear can be beside a cushion, a book can be for Grandma, and a child can ask for help. Start by checking whether the base is familiar enough. A sentence containing several unknown objects and a new relationship is harder to interpret than one useful addition to an understood scene.

Use a practical five-part sequence: notice the intention, name the familiar meaning, add one relationship, respond in the real world and revisit the relationship elsewhere. Suppose the child brings a closed container. The intention may be to obtain help, not to label a box. You can say Help open, then I can help you open the box, and assist. Later, the same help relationship can appear with a zip or a puzzle.

The short connection is a bridge, not a claim about complete written English. Bear under can carry a useful location message. The adult sentence The bear is under the chair adds the subject phrase, linking verb and reference object. A two-year-old does not need those grammatical labels. Adults may find the labels useful when choosing what information is missing, but the child needs a comprehensible situation and a responsive partner.

Expansion preserves the child's intended message while adding useful detail. If the child says car go, a suitable response might be The car is going through the tunnel. If the child says no car while pushing it away, an expansion about wanting the car would be wrong even if grammatically polished. Interpret the intention before adding words. Context, gestures and the child's response can help clarify an uncertain message.

A recast supplies an accurate form without stopping the conversation for correction. The child says He go and points to a male character. You reply He is going to the house and move the story forward. Immediate repetition is optional. Repeated natural encounters with a meaningful pattern give the child information while keeping the interaction centred on the shared activity.

Use contrast carefully. To show in and on, keep the same toy and container while changing its position. To show my and your, keep ownership clear while speaker and listener roles change. To show first and next, keep a short sequence visible. One controlled change helps the adult identify the relationship being demonstrated. It should not become a rigid experiment that prevents the child from playing differently.

Sentence length is only one source of demand. A short question such as Why? can require more reasoning than a longer description of a visible action. A sentence with an unfamiliar person, a hidden object and a future event can be difficult even when every word is short. When participation becomes uncertain, simplify the scene or the relationship rather than merely counting syllables or removing every small grammar word.

Keep adult speech natural. Short, accurate sentences can coexist with occasional brief bridge phrases. If the child already follows and uses longer combinations, there is no need to reduce all speech to two-word forms. If a long explanation loses the shared meaning, return to one clear sentence. The guide offers options so the adult can adjust, rather than imposing a single sentence length on an entire age group.

Transfer means using a relationship in another meaningful context. The same in can link a bear and a box, a book and a bag, or socks and a basket. Change one familiar feature at a time when useful. If everything changes together, it becomes difficult to know whether the child is unsure about the word, the object, the action or the unfamiliar routine. Transfer can grow gradually without removing all support.

Do not confuse a memorised sentence with flexible understanding, or a short message with a lack of understanding. A child may enjoy repeating a favourite line while still learning its parts. Another may demonstrate a location accurately without naming it. Record what happened and how much support was present. Useful teaching follows that description rather than assuming that every fluent phrase represents independent control of every component.

The word fence describes a manageable teaching boundary. It is the adult's decision to highlight one useful connection while keeping the rest of the situation familiar. It is not a restriction on what the child may ask, a reason to avoid rich conversation or a clinical stage through which all children must pass. Follow curiosity when it opens a meaningful new exchange, and return to a simpler model when that helps.

A successful session need not look like a session. A child asks for a different cup, an adult understands, and the adult models You want the other cup. A toy is placed between two boxes and both people enjoy finding it. A picture is shown to a caregiver who responds with interest. These small outcomes connect vocabulary with participation, which is the practical purpose of the series.

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

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

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

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

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

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

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

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

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

For this Age 2 bank, separate an easy visible relationship from a richer listening model. A child using requests might hear I want the blue cup. A child describing toy actions might hear The car goes through the tunnel. Because, if, before and after can remain occasional adult models until the relevant relationship is useful and understandable. Progress is chosen from the child’s communication, rather than from the numerical order of the cards.

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I, you, we, he, she, me, us, my, your and our identify participants and relationships. These words can be harder than they look because their reference changes with the speaker. Use familiar names, visible people and clearly owned or shared objects. A cup, a family photograph and a shared book provide enough material; a worksheet of pronouns adds little to the actual exchange.

Start with one speaker and one listener. Describe your own action with I, then address the child with you. If a sentence is offered from the child’s viewpoint, frame it clearly: You can say, I want the book. Do not jump repeatedly between viewpoints just to obtain a correct answer. The child can hear natural models while the shared action continues.

No.	Word	Meaning in these adult models
1	I	the person speaking, used as the subject
2	you	the person or people being addressed
3	we	the speaker together with another person or group
4	he	a male person already identified in the conversation
5	she	a female person already identified in the conversation
6	me	the speaker receiving an action or following a preposition
7	us	the speaker and others receiving an action or following a preposition
8	my	belonging to the speaker, before a noun
9	your	belonging to the person being addressed, before a noun
10	our	belonging to or associated with a group including the speaker

1. I

Meaning for the adult: the person speaking, used as the subject.

Step in the model	Language to connect with the real situation
Familiar starting meaning	child; drawing
Short bridge phrase or message	I draw
Complete adult model; repetition is optional	I am drawing a circle.
Another natural adult model for a suitable context	I want the blue crayon.

Make the meaning visible. Draw alongside the child with separate sheets. Describe your own action with I, then pause for the child's contribution. If the child says their name instead, acknowledge the message before offering a natural first-person model on their behalf: You can say, I am drawing. Keep the paper and drawing more interesting than the pronoun.

Keep the boundary clear. I changes its reference when the speaker changes. A repeated adult sentence may therefore mean something different in the child's mouth. Do not treat an echoed I as proof of independent use.

Carry the relationship into another moment. At dressing time, model I can pull my sock. Notice whether the child uses I spontaneously for a different action, rather than requesting the drawing sentence again.

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2. you

Meaning for the adult: the person or people being addressed.

Step in the model	Language to connect with the real situation
Familiar starting meaning	adult; building
Short bridge phrase or message	you build
Complete adult model; repetition is optional	You are building a tall tower.
Another natural adult model for a suitable context	You can choose a book.

Make the meaning visible. Point towards the child's construction and describe what they are doing. Then let the child describe your building if they want. The exchange makes the changing speaker and listener roles visible. A nod or continued building still counts as participation; the adult can carry the spoken model without demanding a reply.

Keep the boundary clear. Do not use you only in instructions or criticism. A child also needs to hear it in descriptions, invitations and warm shared attention. Pointing should clarify the reference rather than feel like a reprimand.

Carry the relationship into another moment. During a walk, describe You found a leaf. Later, change the listener and describe a caregiver's discovery. Keep the action clear while the person changes.

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3. we

Meaning for the adult: the speaker together with another person or group.

Step in the model	Language to connect with the real situation
Familiar starting meaning	adult and child; carrying
Short bridge phrase or message	we carry
Complete adult model; repetition is optional	We are carrying the basket together.
Another natural adult model for a suitable context	We can put the blocks away.

Make the meaning visible. Use a light basket that two people can comfortably hold. Begin the shared action before naming it. We becomes meaningful because both people are doing something towards one outcome. Pause when the basket reaches its place and acknowledge each person's contribution without turning the task into a test of cooperation.

Keep the boundary clear. We should describe a real shared action. Saying We are putting on your shoes while only the child struggles can obscure who is doing the work. Offer help or describe the roles accurately.

Carry the relationship into another moment. Try We are reading after choosing a book together. Compare that with You are turning the page and I am holding the book, so the group and individual roles remain clear.

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4. he

Meaning for the adult: a male person already identified in the conversation.

Step in the model	Language to connect with the real situation
Familiar starting meaning	Grandpa; waving
Short bridge phrase or message	he waves
Complete adult model; repetition is optional	Grandpa is at the door. He is waving.
Another natural adult model for a suitable context	He is carrying his bag.

Make the meaning visible. Look at a familiar photograph or a person who is actually present. Name Grandpa first, then use he in the next sentence. This gives the pronoun an identifiable referent. Follow the child's interest in the person rather than asking a string of questions about who he is.

Keep the boundary clear. A child cannot identify the intended person from he alone when several people are possible. Do not infer confusion about gender from a single pronoun error. Use familiar names when the reference is uncertain.

Carry the relationship into another moment. During a picture-book scene, name a male character before describing what he does. Keep the scene simple enough that the pronoun does not compete with several new names.

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5. she

Meaning for the adult: a female person already identified in the conversation.

Step in the model	Language to connect with the real situation
Familiar starting meaning	Grandma; cooking
Short bridge phrase or message	she cooks
Complete adult model; repetition is optional	Grandma is in the kitchen. She is cooking.
Another natural adult model for a suitable context	She is stirring the soup.

Make the meaning visible. Watch a familiar adult from a safe place or use a photograph. First say the person's name, then add a sentence with she. Relate the word to the person and action together. A child may point to Grandma while the adult supplies the pronoun and the fuller description.

Keep the boundary clear. Avoid choosing pronouns from clothing, hairstyle or colour preferences. The example concerns a known person. Also keep kitchen observation away from hot surfaces; language practice never requires access to unsafe equipment.

Carry the relationship into another moment. In a family album, move from Grandma to another known female relative and use her name before she. This tests whether the relationship can travel beyond one memorised photograph.

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6. me

Meaning for the adult: the speaker receiving an action or following a preposition.

Step in the model	Language to connect with the real situation
Familiar starting meaning	book; recipient
Short bridge phrase or message	give me
Complete adult model; repetition is optional	Please give me the book.
Another natural adult model for a suitable context	Sit beside me if you want.

Make the meaning visible. Hold out an open hand when a book is available to pass. Ask naturally, then respond to the transfer by opening the book together. The word has a practical job because it identifies the recipient. Reverse the roles if the child wants to request a book from you.

Keep the boundary clear. Me is not interchangeable with I in standard adult sentences. Offer I am reading and Give it to me in meaningful contexts without giving a two-year-old a grammar lecture. A short me request can still be understood.

Carry the relationship into another moment. Use a turn-taking game with a large soft ball. A child may say me, and an adult can expand You want me to roll it to you, then do so.

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7. us

Meaning for the adult: the speaker and others receiving an action or following a preposition.

Step in the model	Language to connect with the real situation
Familiar starting meaning	two readers; book
Short bridge phrase or message	show us
Complete adult model; repetition is optional	Please show us your picture.
Another natural adult model for a suitable context	The puppy is sitting beside us.

Make the meaning visible. Invite a second familiar adult into a shared book or drawing moment. When the child shows a page, say Show us and look together. Make the group visible through shared attention. Do not add more people merely to create a performance audience; a comfortable pair of listeners is sufficient.

Keep the boundary clear. Us includes the speaker and at least one other person. If only the adult is involved, me is the clearer model. A child's interest in one listener should not be treated as a failure to include everyone.

Carry the relationship into another moment. At a window, describe a bird near both of you: It is close to us. Later use us as the recipient of a shown object, keeping the group meaning stable.

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8. my

Meaning for the adult: belonging to the speaker, before a noun.

Step in the model	Language to connect with the real situation
Familiar starting meaning	adult's cup
Short bridge phrase or message	my cup
Complete adult model; repetition is optional	This is my cup.
Another natural adult model for a suitable context	My shoes are beside the door.

Make the meaning visible. Put your own familiar cup beside the child's cup and name each accurately. Say my while indicating the cup you use. If the child claims their cup, respond to the ownership message and offer an appropriate model. The point is to distinguish people and objects, not to provoke a dispute.

Keep the boundary clear. My changes with the speaker. Avoid asking the child to copy My cup while holding the adult's cup unless that ownership is intended. Respect personal comfort objects and do not turn possession practice into forced sharing.

Carry the relationship into another moment. Use clothing at departure time. Each person can identify my hat or my bag from their own viewpoint. Watch for transfer between objects while the speaker remains clear.

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9. your

Meaning for the adult: belonging to the person being addressed, before a noun.

Step in the model	Language to connect with the real situation
Familiar starting meaning	child's bag
Short bridge phrase or message	your bag
Complete adult model; repetition is optional	Your bag is on the chair.
Another natural adult model for a suitable context	I found your red sock.

Make the meaning visible. Bring the child's familiar bag into view and describe its location. Let the child retrieve it if they want. Then point out your own bag using my. The paired examples make ownership and speaker perspective visible without needing an abstract explanation of pronouns.

Keep the boundary clear. Your does not mean everything near the child belongs to them. Name borrowed and shared objects accurately. When several listeners are present, a name may be more useful than an ambiguous your.

Carry the relationship into another moment. At snack time, identify your plate while addressing the child, then change listener and identify another person's plate. The physical objects can stay still while the spoken reference changes.

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10. our

Meaning for the adult: belonging to or associated with a group including the speaker.

Step in the model	Language to connect with the real situation
Familiar starting meaning	family; picnic mat
Short bridge phrase or message	our mat
Complete adult model; repetition is optional	This is our picnic mat.
Another natural adult model for a suitable context	Our books are in this basket.

Make the meaning visible. Use a genuinely shared object, such as a family mat or a basket of shared books. Describe what makes it a group object through ordinary use: several people sit on it or choose from it. Then contrast a clearly personal item without suggesting one type of ownership is better.

Keep the boundary clear. Our can refer to shared association rather than legal ownership. Do not use it to erase a child's personal belongings or consent. The adult model should fit the actual household arrangement.

Carry the relationship into another moment. On a familiar journey, say Our stop is next only if that is true. Keep the phrase linked to the people travelling together, then return to the shared-object sense at home.

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Try the relationship in real life

During a short drawing activity, each person chooses a crayon and describes their own choice if they want. Add my and your when naming ownership, then use we for the shared activity. Name a real shared object with our. If an unfamiliar adult joins, return to names until the reference is comfortable rather than increasing pronoun demands.

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A, an, the, this, that, these, those, some, another and any help listeners identify what is being discussed. They rarely make good isolated flashcard targets. Their meaning is clearer inside a request, a shared discovery or a practical choice. Begin with familiar objects so the small word can add information instead of competing with a new noun.

Introduce one item, then refer back to it. A book can become the book once both people know which one is meant. Use a gesture alongside this or that when shared attention needs support. For plural pointing words, show a visible set without requiring counting. Keep the activity focused on choosing, finding or using the objects.

No.	Word	Meaning in these adult models
11	a	one unspecified item, before a consonant sound
12	an	one unspecified item, before a vowel sound
13	the	a particular item identifiable to speaker and listener
14	this	one thing near the speaker or currently in focus
15	that	one thing farther away or already identified in context
16	these	more than one nearby thing
17	those	more than one thing farther away or identified as a set
18	some	an unspecified amount or number
19	another	one additional item or a different item of the same kind
20	any	an unspecified item or amount, often in questions and negatives

11. a

Meaning for the adult: one unspecified item, before a consonant sound.

Step in the model	Language to connect with the real situation
Familiar starting meaning	one block among several
Short bridge phrase or message	a block
Complete adult model; repetition is optional	Please bring a block.
Another natural adult model for a suitable context	A dog is walking past.

Make the meaning visible. Place a few familiar blocks within easy reach and invite the child to choose one. Any suitable block fulfils the request. Name what arrives without correcting an unexpected colour. The article works quietly inside a useful sentence; the child does not need to isolate or recite it.

Keep the boundary clear. A is selected by the following sound, not simply the printed letter. At this age, model natural phrases instead of teaching spelling rules. Do not contrast a and an with unfamiliar vocabulary just to manufacture an exercise.

Carry the relationship into another moment. Notice a bird, a bus or a leaf outdoors. The object changes while the sense of introducing one item remains. Later, use the when both of you know which item is meant.

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12. an

Meaning for the adult: one unspecified item, before a vowel sound.

Step in the model	Language to connect with the real situation
Familiar starting meaning	one apple
Short bridge phrase or message	an apple
Complete adult model; repetition is optional	There is an apple in the bowl.
Another natural adult model for a suitable context	Would you like an orange?

Make the meaning visible. Use familiar food names in ordinary conversation, following the family's usual safe preparation. Say an apple or an orange as a complete phrase. Let the child choose, point or decline. The useful learning is hearing the small word attached to a meaningful noun in a sentence.

Keep the boundary clear. The article follows a vowel sound. It is not a reason to require a toddler to name letters or analyse sounds. Do not introduce unsafe food pieces to demonstrate vocabulary; use pictures if food is unsuitable.

Carry the relationship into another moment. At picture-book time, notice an elephant or an umbrella. Keep the noun familiar enough that the article does not sit inside a sentence containing several unknown ideas.

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13. the

Meaning for the adult: a particular item identifiable to speaker and listener.

Step in the model	Language to connect with the real situation
Familiar starting meaning	known book
Short bridge phrase or message	the book
Complete adult model; repetition is optional	The book is beside your pillow.
Another natural adult model for a suitable context	Please close the door.

Make the meaning visible. Start by introducing a book with a book. After both of you have looked at it, say the book when referring to that same object. The change reflects shared knowledge. Reading and handling the object provide enough context without an adult explanation of definiteness.

Keep the boundary clear. The does not automatically mean an object is near or singular. It can accompany distant or plural nouns. Begin with a clear shared referent and avoid teaching an inaccurate shortcut that will later need undoing.

Carry the relationship into another moment. During play, introduce a toy animal, then describe where the animal goes. Repeat with a different animal on another day to show that the pattern travels beyond one book.

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14. this

Meaning for the adult: one thing near the speaker or currently in focus.

Step in the model	Language to connect with the real situation
Familiar starting meaning	nearby puzzle piece
Short bridge phrase or message	this piece
Complete adult model; repetition is optional	This piece fits here.
Another natural adult model for a suitable context	I would like this book.

Make the meaning visible. Hold a puzzle piece close enough for both people to see and indicate it while speaking. Then try it in the puzzle. This links the word to shared attention and a real action. A child can choose this through pointing before using a longer spoken phrase.

Keep the boundary clear. Nearness is relative to the speaker and situation. Do not insist that this always means physically touching an object. Make the referent clear, especially when several pieces are close together.

Carry the relationship into another moment. Offer two familiar books and let the child indicate this one. Once the choice is made, use the title or a description so the conversation does not remain entirely dependent on pointing.

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15. that

Meaning for the adult: one thing farther away or already identified in context.

Step in the model	Language to connect with the real situation
Familiar starting meaning	toy across the mat
Short bridge phrase or message	that bear
Complete adult model; repetition is optional	That bear is on the cushion.
Another natural adult model for a suitable context	Can you see that bus?

Make the meaning visible. Point towards a familiar toy across a comfortable play area. Name it with that, then walk together if the child wants to retrieve it. Keep the distance manageable and the route safe. The word should organise shared attention, not become an instruction to fetch objects repeatedly.

Keep the boundary clear. That can have several grammatical jobs. This card begins with pointing to one identifiable thing. Do not introduce an abstract sentence such as I think that at the same time and expect the same demonstration to explain both uses.

Carry the relationship into another moment. Use that for an object outside a window, then contrast this for a nearby picture of it. The object category can remain familiar while its relation to the speaker changes.

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16. these

Meaning for the adult: more than one nearby thing.

Step in the model	Language to connect with the real situation
Familiar starting meaning	nearby shoes
Short bridge phrase or message	these shoes
Complete adult model; repetition is optional	These shoes are dry.
Another natural adult model for a suitable context	These blocks can make a wall.

Make the meaning visible. Place a familiar pair of shoes or a small set of blocks nearby. Indicate the set with a broad gesture and say these. Make the plural group visible, then use one item separately with this. The difference is easier to experience when the objects and distance remain familiar.

Keep the boundary clear. These is plural, but the child does not need to count the entire set. Do not equate the word only with pairs or only with shoes. A child's singular noun after these can receive a natural adult recast.

Carry the relationship into another moment. At tidying time, indicate these books beside you, then one book. Use the correct adult sentence without stopping the shared task for a plural-ending drill.

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17. those

Meaning for the adult: more than one thing farther away or identified as a set.

Step in the model	Language to connect with the real situation
Familiar starting meaning	birds across the path
Short bridge phrase or message	those birds
Complete adult model; repetition is optional	Those birds are near the tree.
Another natural adult model for a suitable context	Those towels belong in the basket.

Make the meaning visible. Observe a small visible group from a safe place. Point out those birds or those trees while keeping your attention aligned with the child's. There is no need to approach wildlife. The distance and group together provide the relationship that the word expresses.

Keep the boundary clear. Do not require the child to distinguish four pointing words in one rapid quiz. This, that, these and those can be heard across ordinary situations. Use names again if the group is too distant or visually confusing.

Carry the relationship into another moment. In a room, contrast nearby blocks with a separate set farther away. Let the child move naturally between them while you adjust these and those to your own viewpoint.

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18. some

Meaning for the adult: an unspecified amount or number.

Step in the model	Language to connect with the real situation
Familiar starting meaning	available paper
Short bridge phrase or message	some paper
Complete adult model; repetition is optional	We need some paper for drawing.
Another natural adult model for a suitable context	There are some blocks in the basket.

Make the meaning visible. Bring out a manageable amount of paper or a few blocks. Say some while the quantity is visible but not the focus of counting. Use the items for a chosen activity. The word gives adults a way to talk about quantity without specifying an exact number.

Keep the boundary clear. Some is not a synonym for exactly a few. It can describe uncountable materials such as water as well as plural objects. Avoid teaching a fixed number or demanding that a child count before receiving materials.

Carry the relationship into another moment. Use some with water during ordinary pouring, then with books on a shelf. Keep the activity safe and practical while showing that the word can connect to different noun types.

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19. another

Meaning for the adult: one additional item or a different item of the same kind.

Step in the model	Language to connect with the real situation
Familiar starting meaning	one more block
Short bridge phrase or message	another block
Complete adult model; repetition is optional	I need another block for the bridge.
Another natural adult model for a suitable context	Would you like another turn?

Make the meaning visible. Build a short bridge and reach a point where one additional block would genuinely help. Name the need and add it. Let the child decide whether to continue. The visible unfinished structure gives another a purpose beyond merely repeating the adult's phrase.

Keep the boundary clear. Another can mean an additional one or a different one. Begin with one sense at a time. Do not use repeated offers of another snack or turn to pressure a child who has already indicated they are finished.

Carry the relationship into another moment. After a favourite game, offer another turn. On another occasion, use another cup when replacing a damaged one, making the changed sense clear through the situation.

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20. any

Meaning for the adult: an unspecified item or amount, often in questions and negatives.

Step in the model	Language to connect with the real situation
Familiar starting meaning	missing blocks
Short bridge phrase or message	any blocks
Complete adult model; repetition is optional	Are there any blocks in the basket?
Another natural adult model for a suitable context	I cannot see any crayons here.

Make the meaning visible. Look in a familiar container while searching for materials together. Ask about any blocks only when you genuinely do not know or when shared discovery is the activity. Show what the container holds, then act on the answer. A point towards the contents is a useful response.

Keep the boundary clear. Any has several uses and does not always mean zero. The question asks whether something is present; the negative sentence says none is seen. Treat this as adult listening language before expecting independent grammar.

Carry the relationship into another moment. Use the word during a practical search for clean socks or a missing puzzle piece. Keep the search brief and offer help rather than turning uncertainty into frustration.

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Try the relationship in real life

Set out two books and a basket. Choose a book, then place the book in the basket. Ask whether another book is wanted only if either answer is acceptable. On a later occasion, look for any books left on the mat. The same simple materials can support several relationships across separate moments without becoming a grammar drill.

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Is, are, am, be, do, does, can, will, want and need help organise adult sentence frames. Their grammatical jobs differ. Some link a subject to a state, some help form a question, and some express a preference or possibility. The child does not need those labels; adults need accurate examples that fit the situation.

Start with a clear intention or visible action. A child saying bear sleeping can hear The bear is sleeping. A child choosing a crayon can hear I want blue. A child struggling with a lid can hear I need help, followed by actual assistance. The best frame is the one that preserves the message and improves understanding.

No.	Word	Meaning in these adult models
21	is	links one person or thing with a state or action in these models
22	are	links plural subjects or you with a state or action
23	am	the form used with I in these present-tense models
24	be	the base form used after can in these examples
25	do	performs an action or helps form certain questions and negatives
26	does	the form used with a singular third-person subject in these examples
27	can	ability, possibility or permission in context
28	will	a future action or commitment in these models
29	want	a preference or desire
30	need	something required for a task, care or comfort

21. is

Meaning for the adult: links one person or thing with a state or action in these models.

Step in the model	Language to connect with the real situation
Familiar starting meaning	bear; sleeping
Short bridge phrase or message	bear is sleeping
Complete adult model; repetition is optional	The bear is sleeping.
Another natural adult model for a suitable context	Your cup is on the table.

Make the meaning visible. Settle a toy bear on a cushion during pretend play. Describe the scene using is, then let the story continue. Contrast an action and a location across separate turns. The little verb helps turn a label into a complete adult sentence while the child's shorter message remains meaningful.

Keep the boundary clear. Is also has other grammatical uses, and children may omit it in early combinations. Recast Bear sleeping as The bear is sleeping without making the child repeat the sentence before the play continues.

Carry the relationship into another moment. Use is with an actual state such as The towel is wet after ordinary washing. Keep the statement accurate and allow the child to investigate the towel through safe touch.

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22. are

Meaning for the adult: links plural subjects or you with a state or action.

Step in the model	Language to connect with the real situation
Familiar starting meaning	two cars; moving
Short bridge phrase or message	cars are moving
Complete adult model; repetition is optional	The cars are moving slowly.
Another natural adult model for a suitable context	You are holding the blue book.

Make the meaning visible. Roll two large toy cars side by side and describe what they are doing. Later describe the child's action with you are. These are separate familiar frames, so the adult need not explain the full grammar system. Movement and shared attention keep the words anchored in the scene.

Keep the boundary clear. Do not teach are as meaning only more than one, because you are can address one person. Use natural examples and avoid a simplified rule that contradicts ordinary speech. The child can hear agreement without naming it.

Carry the relationship into another moment. During a family photograph, say The children are smiling. Then address one child with You are smiling. Keep the people clearly identified in both sentences.

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23. am

Meaning for the adult: the form used with I in these present-tense models.

Step in the model	Language to connect with the real situation
Familiar starting meaning	adult; reading
Short bridge phrase or message	I am reading
Complete adult model; repetition is optional	I am reading your favourite story.
Another natural adult model for a suitable context	I am ready to go.

Make the meaning visible. Describe something you are genuinely doing while the child is nearby. I am reading works when a book is open and shared attention is possible. Then pause and listen to what the child notices. The phrase should enter a conversation, not replace it with continuous adult narration.

Keep the boundary clear. Am belongs with I in these examples. Do not ask the child to copy an adult feeling or state that is untrue for them. If you model a sentence for the child, make clear whose viewpoint it represents.

Carry the relationship into another moment. At a transition, each person can say I am ready when they actually are. If the child is not ready, acknowledge that and offer the practical help needed.

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24. be

Meaning for the adult: the base form used after can in these examples.

Step in the model	Language to connect with the real situation
Familiar starting meaning	gentle hands
Short bridge phrase or message	be gentle
Complete adult model; repetition is optional	We can be gentle with the book.
Another natural adult model for a suitable context	I will be beside you.

Make the meaning visible. Use a sturdy book and demonstrate careful page turning. Explain gentle through the visible action and a calm voice. Be sits inside a meaningful description of how someone can act. A child who needs help can turn a page with support rather than being asked to promise good behaviour.

Keep the boundary clear. Be has many uses. Start with familiar phrases and avoid defining it as a physical action like run. Abstract instructions such as Be good give much less information than showing what gentle handling looks like.

Carry the relationship into another moment. During toy-animal play, model We can be quiet while the bear sleeps. Keep pretend expectations brief and flexible, then return to an actual gentle action in another routine.

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25. do

Meaning for the adult: performs an action or helps form certain questions and negatives.

Step in the model	Language to connect with the real situation
Familiar starting meaning	familiar task
Short bridge phrase or message	do it
Complete adult model; repetition is optional	I can do this part.
Another natural adult model for a suitable context	Do you want the red cup?

Make the meaning visible. Let the child attempt a familiar, manageable task such as placing a large puzzle piece. Respond to do it as a meaningful wish for agency. Offer help without taking over automatically. In a separate turn, use do naturally in a question so the child hears accurate everyday English.

Keep the boundary clear. The action sense of do and its helping-verb role are different. This card supplies models rather than a rule that one demonstration explains every use. Do not make independent task completion a condition for warmth or participation.

Carry the relationship into another moment. Use I can do it during dressing if the child wants a turn. Later, ask a genuine preference question with Do you, while accepting a gesture as the answer.

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26. does

Meaning for the adult: the form used with a singular third-person subject in these examples.

Step in the model	Language to connect with the real situation
Familiar starting meaning	toy dog; action
Short bridge phrase or message	dog does it
Complete adult model; repetition is optional	The dog does a little dance.
Another natural adult model for a suitable context	Does the bear need a blanket?

Make the meaning visible. Make a toy dog perform a small pretend dance, then describe it. If the child invents a different action, follow that idea and name it. A later question about the bear can introduce does as a helping word in another familiar sentence frame.

Keep the boundary clear. Does is not a command to perform. The spoken form may be less obvious than its written form, and a child does not need to read it. Keep grammar modelling separate from judgements about whether the child cooperates.

Carry the relationship into another moment. In a familiar picture book, ask Does the puppy have a ball? only when the picture is clear. Comment on the answer rather than adding a chain of similar questions.

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27. can

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

Step in the model	Language to connect with the real situation
Familiar starting meaning	child; opening box
Short bridge phrase or message	can open
Complete adult model; repetition is optional	I can open the box.
Another natural adult model for a suitable context	Can you help me with this lid?

Make the meaning visible. Choose a container the child can comfortably manage, or ask for real help with one part of a task. Show what can means through the successful possibility. If the lid is difficult, change the support rather than framing the difficulty as a failed ability test.

Keep the boundary clear. Can may express permission as well as ability. A child who can climb something may still need a safety boundary. State the boundary clearly instead of assuming the word alone tells them whether an action is safe.

Carry the relationship into another moment. During drawing, offer You can choose either crayon. Later describe an actual ability such as You can make a long line, keeping the different uses clear through context.

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28. will

Meaning for the adult: a future action or commitment in these models.

Step in the model	Language to connect with the real situation
Familiar starting meaning	adult; helping soon
Short bridge phrase or message	will help
Complete adult model; repetition is optional	I will help you with your shoe.
Another natural adult model for a suitable context	We will read after we wash.

Make the meaning visible. Use will for an action you can reliably carry out. If a shoe is stuck, state that you will help and follow through. The connection between words and dependable action matters more than an elaborate explanation of the future. Let the child see the promised event happen.

Keep the boundary clear. Will is not a guarantee that every hoped-for event occurs. Avoid promising another person's actions or uncertain outcomes. At Age 2, the adult can model this word while relying on visible routines to clarify timing.

Carry the relationship into another moment. Before a familiar book routine, describe the next real action with will. Keep the interval short enough that the child can connect the statement with what follows.

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29. want

Meaning for the adult: a preference or desire.

Step in the model	Language to connect with the real situation
Familiar starting meaning	child; chosen toy
Short bridge phrase or message	want train
Complete adult model; repetition is optional	I want the train, please.
Another natural adult model for a suitable context	You want to play outside.

Make the meaning visible. Offer two available toys and give time for a choice. A reach, look or word can communicate wanting. Respond to the preference, then offer the complete sentence naturally. If the requested item is unavailable, acknowledge the desire before explaining the available options.

Keep the boundary clear. Want is different from need, but the distinction should not be used to dismiss a child's feelings. A request can be understood even when it cannot be granted. Avoid withholding ordinary care until a polite sentence is produced.

Carry the relationship into another moment. At book time, invite a choice between two stories. The same want frame can travel from an object to an action such as wanting to read again.

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30. need

Meaning for the adult: something required for a task, care or comfort.

Step in the model	Language to connect with the real situation
Familiar starting meaning	drawing; missing paper
Short bridge phrase or message	need paper
Complete adult model; repetition is optional	We need paper for the drawing.
Another natural adult model for a suitable context	I need help with this zip.

Make the meaning visible. Begin an activity that genuinely requires a familiar missing item. Notice together that drawing needs paper, then obtain it. A child can help identify or fetch the item if they want. The relationship is practical: the item makes the chosen activity possible.

Keep the boundary clear. Do not turn need into a competition over whose request is legitimate. Adults remain responsible for recognising care needs even when a child cannot name them. For uncertain feelings, offer a tentative model and check the child's response.

Carry the relationship into another moment. During dressing, name a real need for help. During a picnic, name the cups needed for drinking, while continuing to provide water without a language requirement.

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Try the relationship in real life

During construction, describe one present action, one ability and one practical need across different turns. We are building identifies the activity. We can use this block offers a possibility. We need another piece names a missing resource. Do not ask the child to repeat all three or explain the grammatical differences; let the structure support the play.

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In, on, under, inside, outside, beside, behind, between, near and through describe different spatial relationships or paths. Begin with locations the child can see. A container with clear sides is easier for in than an ambiguous drawing. A shared viewpoint matters for behind. Through is a path across an opening, so it needs movement rather than only a resting position.

Keep the toy familiar while changing one location. If in and on are already useful, a new container or surface may provide transfer. If the child is still exploring the base meanings, choose a simpler scene and model one accurate relationship. Between and behind can remain adult listening models until the scene is manageable.

No.	Word	Meaning in these adult models
31	in	within a container or bounded space
32	on	supported by or resting against a surface in this model
33	under	below something, often partly covered by it
34	inside	in the interior of something
35	outside	beyond the inside boundary of a place or object
36	beside	at the side of something or someone
37	behind	at the back of something relative to an established viewpoint
38	between	in the space separating two identified things
39	near	a short distance from a reference point
40	through	movement from one side of an opening or passage to the other

31. in

Meaning for the adult: within a container or bounded space.

Step in the model	Language to connect with the real situation
Familiar starting meaning	bear; box
Short bridge phrase or message	bear in
Complete adult model; repetition is optional	The bear is in the box.
Another natural adult model for a suitable context	Put your sock in the basket.

Make the meaning visible. Use a large open box and a familiar soft toy. Place the toy inside while describing the location, then allow the child to move it. The toy can remain visible, so understanding does not depend on remembering a hidden object. Follow the child's play rather than repeating commands.

Keep the boundary clear. Begin with a clear container. A flat surface does not show in as clearly as a box with sides. If the child puts the toy on the lid, describe on accurately instead of pretending the intended relationship occurred.

Carry the relationship into another moment. At tidying time, describe books in a basket. Change the object and container while keeping the inside relationship visible, then notice whether the child anticipates the location.

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32. on

Meaning for the adult: supported by or resting against a surface in this model.

Step in the model	Language to connect with the real situation
Familiar starting meaning	car; mat
Short bridge phrase or message	car on
Complete adult model; repetition is optional	The car is on the mat.
Another natural adult model for a suitable context	Your hat is on the chair.

Make the meaning visible. Place a toy car on a flat mat, then move it to another visible surface. Describe each placement. A child may enjoy making a small parking place while the adult models on. The action gives the location a purpose inside play.

Keep the boundary clear. On has other meanings, including a device being switched on. Keep the surface relationship clear before adding another sense. Do not describe a toy suspended above a table as on it merely because it appears close in a picture.

Carry the relationship into another moment. Use the word for a cup on a table or a book on a cushion. Keep placements stable and safe; there is no need to put objects on high shelves.

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33. under

Meaning for the adult: below something, often partly covered by it.

Step in the model	Language to connect with the real situation
Familiar starting meaning	toy; chair
Short bridge phrase or message	toy under
Complete adult model; repetition is optional	The toy is under the chair.
Another natural adult model for a suitable context	The blanket is under the bear.

Make the meaning visible. Hide a large toy partly under a low, stable chair while the child watches. Describe the position and retrieve it together. The visible edge makes the location discoverable without a difficult memory task. Enjoy the search as a shared game rather than testing obedience.

Keep the boundary clear. Do not invite crawling under unstable furniture or place objects where retrieval is unsafe. Under is a spatial relationship, not a demand for the child to squeeze into a small space. An adult can move the toy instead.

Carry the relationship into another moment. Try a blanket under a toy during pretend bedtime. The toy and support change, allowing the child to hear the same relationship in a quieter routine.

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34. inside

Meaning for the adult: in the interior of something.

Step in the model	Language to connect with the real situation
Familiar starting meaning	bag; book
Short bridge phrase or message	book inside
Complete adult model; repetition is optional	The book is inside the bag.
Another natural adult model for a suitable context	Look inside the empty box.

Make the meaning visible. Open a familiar bag and put a book inside while both people watch. Then look together. Inside can be paired naturally with in without requiring the child to explain the difference. The bag's opening and interior make the meaning concrete.

Keep the boundary clear. Inside may function without naming a following container, as in Come inside. This card begins with a visible interior. Do not treat the word as a promise that anything placed inside will be hidden or impossible to see.

Carry the relationship into another moment. Use inside with a toy house or a large basket. If the child returns to a simpler in phrase, respond to the meaning and keep the fuller adult model available.

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35. outside

Meaning for the adult: beyond the inside boundary of a place or object.

Step in the model	Language to connect with the real situation
Familiar starting meaning	toy house; bear
Short bridge phrase or message	bear outside
Complete adult model; repetition is optional	The bear is outside the little house.
Another natural adult model for a suitable context	We are going outside together.

Make the meaning visible. Set a toy beside a toy house, then move it through the doorway. Describe outside and inside as the position changes. The child can control the toy's route if interested. This gives a clear boundary without requiring an actual outdoor transition.

Keep the boundary clear. Outside does not mean unsafe, and inside does not automatically mean safe. Use actual safety guidance during real outings. Do not confuse outside the box with outside the home when the relevant boundary has not been established.

Carry the relationship into another moment. At a window, describe a tree outside the home. Name the building or room when needed so the child knows which boundary the adult means.

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36. beside

Meaning for the adult: at the side of something or someone.

Step in the model	Language to connect with the real situation
Familiar starting meaning	bear; cushion
Short bridge phrase or message	bear beside
Complete adult model; repetition is optional	The bear is beside the cushion.
Another natural adult model for a suitable context	You can sit beside me.

Make the meaning visible. Arrange a soft toy next to a cushion with a visible gap. Describe the position and invite the child to choose a comfortable seat nearby. The word can support both toy play and real social positioning. Accept a different seating choice without turning closeness into a demand.

Keep the boundary clear. Beside is more specific than merely being somewhere near. Use a clear side-by-side arrangement first. A child does not need to distinguish fine geometric distances, but the adult example should show the intended relation accurately.

Carry the relationship into another moment. While reading, place a book beside a familiar toy. Later describe two people sitting beside each other in a photograph, naming them before using pronouns.

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37. behind

Meaning for the adult: at the back of something relative to an established viewpoint.

Step in the model	Language to connect with the real situation
Familiar starting meaning	bear; box
Short bridge phrase or message	bear behind
Complete adult model; repetition is optional	The bear is behind the box.
Another natural adult model for a suitable context	The bag is behind your chair.

Make the meaning visible. Use a box with a large toy visible at its back edge. Look from the same side as the child and describe behind. Move around together if interested and notice how the view changes. Shared viewpoint helps prevent a language task from becoming a perspective puzzle.

Keep the boundary clear. Behind depends on the object and viewpoint. Do not change sides while expecting an unchanged answer. Begin with an object that has an obvious front or explicitly show where both people are looking from.

Carry the relationship into another moment. In a toy-vehicle line, describe a car behind the bus. Keep the direction of travel clear, then let the child rearrange the line while the adult updates the description.

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38. between

Meaning for the adult: in the space separating two identified things.

Step in the model	Language to connect with the real situation
Familiar starting meaning	bear; two boxes
Short bridge phrase or message	bear between
Complete adult model; repetition is optional	The bear is between the two boxes.
Another natural adult model for a suitable context	Your shoe is between the bags.

Make the meaning visible. Place two boxes apart and move a familiar toy into the gap. Name both boundaries before describing between. Let the child move the toy away and back. This is an optional richer listening model if simpler locations are still more useful.

Keep the boundary clear. Between involves two reference points, making it more demanding than in a single container. Keep other objects out of the immediate scene. A child who chooses a simpler location phrase can still participate successfully.

Carry the relationship into another moment. At snack setup, put a spoon between two plates only when the arrangement is clear. Later return to toy play with different boundary objects rather than making a worksheet of positions.

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39. near

Meaning for the adult: a short distance from a reference point.

Step in the model	Language to connect with the real situation
Familiar starting meaning	toy; basket
Short bridge phrase or message	toy near
Complete adult model; repetition is optional	The toy is near the basket.
Another natural adult model for a suitable context	Stay near me while we wait.

Make the meaning visible. Place a familiar toy close to a basket without touching it. Describe near, then move it farther away while commenting on the change. The child can notice relative distance through the action. Keep this a playful comparison rather than a demand to measure.

Keep the boundary clear. Near is relative and does not provide a sufficient safety instruction by itself. At a roadside, hold hands and follow the family's safety routine. Do not rely on a toddler's interpretation of distance to keep them safe.

Carry the relationship into another moment. Use near for a tree close to a bench during a walk. Name the reference point each time so the word does not become a vague substitute for pointing.

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40. through

Meaning for the adult: movement from one side of an opening or passage to the other.

Step in the model	Language to connect with the real situation
Familiar starting meaning	car; cardboard tunnel
Short bridge phrase or message	car through
Complete adult model; repetition is optional	The car goes through the tunnel.
Another natural adult model for a suitable context	We can see through the window.

Make the meaning visible. Make a short, open-ended tunnel from a stable cardboard structure and roll a large toy car through it. Describe the entry and exit. Let the child retrieve the car without reaching into a narrow or unsafe space. The journey gives through a visible beginning and end.

Keep the boundary clear. Movement through a tunnel and seeing through glass are related but distinct uses. Start with the moving toy and introduce the window example later. Never create a tunnel that traps a child's head or body.

Carry the relationship into another moment. Try a large scarf ring or a toy arch as another opening. Preserve the route across the opening rather than merely placing the car under an object and calling it through.

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Try the relationship in real life

Build a small toy journey on the floor with a box, cushion and open arch. Let the child choose where the toy goes. Describe the chosen route rather than constantly issuing instructions. A toy under the arch is not necessarily going through it; name the actual position or movement so the language stays connected to evidence.

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To, from, with, for, of, into, onto, off, out and away link an action or object to additional information. They can identify a destination, a starting point, a companion, a tool, a recipient or a part. The group contains several grammatical jobs, so it is organised by usefulness in everyday scenes rather than by a claim that all entries mean the same thing.

Show where an action begins and ends. A car goes from the mat to the garage. It moves into the garage, then rests in it. A picture can be for Grandma, and drawing can happen with a crayon. Use one of these connections when it adds useful information to what the child is already doing.

No.	Word	Meaning in these adult models
41	to	movement or transfer towards a destination or recipient
42	from	the starting point or source of something
43	with	togetherness, accompaniment or an instrument in context
44	for	the intended recipient or purpose
45	of	links a part, amount or relationship with a larger thing
46	into	movement from outside to inside
47	onto	movement to a supported position on a surface
48	off	away from contact with a surface in this model
49	out	movement or position beyond a container or enclosed place
50	away	movement farther from a reference point or removal from use

41. to

Meaning for the adult: movement or transfer towards a destination or recipient.

Step in the model	Language to connect with the real situation
Familiar starting meaning	ball; adult
Short bridge phrase or message	ball to Daddy
Complete adult model; repetition is optional	Roll the ball to Daddy.
Another natural adult model for a suitable context	We are walking to the gate.

Make the meaning visible. Sit a comfortable distance apart with a large soft ball. Name the destination before rolling it, then respond when it arrives. The recipient makes to useful. The child can roll, push or hand the ball according to their present motor ability.

Keep the boundary clear. To appears in many grammatical patterns, including want to play. This card begins with destination or recipient. Do not expect one ball game to teach every use, and keep the movement safe and easy.

Carry the relationship into another moment. Use to when taking a book to a shelf or walking to a familiar bench. The destination changes while the directed movement remains clear.

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42. from

Meaning for the adult: the starting point or source of something.

Step in the model	Language to connect with the real situation
Familiar starting meaning	book; shelf
Short bridge phrase or message	book from shelf
Complete adult model; repetition is optional	I took the book from the shelf.
Another natural adult model for a suitable context	This card is from Grandma.

Make the meaning visible. Let the child see a familiar book resting on a low shelf, then take it down and describe where it came from. The source is visible before and after the movement. Later, a received card can show a person as a source when that person is genuinely known.

Keep the boundary clear. From identifies an origin, but the child does not need to remember a long journey. Avoid inventing who sent an item. If the source is uncertain, describe only what is known and keep the language honest.

Carry the relationship into another moment. During tidying, describe taking a toy from a basket before putting it elsewhere. Contrast the starting point with the destination across separate simple sentences.

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43. with

Meaning for the adult: togetherness, accompaniment or an instrument in context.

Step in the model	Language to connect with the real situation
Familiar starting meaning	child; adult
Short bridge phrase or message	with Mummy
Complete adult model; repetition is optional	I am reading with Mummy.
Another natural adult model for a suitable context	We can paint with this brush.

Make the meaning visible. Share a book and describe the people taking part. Keep the social meaning of with clear before introducing a tool example. When painting is suitable, name the brush while using it. These two familiar scenes show different relationships without an abstract grammar explanation.

Keep the boundary clear. With does not always mean two people doing exactly the same action. One person may read while another looks. Do not use reading with as a reason to demand continuous attention or a particular sitting position.

Carry the relationship into another moment. At pretend cooking, describe stirring with a spoon. Later return to walking with a caregiver, allowing the same small word to link different kinds of meaningful information.

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44. for

Meaning for the adult: the intended recipient or purpose.

Step in the model	Language to connect with the real situation
Familiar starting meaning	drawing; Grandma
Short bridge phrase or message	picture for Grandma
Complete adult model; repetition is optional	This picture is for Grandma.
Another natural adult model for a suitable context	We need a cloth for the spill.

Make the meaning visible. Let the child choose whether a drawing is intended for someone. Name the recipient only after that choice is clear. In another routine, show a cloth used for cleaning a spill. The word can link an object to a person or a purpose through real action.

Keep the boundary clear. Do not assign every creation to an adult or require a child to give away work. For describes intention in these examples, and the child's intention matters. Avoid adding unrelated meanings such as duration in the same teaching moment.

Carry the relationship into another moment. Prepare a cup for a family member during an ordinary shared routine. Then describe a tool for a practical job, keeping each purpose visible and concrete.

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45. of

Meaning for the adult: links a part, amount or relationship with a larger thing.

Step in the model	Language to connect with the real situation
Familiar starting meaning	box; lid
Short bridge phrase or message	lid of box
Complete adult model; repetition is optional	This is the lid of the box.
Another natural adult model for a suitable context	I would like a piece of paper.

Make the meaning visible. Use a box with a removable lid. Take the lid off and put it back while naming the relationship. The child can see that two separate pieces belong together. If the box is not familiar, explore it first before adding the longer phrase.

Keep the boundary clear. Of has many uses and can be difficult to explain with a single object. This card starts with a clear part-whole relationship. Model the whole phrase instead of asking the child to define the word alone.

Carry the relationship into another moment. Use the top of a tower or the handle of a bag. Choose a part the child can see or touch safely, then let the broader play continue.

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46. into

Meaning for the adult: movement from outside to inside.

Step in the model	Language to connect with the real situation
Familiar starting meaning	car; garage
Short bridge phrase or message	car into garage
Complete adult model; repetition is optional	The car goes into the garage.
Another natural adult model for a suitable context	Put the blocks into the basket.

Make the meaning visible. Begin with the car clearly outside a toy garage. Move it across the entrance and describe into during the movement. Once it stops, say it is in the garage. This gentle contrast connects an action path with the resulting location.

Keep the boundary clear. Into highlights movement, whereas in often describes a position. A child's in garage can communicate either in context. Give an accurate adult model without requiring a verbal explanation of the difference.

Carry the relationship into another moment. During a real tidy-up, describe blocks going into a basket. Keep the basket open and accessible so the movement can be seen rather than inferred.

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47. onto

Meaning for the adult: movement to a supported position on a surface.

Step in the model	Language to connect with the real situation
Familiar starting meaning	bear; cushion
Short bridge phrase or message	bear onto cushion
Complete adult model; repetition is optional	The bear climbs onto the cushion.
Another natural adult model for a suitable context	I put the book onto the table.

Make the meaning visible. Move a toy bear from the mat to a low cushion. Describe the upward or surface-reaching movement, then state that the bear is on the cushion. The paired sentences make path and resting place visible through one small story.

Keep the boundary clear. Use toys for demonstrations that would be unsafe for the child. Onto does not authorise climbing furniture. The adult should distinguish pretend toy movement from an invitation to perform the same action physically.

Carry the relationship into another moment. Place a book onto a low table, then move it onto a different stable surface. Keep the object familiar while the destination changes.

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48. off

Meaning for the adult: away from contact with a surface in this model.

Step in the model	Language to connect with the real situation
Familiar starting meaning	hat; head
Short bridge phrase or message	hat off
Complete adult model; repetition is optional	I am taking my hat off.
Another natural adult model for a suitable context	The car rolled off the mat.

Make the meaning visible. Take off your own hat during an appropriate routine and describe the change. The child can remove their hat if comfortable or simply watch. The word has a visible before-and-after relation: an object was on a surface and is now away from it.

Keep the boundary clear. Off can also describe a switched-off device. Keep that sense separate initially. Do not remove a child's clothing or comfort item simply to generate vocabulary practice; use consent and the actual routine as the guide.

Carry the relationship into another moment. In toy play, let a car roll off a low mat onto the floor. Name where it lands so off remains connected to a comprehensible path rather than disappearance.

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49. out

Meaning for the adult: movement or position beyond a container or enclosed place.

Step in the model	Language to connect with the real situation
Familiar starting meaning	bear; box
Short bridge phrase or message	bear out
Complete adult model; repetition is optional	The bear is coming out of the box.
Another natural adult model for a suitable context	Take the book out, please.

Make the meaning visible. Place a familiar toy in a large open box, then move it out slowly while describing the action. Allow the child to control the toy next if interested. The changing position supplies the meaning, so there is no need for a spoken answer.

Keep the boundary clear. Out may need of and a named container in a complete sentence. Model the natural phrase while recognising a child's shorter out request. Do not put the child inside a container to demonstrate the word.

Carry the relationship into another moment. Take a book out of a bag during an actual reading routine. Later describe an animal coming out of a toy house, preserving the crossing of an inside boundary.

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50. away

Meaning for the adult: movement farther from a reference point or removal from use.

Step in the model	Language to connect with the real situation
Familiar starting meaning	car; starting place
Short bridge phrase or message	car away
Complete adult model; repetition is optional	The car is rolling away from us.
Another natural adult model for a suitable context	We can put the blocks away.

Make the meaning visible. Roll a large toy car gently across a clear floor and describe its movement away from you. Retrieve it together. At another time, use put away during ordinary tidying and show the storage place. The two scenes clarify different everyday uses.

Keep the boundary clear. Away is not the same as gone forever. If an object is being stored, say where it will be. Avoid using put away as a threat that makes the language activity feel like a punishment.

Carry the relationship into another moment. Watch a familiar person walk a short visible distance away, then return. Describe the movement without creating a separation that the child finds distressing.

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Try the relationship in real life

During pretend delivery play, let a toy carry a picture from one familiar place to another. Name the intended recipient and follow the child’s story. On another turn, describe a tool or companion with with. Avoid loading every possible relationship into one sentence; several short accurate turns are easier to connect with visible events.

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And, but, or, because, so, if, when, before, after and then connect information in different ways. And adds, or offers alternatives, but contrasts, and because introduces a reason. The remaining words can organise consequences, conditions and timing. This is the richest group in the bank, and many of its models may remain mainly in adult speech.

Begin with two visible objects joined by and or two genuine choices joined by or. Reasons are easier to follow when the cause is still visible, such as a spill and a wet table. Conditions are more demanding because the event may be only possible. Keep if optional and grounded in a simple invitation or pretend scene.

No.	Word	Meaning in these adult models
51	and	adds or joins related people, things or actions
52	but	marks a contrast or an unexpected difference
53	or	offers alternatives or describes one of several possibilities
54	because	introduces a reason or cause
55	so	connects a situation with its result in these examples
56	if	introduces a condition or possible situation
57	when	links an event to the time another event happens
58	before	earlier than another event
59	after	later than another event
60	then	the next event in a sequence

51. and

Meaning for the adult: adds or joins related people, things or actions.

Step in the model	Language to connect with the real situation
Familiar starting meaning	cup; spoon
Short bridge phrase or message	cup and spoon
Complete adult model; repetition is optional	The cup and spoon are on the mat.
Another natural adult model for a suitable context	We can draw and colour.

Make the meaning visible. Gather two familiar objects needed for pretend tea. Name them together with and, then use both in the play. Later connect two actions that genuinely occur. The word helps a message contain more information while the adult keeps the sentence easy to follow.

Keep the boundary clear. And can add more than two items, but long lists increase memory demands. Begin with a pair that belongs in the activity. A child may name one object while still understanding the shared scene.

Carry the relationship into another moment. During a walk, notice a bird and a tree, then return to a more closely related pair such as shoes and socks. Vary the nouns without requiring a recited list.

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52. but

Meaning for the adult: marks a contrast or an unexpected difference.

Step in the model	Language to connect with the real situation
Familiar starting meaning	two cups; sizes
Short bridge phrase or message	big but empty
Complete adult model; repetition is optional	This cup is big, but it is empty.
Another natural adult model for a suitable context	I want to go out, but it is raining.

Make the meaning visible. Compare two visible facts about one familiar object, such as a large empty cup. Make both facts clear before connecting them. For weather, acknowledge the wish to go out and explain the actual situation. This is a richer adult model, not a required child sentence.

Keep the boundary clear. But does not mean that the first part of a message is unimportant. Avoid repeatedly using it to cancel the child's feelings. Both wanting to play and needing a different plan can remain true.

Carry the relationship into another moment. In pretend play, describe a toy car that looks small but carries a large pretend load. Keep the contrast visible and simple rather than relying on a complicated joke.

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53. or

Meaning for the adult: offers alternatives or describes one of several possibilities.

Step in the model	Language to connect with the real situation
Familiar starting meaning	two available books
Short bridge phrase or message	bear or bus
Complete adult model; repetition is optional	Would you like the bear book or the bus book?
Another natural adult model for a suitable context	We can sit here or there.

Make the meaning visible. Offer two genuinely available, acceptable options and show both. Pause long enough for a point or word. Then honour the chosen option. The relationship becomes clear because the choice changes what happens next, rather than serving as a question with an adult-preferred answer.

Keep the boundary clear. Do not offer a false choice when only one option is possible. If a necessary routine has a boundary, offer choices within it, such as which towel to use, while explaining the boundary plainly.

Carry the relationship into another moment. At drawing time, offer one of two colours. Later offer two locations for a shared activity, keeping the number of alternatives manageable.

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54. because

Meaning for the adult: introduces a reason or cause.

Step in the model	Language to connect with the real situation
Familiar starting meaning	wet mat; spill
Short bridge phrase or message	wet because spill
Complete adult model; repetition is optional	The mat is wet because water spilled.
Another natural adult model for a suitable context	We are using the umbrella because it is raining.

Make the meaning visible. Use a small ordinary spill that has already occurred, then show the wet area and the source. State the reason in one calm sentence while cleaning. The child does not need to answer why. The connection is available to hear while the cause remains visible.

Keep the boundary clear. Because is a stretch model within this bank. Do not expect every two-year-old to explain causes or treat repeating because as evidence of causal reasoning. Also distinguish an observed cause from an adult's guess about feelings.

Carry the relationship into another moment. In pretend play, describe a tower falling because a toy bumped it, if that is what happened. Let the child rebuild instead of requiring a reason before helping.

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55. so

Meaning for the adult: connects a situation with its result in these examples.

Step in the model	Language to connect with the real situation
Familiar starting meaning	spill; cloth
Short bridge phrase or message	spill so wipe
Complete adult model; repetition is optional	The table is wet, so we need a cloth.
Another natural adult model for a suitable context	The bear is sleepy, so we made a bed.

Make the meaning visible. Name a visible situation and then perform the practical next action. A wet table followed by getting a cloth gives so an understandable consequence. Keep the explanation short and allow the child to join the useful action without repeating the sentence.

Keep the boundary clear. So has other meanings, including emphasis. This card models a result connection. Do not present a chosen adult response as the only possible consequence when several sensible options exist; say what you are doing now.

Carry the relationship into another moment. During pretend bedtime, connect a sleepy toy with making a bed. Later use a real routine where the result follows immediately, keeping the time gap small.

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56. if

Meaning for the adult: introduces a condition or possible situation.

Step in the model	Language to connect with the real situation
Familiar starting meaning	optional game; choice
Short bridge phrase or message	if you want
Complete adult model; repetition is optional	We can read again if you want.
Another natural adult model for a suitable context	If the box is full, we can use this basket.

Make the meaning visible. Use if in a low-pressure invitation where the child's preference genuinely matters. Offer another reading and accept either answer. In a separate activity, show what happens when a box is full and an alternative is available. The condition should be visible or easily understood.

Keep the boundary clear. If is an optional advanced listening model here. Avoid using it to make comfort, food or affection conditional on speech. A child's participation should not depend on producing an if sentence or predicting a hypothetical event.

Carry the relationship into another moment. In pretend play, suggest If the bear is cold, we can add a blanket. Let the child decide the pretend state, and follow the story rather than correcting their imagination.

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57. when

Meaning for the adult: links an event to the time another event happens.

Step in the model	Language to connect with the real situation
Familiar starting meaning	bell; opening door
Short bridge phrase or message	when bell rings
Complete adult model; repetition is optional	We look at the door when the bell rings.
Another natural adult model for a suitable context	Tell me when you are ready.

Make the meaning visible. Use a familiar event with a clear sound or visible change, such as the actual doorbell. Describe the timing while responding normally. For readiness, give the child a real opportunity to indicate it through a gesture or word. The relationship concerns an event, not clock reading.

Keep the boundary clear. When can ask a question or connect clauses. This card begins with event timing in an adult statement. Do not confuse it with a promise about an uncertain future or expect a precise time answer.

Carry the relationship into another moment. During a familiar game, describe what happens when a toy reaches the end of the track. Repeat only while the game remains enjoyable and the event stays visible.

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58. before

Meaning for the adult: earlier than another event.

Step in the model	Language to connect with the real situation
Familiar starting meaning	washing; snack
Short bridge phrase or message	wash before snack
Complete adult model; repetition is optional	We wash our hands before snack.
Another natural adult model for a suitable context	The socks go on before the shoes.

Make the meaning visible. Name two familiar steps and carry them out in the usual safe order. Socks and shoes make the sequence visible through the objects. The adult can demonstrate both steps while the child participates at their own level. Use the routine as support rather than testing verbal memory.

Keep the boundary clear. Before can be difficult when the sentence order differs from the event order. Begin with simple statements and visible actions. Do not give several new instructions at once and interpret confusion as deliberate refusal.

Carry the relationship into another moment. Use a pretend bear getting ready for bed. Choose two familiar actions, describe which happens before the other, then let the child change the story if they prefer.

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59. after

Meaning for the adult: later than another event.

Step in the model	Language to connect with the real situation
Familiar starting meaning	washing; towel
Short bridge phrase or message	dry after washing
Complete adult model; repetition is optional	We dry our hands after washing.
Another natural adult model for a suitable context	We can read after we put the blocks away.

Make the meaning visible. Follow a short familiar routine and describe the completed step before naming what comes after it. Drying hands after washing gives a direct sequence. If a promised activity follows tidying, keep the task manageable and follow through so the language remains trustworthy.

Keep the boundary clear. After is not a precise duration. A long or changing delay may be hard to connect with the statement. Avoid using after as an indefinite way of postponing a child's request without explanation.

Carry the relationship into another moment. During toy play, describe a car resting after its journey. Then connect two actual steps in a routine, allowing the child to see both events happen close together.

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60. then

Meaning for the adult: the next event in a sequence.

Step in the model	Language to connect with the real situation
Familiar starting meaning	blocks; books
Short bridge phrase or message	blocks then book
Complete adult model; repetition is optional	We put the blocks away, then we read.
Another natural adult model for a suitable context	The car stops, then the bear gets out.

Make the meaning visible. Use two picture cards, objects or actual events to make a short sequence visible. Say what happens first and what happens then. Carry out the second event without adding several extra steps. The word helps link events while the routine supplies the memory support.

Keep the boundary clear. Then can refer to different times in other contexts. Start with the next step. Do not keep extending a promised two-step sequence until it becomes a long chain that the child cannot anticipate.

Carry the relationship into another moment. Create a two-action toy story and let the child choose the second event. Describe their choice with then, preserving their agency in the sequence.

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Try the relationship in real life

Use a familiar two-step routine. Name the actual order with first and then, or describe one event after another. If the child changes the pretend sequence, update the model. Do not infer that a spoken because sentence proves broad reasoning ability, or that not answering why means the child cannot understand an observable event.

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What, where, who, which, how, why, yes, no, not and please give different shapes to an exchange. A genuine question seeks information, while a testing question often repeats something the adult already knows. Both can occur in play, but a day dominated by naming tests gives the child fewer opportunities to choose the topic or communicate something new.

Ask fewer, more useful questions and respond to the answer. Which book? matters when the child can choose. Where is the bear? can support a short shared search. Why? often requires a reason and can feel accusatory during distress. Offer comments and demonstrations when a question adds more demand than the situation needs.

No.	Word	Meaning in these adult models
61	what	asks about a thing, action or information
62	where	asks about a place or location
63	who	asks about a person or character
64	which	asks for a selection from an identifiable set
65	how	asks about a manner, method or state
66	why	asks for a reason
67	yes	an affirmative response or agreement
68	no	a negative response, refusal or correction
69	not	negates an action, state or description
70	please	a conventional polite request marker

61. what

Meaning for the adult: asks about a thing, action or information.

Step in the model	Language to connect with the real situation
Familiar starting meaning	unseen choice; toy
Short bridge phrase or message	what is it
Complete adult model; repetition is optional	What is in your bag?
Another natural adult model for a suitable context	What do you want to draw?

Make the meaning visible. Ask what when the answer is useful to the conversation. A child might show a toy from a bag or choose a drawing subject. Respond to that information and continue the activity. Questions should open space for communication rather than turn every object into a naming test.

Keep the boundary clear. What is broad, and an open question can be harder than a visible choice. If the child seems unsure, offer two possibilities or make a comment. Silence is not enough evidence to conclude they do not know the object.

Carry the relationship into another moment. During pretend cooking, ask what the toy wants to eat. Accept an imaginative answer and model a sentence that fits the child's chosen story.

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62. where

Meaning for the adult: asks about a place or location.

Step in the model	Language to connect with the real situation
Familiar starting meaning	missing familiar toy
Short bridge phrase or message	where bear
Complete adult model; repetition is optional	Where is the bear?
Another natural adult model for a suitable context	Where shall we put the book?

Make the meaning visible. Search briefly for a familiar toy whose location is safe and discoverable. Ask once, then look together. A point towards the toy can answer the question. Expand it with a location sentence, such as The bear is under the chair, and let finding remain the reward.

Keep the boundary clear. Do not hide a comfort object or prolong the search to force speech. Where can request a location even when the child cannot name that location. Use shared looking and gestures to support the exchange.

Carry the relationship into another moment. At tidying time, ask where a familiar book belongs if the child knows the routine. If not, show the place and describe it rather than repeatedly questioning.

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63. who

Meaning for the adult: asks about a person or character.

Step in the model	Language to connect with the real situation
Familiar starting meaning	familiar photograph
Short bridge phrase or message	who is waving
Complete adult model; repetition is optional	Who is waving in this picture?
Another natural adult model for a suitable context	Who would you like to read with?

Make the meaning visible. Look at a photograph containing familiar people. Ask who only if the child is interested, then use a name or accept pointing. A preference question about a reading partner can be more communicative than testing names. Keep the people identifiable and the conversation warm.

Keep the boundary clear. Who is different from what, but a child may still use either broadly. Model the intended question naturally. Do not turn uncertainty about a photograph into a judgement about attachment or recognition.

Carry the relationship into another moment. During toy play, ask who will drive the bus. Let the child choose a character and name that character before describing the next action.

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64. which

Meaning for the adult: asks for a selection from an identifiable set.

Step in the model	Language to connect with the real situation
Familiar starting meaning	two books
Short bridge phrase or message	which book
Complete adult model; repetition is optional	Which book would you like?
Another natural adult model for a suitable context	Which cup is yours?

Make the meaning visible. Show two familiar, available books and ask which book the child wants. Wait for a selection and read that choice. The visible set narrows the question. A point or reach can provide the information while the adult models a complete response.

Keep the boundary clear. Which does not require a spoken explanation of the choice. Avoid presenting too many options or asking which one when the objects are not in view. The set should be clear enough that the child can make a comfortable selection.

Carry the relationship into another moment. Use which with two socks, two crayons or two toy vehicles. Change the objects while keeping the act of choosing stable and meaningful.

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65. how

Meaning for the adult: asks about a manner, method or state.

Step in the model	Language to connect with the real situation
Familiar starting meaning	box; opening method
Short bridge phrase or message	how open
Complete adult model; repetition is optional	How can we open this box?
Another natural adult model for a suitable context	How does the soft cloth feel?

Make the meaning visible. Explore a familiar box with an easy opening. Wonder aloud about how to open it, then demonstrate or follow the child's attempt. In a separate sensory moment, ask about a soft cloth and offer descriptive language if needed. The question should support discovery rather than block help.

Keep the boundary clear. How has several jobs. A question about method differs from How are you? and from asking about amount. Keep one use clear in each exchange, and do not expect an abstract explanation from a child who can show the action.

Carry the relationship into another moment. During construction, ask how a toy can cross a small gap. Accept a demonstrated bridge as an answer, then describe the method in a natural sentence.

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66. why

Meaning for the adult: asks for a reason.

Step in the model	Language to connect with the real situation
Familiar starting meaning	fallen tower
Short bridge phrase or message	why did it fall
Complete adult model; repetition is optional	Why did the tower fall?
Another natural adult model for a suitable context	Why do we need the towel?

Make the meaning visible. Use why sparingly when a visible event has an understandable cause. If a tower fell after being bumped, look together and provide the explanation if the child does not. The adult can model curiosity without turning the scene into a challenge to justify every action.

Keep the boundary clear. Why is a stretch question and can sound accusatory in a tense moment. Do not use it repeatedly during distress or assume a child can explain their own behaviour. State an observed cause without inventing motives.

Carry the relationship into another moment. In a picture book, offer a simple reason for a character's action when the picture supports it. Keep speculation separate by saying Maybe if the reason is uncertain.

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67. yes

Meaning for the adult: an affirmative response or agreement.

Step in the model	Language to connect with the real situation
Familiar starting meaning	wanted book
Short bridge phrase or message	yes please
Complete adult model; repetition is optional	Yes, I would like that book.
Another natural adult model for a suitable context	Yes, the bear is in the box.

Make the meaning visible. Ask a genuine question with an answer you will respect, such as whether the child wants a particular book. Accept a nod or clear approach as an affirmative response. Say yes naturally in your reply and follow through with the activity.

Keep the boundary clear. Yes does not always indicate full understanding or free agreement, especially in a leading question. Avoid asking a string of questions where the adult clearly expects yes. Give the child an equally acceptable way to decline.

Carry the relationship into another moment. During play, answer the child's invitation with yes when you agree. This lets them hear the word from both sides of an exchange rather than only as an expected response.

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68. no

Meaning for the adult: a negative response, refusal or correction.

Step in the model	Language to connect with the real situation
Familiar starting meaning	unwanted option
Short bridge phrase or message	no thank you
Complete adult model; repetition is optional	No, I do not want that cup.
Another natural adult model for a suitable context	No, the bear is not asleep.

Make the meaning visible. Offer an optional item and honour a clear refusal. Name the message calmly, then offer an available alternative if appropriate. In a different scene, use no to correct a factual guess about a toy. The word can protect agency as well as answer a question.

Keep the boundary clear. A child's no should be heard, even when an adult must still carry out necessary care or maintain a safety boundary. Explain and support that routine without pretending the refusal was agreement or demanding a polite sentence first.

Carry the relationship into another moment. In pretend play, make an obviously playful guess and allow the child to correct it. Keep the exchange enjoyable rather than deliberately getting everything wrong.

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69. not

Meaning for the adult: negates an action, state or description.

Step in the model	Language to connect with the real situation
Familiar starting meaning	awake bear
Short bridge phrase or message	not sleeping
Complete adult model; repetition is optional	The bear is not sleeping.
Another natural adult model for a suitable context	This is not my cup.

Make the meaning visible. Keep a toy bear awake and active while commenting that it is not sleeping. The action shows the contrast. For ownership, compare clearly identified cups. A child can use a shorter not mine or no cup message while the adult supplies standard grammar.

Keep the boundary clear. Negatives add processing demands because the listener must hold and reject an idea. Do not rely only on Do not run to explain a safe alternative; add Walk beside me when that is the intended action.

Carry the relationship into another moment. Use not with a simple visible property, such as a dry cloth that is not wet. Avoid trick questions or multiple negatives that obscure the practical meaning.

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70. please

Meaning for the adult: a conventional polite request marker.

Step in the model	Language to connect with the real situation
Familiar starting meaning	wanted crayon
Short bridge phrase or message	crayon please
Complete adult model; repetition is optional	Please pass the blue crayon.
Another natural adult model for a suitable context	I would like a turn, please.

Make the meaning visible. Use please in your own real requests and respond warmly to the child's request whether or not the marker appears. If they want a crayon, pass it and model the fuller phrase naturally. Politeness is heard through respectful interaction as well as one word.

Keep the boundary clear. Please is not a password for access to food, water, comfort or help. Do not make the child repeat a formula before responding to an already clear need. Tone, timing and mutual consideration also matter.

Carry the relationship into another moment. During a game, ask for a turn with please and wait respectfully. The adult demonstration should include accepting the other person's turn rather than merely adding the word to a demand.

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Try the relationship in real life

During a book choice, show two options, ask which and accept pointing. If the child says no, check whether they reject one book or the activity. Model please in your own requests while meeting clear needs without a politeness test. A respectful exchange teaches more about communication than adding a formula to every adult demand.

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More, less, all, both, same, different, big, small, full and empty support comparison. The relevant feature must be clear. Two blocks can have the same colour and different sizes. A basket can be full for one practical purpose while still having small gaps. Comparisons become useful when they help solve a play problem rather than merely generate correct labels.

Choose an obvious difference and name the feature. Same colour is clearer than same when objects differ in other ways. Both refers to two members of a pair; all refers to the whole relevant set. Adults can model these distinctions naturally without requiring the child to explain the formal rule or sort a large collection.

No.	Word	Meaning in these adult models
71	more	an additional amount or continuation
72	less	a smaller amount or lower degree
73	all	the whole relevant set or amount
74	both	the two members of an identified pair
75	same	matching in a specified feature
76	different	not matching in a specified feature
77	big	large relative to the comparison or context
78	small	little in size relative to a comparison or context
79	full	filled to the relevant practical capacity
80	empty	containing none of the relevant contents

71. more

Meaning for the adult: an additional amount or continuation.

Step in the model	Language to connect with the real situation
Familiar starting meaning	ongoing song
Short bridge phrase or message	more song
Complete adult model; repetition is optional	Would you like more of the song?
Another natural adult model for a suitable context	I want more water, please.

Make the meaning visible. Pause at a natural ending in a familiar song and see whether the child wants it again or wants to stop. Model more if continuation is requested. For drinks, respond to the need and use language alongside care rather than delaying the drink for a phrase.

Keep the boundary clear. More may refer to quantity or continuation. It does not always mean a large amount. Keep adult models accurate, and respect done or no as readily as more so the child can control participation.

Carry the relationship into another moment. Use more during block building when another piece genuinely extends the structure. Later contrast the amount before and after adding without requiring counting or a comparison test.

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72. less

Meaning for the adult: a smaller amount or lower degree.

Step in the model	Language to connect with the real situation
Familiar starting meaning	drawing pressure; noise
Short bridge phrase or message	less noise
Complete adult model; repetition is optional	We can make less noise with the drum.
Another natural adult model for a suitable context	There is less water in this cup.

Make the meaning visible. Gently tap a suitable toy drum, then reduce the sound while describing less noise. Alternatively compare two stable cups with clearly different water amounts. Keep the activity exploratory. This is a richer comparison word that can remain mainly in adult speech.

Keep the boundary clear. Less usually accompanies uncountable amounts in these models. Use fewer for a smaller number of separate objects in formal adult English when appropriate. Do not define less as always meaning one, small or none.

Carry the relationship into another moment. During pouring, remove a little water and describe the smaller amount. Keep spills manageable and the child supervised, then return to ordinary play rather than demanding a verbal comparison.

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73. all

Meaning for the adult: the whole relevant set or amount.

Step in the model	Language to connect with the real situation
Familiar starting meaning	visible blocks
Short bridge phrase or message	all blocks
Complete adult model; repetition is optional	All the blocks are in the basket.
Another natural adult model for a suitable context	We have used all the paper on this tray.

Make the meaning visible. Gather the visible blocks from a small play area and describe the whole set once they are stored. Name the boundary of the set, such as all the blocks on this mat. A child can help notice a remaining block without being made responsible for perfect tidying.

Keep the boundary clear. All depends on what set is meant. It does not mean every block in the world or the entire home. Keep the reference manageable and avoid exaggerating a small success or mistake into an all-the-time judgement.

Carry the relationship into another moment. At book time, describe all the animals on one page. Let the child point freely while the adult keeps the set linked to that page.

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74. both

Meaning for the adult: the two members of an identified pair.

Step in the model	Language to connect with the real situation
Familiar starting meaning	two shoes
Short bridge phrase or message	both shoes
Complete adult model; repetition is optional	Both shoes are beside the door.
Another natural adult model for a suitable context	We can both hold the basket.

Make the meaning visible. Show a pair of familiar shoes and indicate the two together. Then use both for two people taking part in an easy shared action. The pair is visible in each example. There is no need to recite numbers before the word has a practical use.

Keep the boundary clear. Both refers to two, so do not use it for a larger group. A child can hear the pair relationship without being asked to distinguish both from all in a rapid quiz. Keep the adult model precise.

Carry the relationship into another moment. During drawing, notice that two pictures both contain a sun if that is true. The pair remains clear while the shared property changes from location to content.

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75. same

Meaning for the adult: matching in a specified feature.

Step in the model	Language to connect with the real situation
Familiar starting meaning	two red blocks
Short bridge phrase or message	same colour
Complete adult model; repetition is optional	These blocks are the same colour.
Another natural adult model for a suitable context	We chose the same story.

Make the meaning visible. Find two objects that match in one obvious feature and name that feature. Red blocks may differ in size while sharing colour. The phrase same colour is more informative than an unexplained same. Let the child bring another possible match if interested.

Keep the boundary clear. Same should specify the relevant feature when objects are not identical. Do not imply that matching colour means matching size, shape or ownership. A different interpretation may be reasonable if the adult's criterion was never clear.

Carry the relationship into another moment. Compare two familiar songs or repeated story choices. Move beyond objects only when the shared feature is easy to recognise and the child is enjoying the comparison.

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76. different

Meaning for the adult: not matching in a specified feature.

Step in the model	Language to connect with the real situation
Familiar starting meaning	two blocks; colours
Short bridge phrase or message	different colours
Complete adult model; repetition is optional	These blocks have different colours.
Another natural adult model for a suitable context	I chose a different book today.

Make the meaning visible. Put two familiar blocks together that clearly differ in colour. Describe that difference while acknowledging what remains shared, such as both being blocks. The child can use either in construction; the comparison need not become a sorting assignment.

Keep the boundary clear. Different is relational rather than a judgement that something is wrong. Avoid using it as a negative label for a person or preference. Name the actual feature and allow more than one valid way of comparing.

Carry the relationship into another moment. Choose another story from a familiar shelf and say a different book. Later compare two sounds, keeping the difference obvious without making either sound excessively loud.

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77. big

Meaning for the adult: large relative to the comparison or context.

Step in the model	Language to connect with the real situation
Familiar starting meaning	two baskets
Short bridge phrase or message	big basket
Complete adult model; repetition is optional	The big basket can hold the blanket.
Another natural adult model for a suitable context	This block is big beside that one.

Make the meaning visible. Compare two noticeably different baskets that are easy to handle. Put a blanket in the larger one if it fits, giving the size description a practical consequence. A child can choose which container to use while the adult names the relative size.

Keep the boundary clear. Big is relative. A basket can be big compared with a cup and small compared with a laundry tub. Avoid treating one object as permanently big regardless of context or turning size into a judgement about people.

Carry the relationship into another moment. Use two toy vehicles with a clear size difference. Change the comparison partner later and describe the new relationship, allowing the child to see that the reference matters.

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78. small

Meaning for the adult: little in size relative to a comparison or context.

Step in the model	Language to connect with the real situation
Familiar starting meaning	two toy cars
Short bridge phrase or message	small car
Complete adult model; repetition is optional	The small car fits in this garage.
Another natural adult model for a suitable context	I drew a small circle.

Make the meaning visible. Offer a large and a small toy car with an opening that comfortably fits one. Describe which fits without forcing either object. The physical result supports the comparison. Keep small objects age-appropriate and use toys that do not present a choking risk.

Keep the boundary clear. Small is a size description, not a label for low value or limited ability. Do not ask the child to handle tiny pieces to make the contrast more dramatic. Large pictures can demonstrate small drawn shapes safely.

Carry the relationship into another moment. During drawing, make one small circle beside a larger one. Let the child create their own marks without requiring accurate shape copying or size control.

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79. full

Meaning for the adult: filled to the relevant practical capacity.

Step in the model	Language to connect with the real situation
Familiar starting meaning	basket; soft toys
Short bridge phrase or message	basket full
Complete adult model; repetition is optional	The basket is full of soft toys.
Another natural adult model for a suitable context	This cup is full enough for carrying.

Make the meaning visible. Fill a low basket with familiar soft toys until adding another is impractical. Describe full and decide together whether to use another container. The capacity has a visible consequence, and the child can participate without needing to understand a numerical volume.

Keep the boundary clear. Full depends on purpose and safe capacity. A cup does not need to overflow to be described as full enough. Avoid pouring to the brim or encouraging the child to lift a heavy container for the lesson.

Carry the relationship into another moment. Use a toy bus with every seat occupied. Explain full in that pretend setting, then compare it with a basket where capacity is less precisely marked.

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80. empty

Meaning for the adult: containing none of the relevant contents.

Step in the model	Language to connect with the real situation
Familiar starting meaning	basket; toys removed
Short bridge phrase or message	basket empty
Complete adult model; repetition is optional	The basket is empty now.
Another natural adult model for a suitable context	We need an empty box for the game.

Make the meaning visible. Remove the familiar contents of a basket during play and look inside together. Describe empty when no relevant items remain. Then choose what to put in it next. The before-and-after change makes the word useful in a simple story.

Keep the boundary clear. An apparently empty container still contains air, but that scientific distinction is unnecessary for this everyday sense. Say what is absent if needed: empty of toys. Do not use empty to describe a child's worth or emotional state.

Carry the relationship into another moment. At pretend tea, show an empty cup before adding imaginary tea. Make clear that this is pretend, then return to an actual empty container in another routine.

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Try the relationship in real life

Use two baskets and familiar soft toys. Notice which basket holds the blanket, which is empty and when one is full enough. Let the child choose a solution if another toy will not fit. The goal is a meaningful relationship between language and action, not a timed sorting task or a claim that one comparison proves general mastery.

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First, next, last, again, now, soon, later, today, here and there orient an exchange. Some refer to order, some to time and some to location. A visible toy queue can support next more directly than an abstract future plan. A familiar event can anchor later more usefully than an unexplained clock time.

Keep promises connected to real events. Soon after shoes is clearer than soon without a cue. If a book is saved for later, return to it at the agreed routine when possible. Here and there need a shared view or gesture. The child can indicate a location before naming it in a more precise phrase.

No.	Word	Meaning in these adult models
81	first	the beginning position or event in a specified order
82	next	the following item, person or event in an order
83	last	the final item, person or event in a specified order
84	again	one more occurrence of an action or event
85	now	at the present time
86	soon	after a short but unspecified time
87	later	at a time after the present, without an exact duration
88	today	the current day
89	here	at the speaker's or current shared location
90	there	at a place identified away from the immediate speaker location

81. first

Meaning for the adult: the beginning position or event in a specified order.

Step in the model	Language to connect with the real situation
Familiar starting meaning	two routine steps
Short bridge phrase or message	first socks
Complete adult model; repetition is optional	First we put on socks.
Another natural adult model for a suitable context	The bear is first in the toy queue.

Make the meaning visible. Use two familiar dressing items and name the first actual step. Show it, then move on. A toy queue can later make a positional use visible. Keep the sequence short enough that the child can experience the order rather than remember a long spoken plan.

Keep the boundary clear. First is not a prize or a measure of personal worth. Avoid making every queue or task competitive. The adult can identify an order while protecting turns and accepting that routines sometimes need adjustment.

Carry the relationship into another moment. During a two-action toy story, let the child choose which action happens first. Then describe their chosen order and carry it out together.

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82. next

Meaning for the adult: the following item, person or event in an order.

Step in the model	Language to connect with the real situation
Familiar starting meaning	toy queue
Short bridge phrase or message	bear next
Complete adult model; repetition is optional	The bear is next in the queue.
Another natural adult model for a suitable context	Next we put the books in the basket.

Make the meaning visible. Create a short queue with familiar toys and move one at a time. Describe who is next before the movement occurs. The child can manage the toys while the adult models the word. The visible line reduces the need to hold the entire order in memory.

Keep the boundary clear. Next depends on the current point in the sequence. Once a toy takes its turn, the next toy changes. Do not leave the order fixed in your language after the child rearranges the scene.

Carry the relationship into another moment. Use next in an actual brief routine, such as choosing a book after putting away crayons. Keep the promised next step recognisable and achievable.

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83. last

Meaning for the adult: the final item, person or event in a specified order.

Step in the model	Language to connect with the real situation
Familiar starting meaning	three puzzle pieces
Short bridge phrase or message	last piece
Complete adult model; repetition is optional	This is the last piece of the puzzle.
Another natural adult model for a suitable context	We will read one last page.

Make the meaning visible. Use a familiar puzzle with one remaining large piece. Name it as the last piece, then enjoy completing the picture. At reading time, use last only when you intend to finish after that page and can offer a calm transition.

Keep the boundary clear. Last should be trustworthy. Repeatedly adding one last page after announcing an ending can make the boundary unclear. A child may need help with the transition even when the word is familiar; comfort is not a vocabulary reward.

Carry the relationship into another moment. In a short toy queue, notice the final toy after the others have moved. Change the order on another turn so last does not become one character's permanent label.

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84. again

Meaning for the adult: one more occurrence of an action or event.

Step in the model	Language to connect with the real situation
Familiar starting meaning	favourite game
Short bridge phrase or message	roll again
Complete adult model; repetition is optional	Please roll the ball again.
Another natural adult model for a suitable context	We can read the story again.

Make the meaning visible. Repeat a familiar action when the child indicates interest. Name again just before the repetition, and notice the child's response. The repeated event makes the meaning immediate. Let the child stop or change the game; repetition should serve enjoyment rather than an adult target count.

Keep the boundary clear. Again refers to recurrence, whereas more can refer to additional quantity. They overlap in some routines but are not interchangeable everywhere. Use natural phrases and avoid correcting a successful request simply because another word is possible.

Carry the relationship into another moment. Return to a favourite book later and describe reading it again. The event remains recognisable even when the gap between occurrences becomes longer.

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85. now

Meaning for the adult: at the present time.

Step in the model	Language to connect with the real situation
Familiar starting meaning	current action
Short bridge phrase or message	read now
Complete adult model; repetition is optional	We are reading now.
Another natural adult model for a suitable context	I can help you now.

Make the meaning visible. Use now to describe what is actually happening or a help offer you can immediately fulfil. The present action gives the word a clear anchor. If the child requests something now and it is unavailable, acknowledge the timing request before explaining the practical plan.

Keep the boundary clear. Now can sound urgent or controlling when repeated sharply. Use it in calm descriptions as well as necessary instructions. Do not promise immediate help and then continue a long unrelated task without explanation.

Carry the relationship into another moment. Compare a current activity with a short next step: We are drawing now; next we will wash. Keep both events familiar and the sequence brief.

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86. soon

Meaning for the adult: after a short but unspecified time.

Step in the model	Language to connect with the real situation
Familiar starting meaning	leaving shortly
Short bridge phrase or message	go soon
Complete adult model; repetition is optional	We will leave soon, after we put on shoes.
Another natural adult model for a suitable context	The song will finish soon.

Make the meaning visible. Pair soon with a concrete event rather than relying on an unseen clock. Shoes being put on can signal an approaching departure. Give the child enough support to understand what is happening next, and update the plan if it changes.

Keep the boundary clear. Soon is imprecise and may mean very different durations to adults and children. Do not expect a toddler to tolerate a long delay because the word was used. A visible step or timer used gently may provide clearer support.

Carry the relationship into another moment. During a short song, describe that it will end soon near the actual ending. Then let the event finish, making the timing relationship dependable.

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87. later

Meaning for the adult: at a time after the present, without an exact duration.

Step in the model	Language to connect with the real situation
Familiar starting meaning	book saved for another routine
Short bridge phrase or message	read later
Complete adult model; repetition is optional	We can read this book later, after lunch.
Another natural adult model for a suitable context	I will put this away for later.

Make the meaning visible. Use later for a realistic plan and connect it to a familiar event. Put the chosen book somewhere safe and return to it when the named routine arrives. The adult's follow-through helps the word gain meaning through experience rather than a lecture about time.

Keep the boundary clear. Later should not become a vague refusal that never resolves. If the activity will not happen, say so kindly. Children may still find waiting difficult even when the plan is clear; offer support without treating distress as misunderstanding alone.

Carry the relationship into another moment. Keep a drawing for a family member to see later in the day. When the person arrives, revisit the drawing and connect the earlier plan with the actual event.

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88. today

Meaning for the adult: the current day.

Step in the model	Language to connect with the real situation
Familiar starting meaning	planned visit
Short bridge phrase or message	park today
Complete adult model; repetition is optional	We are going to the park today.
Another natural adult model for a suitable context	Today we chose the bear story.

Make the meaning visible. Use today in an ordinary description of a real event. A photograph taken that morning or a current plan can provide an anchor. The word can remain mainly in adult conversation while the child experiences the day's routines without needing calendar knowledge.

Keep the boundary clear. Today is an abstract time word and its reference changes each day. Do not quiz a two-year-old on dates or expect a reliable distinction among today, yesterday and tomorrow from one successful repetition.

Carry the relationship into another moment. At bedtime, recall one familiar event from the current day with a photo or object. Keep the retelling short and accept the child's chosen detail rather than demanding a complete account.

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89. here

Meaning for the adult: at the speaker's or current shared location.

Step in the model	Language to connect with the real situation
Familiar starting meaning	nearby place on mat
Short bridge phrase or message	sit here
Complete adult model; repetition is optional	We can put the book here.
Another natural adult model for a suitable context	I am here beside you.

Make the meaning visible. Indicate a visible place within the shared activity and use here while placing an object. Let the child choose another spot if the arrangement is flexible. In reassurance, pair I am here with actual presence and support rather than treating the word as an instruction to stop feeling upset.

Keep the boundary clear. Here changes with speaker and context. A gesture can help clarify the intended place. Do not use Come here as the only example or assume hearing the word ensures the child can locate an unseen speaker.

Carry the relationship into another moment. During construction, let the child indicate here for a block placement. Confirm the spot before adding it, showing that the child's location message can guide the adult's action.

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90. there

Meaning for the adult: at a place identified away from the immediate speaker location.

Step in the model	Language to connect with the real situation
Familiar starting meaning	visible shelf
Short bridge phrase or message	book there
Complete adult model; repetition is optional	The book belongs there on the shelf.
Another natural adult model for a suitable context	The bird is over there.

Make the meaning visible. Point towards a visible shelf and name it as well as saying there. Move the book together if desired. The additional noun helps the child connect a pointing word with a stable place name. Outdoors, follow the child's attention rather than pointing at something they cannot find.

Keep the boundary clear. There is less informative without a shared view. If the child looks confused, name the place or move closer instead of repeating there more loudly. Do not assume a failure to follow a point is a vocabulary problem.

Carry the relationship into another moment. Use there in a toy scene, then replace it with beside the house or another precise location. This shows how a brief pointing message can grow into a fuller description.

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Try the relationship in real life

Make a short toy journey with a beginning, another stop and an ending. Let the child decide what happens next. Describe the current place with here, then name the place explicitly. At the end, offer again if another turn is available. Respecting the child’s choice helps the timing and location words do useful work.

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Help, give, take, bring, show, tell, ask, find, make and share link language with participation. These verbs are useful when there is a real partner, object, purpose or piece of information. Asking for help should bring assistance. Showing a picture should bring attention. Telling a listener something new should influence the conversation.

Give the child an authentic role. They might choose a book to bring, show a discovered detail or help locate a familiar toy. Avoid assigning repeated fetching tasks merely because the verbs are easy to practise. A meaningful contribution is one the activity actually needs, with enough support for the child to participate comfortably.

No.	Word	Meaning in these adult models
91	help	assistance with an action or difficulty
92	give	transfer something to another person
93	take	move something into one's possession or carry it somewhere
94	bring	carry something towards a person or relevant destination
95	show	make something visible or demonstrate an action
96	tell	communicate information to someone, usually through words
97	ask	request information, permission or assistance
98	find	discover the location of something or locate a needed item
99	make	create or produce something
100	share	use or enjoy something with another person through an agreed arrangement

91. help

Meaning for the adult: assistance with an action or difficulty.

Step in the model	Language to connect with the real situation
Familiar starting meaning	stuck zip
Short bridge phrase or message	help zip
Complete adult model; repetition is optional	Please help me with the zip.
Another natural adult model for a suitable context	I can help you carry the basket.

Make the meaning visible. Respond promptly when the child indicates a manageable difficulty. Name the help and provide the amount needed, leaving room for the child's own action if wanted. The word gains value because communication changes the situation. A gesture towards the stuck object can be enough to start the exchange.

Keep the boundary clear. Do not manufacture frustration or withhold assistance to force the word. Help can mean doing one part together rather than taking over the whole task. Check what the child wants when the intended assistance is unclear.

Carry the relationship into another moment. During a puzzle, offer help finding a piece rather than placing it automatically. Later model asking the child for a small real contribution to a shared task.

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92. give

Meaning for the adult: transfer something to another person.

Step in the model	Language to connect with the real situation
Familiar starting meaning	book; recipient
Short bridge phrase or message	give book
Complete adult model; repetition is optional	Please give the book to Grandma.
Another natural adult model for a suitable context	I will give you the blue crayon.

Make the meaning visible. Use a voluntary transfer with a familiar object that someone actually needs. Name the object and recipient, then allow time for the action. Reverse roles so the child also receives. The complete sentence shows how give links an action, a thing and a person.

Keep the boundary clear. Giving should not mean surrendering every personal possession on demand. Use shared materials or an agreed exchange. If the child declines an optional transfer, acknowledge that and choose another way to model the word.

Carry the relationship into another moment. At pretend tea, give a cup to a toy guest. Let the child choose the recipient and describe the transfer accurately rather than prescribing a single correct story.

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93. take

Meaning for the adult: move something into one's possession or carry it somewhere.

Step in the model	Language to connect with the real situation
Familiar starting meaning	book; chosen place
Short bridge phrase or message	take book
Complete adult model; repetition is optional	You can take the book to the mat.
Another natural adult model for a suitable context	I will take my bag with me.

Make the meaning visible. Offer a familiar book for the child to carry to a chosen reading place. Describe the movement and destination. The child can request assistance if carrying is difficult. The action has a purpose because it prepares a shared activity rather than serving as a repeated fetching exercise.

Keep the boundary clear. Take does not automatically grant permission to remove another person's belongings. Model asking or agreeing when ownership matters. Also distinguish taking an object from taking a turn through separate familiar situations.

Carry the relationship into another moment. During departure, describe taking your own bag. Later use take a turn in a game and show the turn happening, allowing the phrase's different sense to become clear through action.

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94. bring

Meaning for the adult: carry something towards a person or relevant destination.

Step in the model	Language to connect with the real situation
Familiar starting meaning	toy; shared mat
Short bridge phrase or message	bring bear
Complete adult model; repetition is optional	Please bring the bear to our mat.
Another natural adult model for a suitable context	I will bring your book to you.

Make the meaning visible. Start a pretend story on a mat and invite a needed toy towards that shared place. Keep the toy close and easy to carry. When it arrives, use it immediately in the story. The destination gives bring a real communicative purpose.

Keep the boundary clear. Bring and take depend partly on viewpoint. Do not teach bring as simply another word for carry without a destination. If the child moves the object elsewhere, clarify the plan through a gesture rather than treating the error as defiance.

Carry the relationship into another moment. During reading, offer to bring the child's chosen book to their comfortable place. The adult can demonstrate the movement towards the child from the other side of the exchange.

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95. show

Meaning for the adult: make something visible or demonstrate an action.

Step in the model	Language to connect with the real situation
Familiar starting meaning	drawing; interested listener
Short bridge phrase or message	show picture
Complete adult model; repetition is optional	Please show me your picture.
Another natural adult model for a suitable context	Can you show me how the car moves?

Make the meaning visible. Invite the child to share something they have chosen to make or notice. Look attentively when they show it, and comment on a specific visible detail. Demonstrating a toy's movement can answer a question without requiring an explanation in words.

Keep the boundary clear. Showing is an invitation, not a demand to display every creation or body part. Respect a declined invitation and avoid turning the moment into public performance. The adult's attention should reward the shared meaning rather than the correctness of a sentence.

Carry the relationship into another moment. Show the child your own simple drawing or a discovered leaf. Then let them decide whether to show something back, preserving the two-way nature of the exchange.

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96. tell

Meaning for the adult: communicate information to someone, usually through words.

Step in the model	Language to connect with the real situation
Familiar starting meaning	chosen story; listener
Short bridge phrase or message	tell Mummy
Complete adult model; repetition is optional	Tell Mummy which book you chose.
Another natural adult model for a suitable context	I will tell you a little story.

Make the meaning visible. Use tell when there is real information another person does not yet have. Support the child with the chosen book in view, and accept a short phrase or gesture-assisted message. The receiving adult should respond to the information rather than evaluate the delivery.

Keep the boundary clear. Tell and show can work together, but they are not identical. A child who points may still communicate successfully. Do not insist on a long verbal account or ask them to report feelings they cannot yet identify.

Carry the relationship into another moment. During pretend play, tell a brief invented event about the bear, then pause for the child's addition. Their new action can guide the next spoken part of the story.

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97. ask

Meaning for the adult: request information, permission or assistance.

Step in the model	Language to connect with the real situation
Familiar starting meaning	needed help; listener
Short bridge phrase or message	ask for help
Complete adult model; repetition is optional	You can ask me for help.
Another natural adult model for a suitable context	I will ask Grandma which cup she wants.

Make the meaning visible. Model a real request to another adult or to the child, then wait for the answer. When the child needs help, offer the request frame without delaying assistance. The word names a communicative action that becomes visible through the other person's response.

Keep the boundary clear. Asking does not guarantee a yes, and a refusal should be explained kindly when needed. Avoid using Ask nicely as the only instruction when the child already communicated a clear need. Provide a usable model and practical support.

Carry the relationship into another moment. At pretend tea, ask each toy guest what they want, using the child's invented answers. Later connect the same request process with a real low-pressure choice.

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98. find

Meaning for the adult: discover the location of something or locate a needed item.

Step in the model	Language to connect with the real situation
Familiar starting meaning	known toy; brief search
Short bridge phrase or message	find bear
Complete adult model; repetition is optional	We can find the bear together.
Another natural adult model for a suitable context	I found your blue sock.

Make the meaning visible. Search for a familiar, nonessential object in an easy area. Name clues and look together, then celebrate the discovery as part of the game. A child can find through pointing or moving towards the item. The adult can supply the complete sentence after the discovery.

Keep the boundary clear. Do not hide a comfort item or necessary possession to create a lesson. Searching should not become distressing or prolonged. Found is the past form in the alternate model; offer it naturally without requiring a tense drill.

Carry the relationship into another moment. During a real dressing routine, find a sock from a small visible set. Then use find for a picture-book detail, changing the setting while preserving the locating action.

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99. make

Meaning for the adult: create or produce something.

Step in the model	Language to connect with the real situation
Familiar starting meaning	blocks; bridge
Short bridge phrase or message	make bridge
Complete adult model; repetition is optional	We can make a bridge with these blocks.
Another natural adult model for a suitable context	I made a bed for the bear.

Make the meaning visible. Offer familiar construction materials and a small purpose, such as helping a toy cross a gap. Let the child decide how to build. Describe making and the result without imposing a single design. If the bridge falls, explore another attempt rather than treating the construction as a language failure.

Keep the boundary clear. Make has several senses, including causing something to happen. This card starts with creating. Do not use the activity to demand precise fine-motor work or to require the child to copy an adult product.

Carry the relationship into another moment. During pretend play, make a bed from a folded cloth. Later create a drawing or simple arrangement and name the different product while keeping the act of creating clear.

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100. share

Meaning for the adult: use or enjoy something with another person through an agreed arrangement.

Step in the model	Language to connect with the real situation
Familiar starting meaning	shared crayons; drawing
Short bridge phrase or message	share crayons
Complete adult model; repetition is optional	We can share these crayons while we draw.
Another natural adult model for a suitable context	Would you like to share this story with me?

Make the meaning visible. Use communal materials and show an achievable arrangement: each person holds a crayon, and additional colours remain available. Describe sharing while respecting current turns. A shared story can provide another model in which both people enjoy the same activity without dividing an object.

Keep the boundary clear. Sharing does not require immediate surrender of a personal comfort object or acceptance of grabbing. Adults should protect turns and help negotiate access. Do not treat reluctance as proof that the child does not understand the word.

Carry the relationship into another moment. Read together with room for each person to notice different details. Later return to shared materials, naming the agreed arrangement and helping the child request a turn when needed.

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Try the relationship in real life

During pretend tea or a shared drawing activity, let the child decide what to make and who to show. Model a request to another person, then wait for the answer. Protect ownership and turns when sharing materials. The language should support cooperation through clear arrangements, rather than become a judgement about whether a toddler is generous or well behaved.

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1. Drawing together: choosing, requesting and showing

Set out a small selection of suitable drawing materials and paper. Keep the materials accessible so language is not a toll for obtaining them. Begin by drawing alongside the child or watching what they choose. A crayon, a mark and an interested partner are enough; the child does not need to copy a picture or produce a recognisable object.

Model a genuine choice with I want the blue crayon or Which colour would you like? Accept a point, a familiar word or a home-language answer. Pass the chosen material and describe the outcome. If the child wants something another person is using, acknowledge the request and support a practical turn arrangement. Please can appear in the adult model without becoming a condition for access.

Add one property or relationship to the child's message. If they say blue, you might say You chose the blue crayon. If they show a line, say You made a long line. If they call the drawing a bus, accept their intended representation and ask a useful follow-up only if it opens the story. Do not judge the picture's accuracy before responding to its meaning.

Finish with an opportunity to show or keep the drawing. The child can choose whether it is for someone or belongs in their own collection. An observation might record that they pointed to a crayon, received it, then spontaneously showed a mark. That gives the next caregiver more useful information than a statement that the child completed ten vocabulary words.

2. Building a bridge: actions, resources and reasons

Use large, age-appropriate blocks and a familiar toy. Place a small gap between two mats or pretend riverbanks and wonder how the toy might cross. The gap should be easy to bridge and safe to reach. The problem provides a reason for making, needing and trying without requiring a polished finished structure.

Describe one action at a time: We are making a bridge. If another block is needed, name that genuine need. Let the child choose a design, including one that differs from yours. A request such as More block can receive We need another block. Supply the material and let the action continue rather than waiting for a longer sentence.

If the structure falls, describe what you actually observed. The car bumped the bridge, so it fell is appropriate only if the bump occurred. If the cause is uncertain, say I am not sure why it fell. Avoid attributing failure to carelessness or announcing a scientific explanation that the scene does not support. Curiosity can remain honest and calm.

Transfer the language by changing one feature on another day: a different toy, a wider mat gap or another large building material. Keep the challenge manageable. Record whether the child sought help, changed a plan or described a location. The construction is a context for communication, so a child who abandons the bridge to build a house has still offered a meaningful new direction.

3. Getting dressed: ownership, help and sequence

Use the actual dressing routine rather than adding a separate clothing lesson. Familiar socks, shoes and a bag make ownership and sequence visible. Choose a time when there is enough space for participation. If the household is rushing, clear care and practical assistance matter more than introducing a new relationship.

Identify personal items with names or my and your. When the child is ready to try a manageable part, model I can do this part from a clearly framed viewpoint. If a zip or sock is difficult, respond to the request for help. Ask what kind of help is wanted when that is uncertain, but do not prolong frustration to obtain a specific word.

Name two steps in their real order. First socks, then shoes can receive the adult sentence We put on socks before shoes. Avoid stacking several instructions into one breath. A child may anticipate the routine from objects and gestures; note that support rather than claiming they understood every word of a complex sequence sentence.

At the end, describe the practical outcome: Your shoes are on and your bag is here. If the child is upset about leaving, respond to that feeling rather than repeating the vocabulary plan. A useful handover might note that the child requested help with a gesture and later used help independently with another item.

4. Snack setup: recipients, quantities and real choices

Follow the family's usual food choices, preparation and supervision. Vocabulary practice does not require introducing new foods, small pieces or unusual serving tasks. The useful opportunities are already present in cups, places, preferences and familiar cleanup. Provide food and water according to care needs without a speech requirement.

Offer a genuine choice only where both options are available. Which cup would you like? can be answered by pointing. Use for to identify a recipient, such as This cup is for Grandma, if that matches the actual setting. If the child declines, check whether they reject the item, the particular container or more food rather than assuming one fixed interpretation of no.

More, some, full and empty can arise naturally. Describe the actual amount and respect done. A cup can be full enough for safe carrying without being filled to the brim. Do not use this routine to test counting, insist on finishing food or make an adult's preferred intake the definition of a successful language exchange.

During an ordinary spill, state the visible result and practical response: The table is wet, so we need a cloth. The child may help if interested and able, but the adult remains responsible for care and cleanup. The sentence connects a situation with an action while the event is still clear.

5. Reading a picture book: comments before questions

Let the child choose a suitable familiar book and a comfortable way to share it. Sitting still through every page is not a prerequisite for hearing useful language. You can follow a chosen picture, return to a favourite page or stop. A familiar story reduces the number of new meanings competing for attention.

Use comments to share what you notice. The bear is behind the tree adds a relationship to a familiar character. A question can be useful when it invites a choice or discovery, but continuous What is this? questions turn reading into a naming test. Allow the child to introduce a topic through a point, sound or short phrase.

Name a character before using he or she so the reference is clear. For reasons, distinguish what the story states from a guess: Maybe the bear wants a blanket. If the child invents another motive, explore it as pretend rather than treating it as an error about a single correct interpretation. Keep the language linked to the shared page or story.

At a natural ending, offer again if another reading is possible. If this is the last page, keep that boundary clear and provide a calm transition. Note whether the child chose, commented, corrected a playful guess or asked to continue. Those functions reveal more than the number of nouns the adult managed to elicit.

6. A toy journey: paths and changing locations

Create a simple floor scene with a familiar toy, an open box and a low arch. Use large safe materials and avoid narrow spaces that invite unsafe reaching or climbing. The toy can travel into a garage, through a tunnel and onto a mat. The child controls the route whenever possible.

Describe the movement as it happens. Into highlights entry; in describes the resulting position. Onto describes movement to a surface; on describes the resting place. These are adult distinctions to model accurately, not pairs the child must define. If the child says car in while requesting entry, respond to the intended action and supply the complete sentence.

Establish a shared viewpoint before behind or beside. Between needs two visible reference objects. If the scene becomes crowded, remove an unnecessary object rather than giving louder or longer instructions. A simpler scene can preserve the relationship while reducing attention and memory demands.

End with a chosen destination and describe where the toy is now. On another occasion, use a different vehicle with the same route or the same toy with a different container. Transfer becomes easier to interpret when one familiar feature remains. Do not claim broad understanding from a single prompted placement.

7. A comfortable outing: shared attention and dependable plans

Use a familiar safe outing such as a short walk with a caregiver. Follow the family's normal road, transport and weather precautions. Language activities must not distract from supervision. At crossings or busy places, clear practical action takes priority over introducing new words or asking the child to explain a rule.

Notice what the child actually attends to. A bird, a bus or a leaf can invite That bird is near the tree or The bus is going away. If they cannot locate what you mean, name the place or change the viewpoint instead of repeating there more loudly. Shared looking is part of the support, not an error to remove.

Use to and from for a visible route, and with for the people travelling together. Time words need dependable anchors: We will go after shoes is clearer than an unexplained later. If the plan changes, explain the new situation simply. Do not promise an event you cannot control merely to obtain cooperation.

After the outing, one object or photograph can support a short recollection. Today we saw a bus may be an adult model while the child contributes a sound or gesture. Do not require a detailed report of the trip. The useful connection is between a shared experience and a message another person can understand.

8. Pretend tea: giving, asking and sharing roles

Arrange a small pretend scene with familiar toy cups and a few characters. No real drink is necessary. Let the child decide who is attending and what the guests want. The adult can join as a partner rather than directing every object placement. A child's invented change is material for the conversation.

Use give with a clear recipient: Give the cup to the bear. Use for to identify the intended guest and with for a companion or tool. If the child changes the recipient, describe the new action instead of insisting on the adult's script. The relationship remains teachable when the toy goes to a different character.

Model asking by making a genuine pretend request, then wait for the child's story response. They might say no because the bear is sleeping or silently offer another cup. Respond within the story. A fuller sentence can be supplied without requiring the child to explain every character's motive or repeat the request formula.

Sharing in this routine concerns agreed access and joint enjoyment. Protect turns with the materials and do not remove a comfort object to teach generosity. At the end, ask which guest goes home first if that fits the play. A short sequence can emerge from the child's chosen ending rather than a predetermined lesson plan.

9. Tidying a small area: sets, places and an achievable ending

Choose one manageable area and an actual reason to clear it. A few blocks and a basket are enough. Tidying the entire room adds physical and attention demands that can obscure the language focus. The adult should contribute and keep expectations appropriate to the child's present participation.

Describe where objects belong with in, on or beside. Show the storage place before expecting independent action. All the blocks on this mat defines a visible set, whereas all the toys may be too broad. If one item remains, notice it together without turning the missed object into a judgement about effort.

Use we only for a genuinely shared task. If the child is doing one part and the adult another, describe those roles accurately. Next or then can name the following activity, but the promised ending should be realistic. Avoid repeatedly adding more tasks after announcing that the last object has been put away.

Notice whether language makes coordination easier. The child may bring the basket, point to the storage place or ask for help carrying. Those are useful contributions even if the adult does most of the cleanup. The purpose is a clear shared routine, not a test of compliance or an obligation to earn the next ordinary activity through speech.

10. A quiet closing routine: feelings, timing and a small story

Use a calm familiar part of the day when the child is comfortable. A short book, a soft toy or a drawing can support one final shared exchange. Do not introduce several new time words or complicated explanations when the child is tired. Care, reassurance and the actual bedtime routine remain the main purpose.

Describe one current state and one next event. The bear is on the cushion. Next we will read. If the child asks for another story, acknowledge the request and state the real plan. Last and later should be trustworthy, with enough support for the transition rather than a demand to accept a boundary without feeling disappointed.

An adult can tell a two-event toy story and leave room for the child's contribution. The bear is sleepy, so we made a bed is a richer model only if the pretend meaning fits. The child might decide the bear wants to dance instead. Follow or gently close the story according to the real routine, without calling the imaginative change wrong.

Finish by responding to the child's final message, whether it is a word, a look, a gesture or a request for comfort. A useful observation might concern an easier transition or a clearer request rather than a new vocabulary item. The bank has served its purpose when it helps an adult understand and support the child in an ordinary moment.

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Repair case 1

The child says My turn while another child is using the toy. First recognise the request: You want a turn. Then describe the actual arrangement: Sam is using it now; your turn is next. Support the wait with an available activity and a fair transition. The language is useful even though the requested outcome is not immediate. Do not make the child abandon the request merely because they still need adult help with turn-taking.

Repair case 2

The child says You want blue while pointing to themselves. Speaker perspective may be part of the difficulty. Confirm the intended choice, then offer a clearly framed model: You can say, I want blue. When describing your own choice, hold your own crayon and say I want red. Avoid a rapid sequence of I-you corrections in which the reference changes faster than the child can follow.

Repair case 3

The child says Bear in while the bear is actually on the lid. Respond to the scene: The bear is on the box. If appropriate, move it inside and describe the change: Now the bear is in the box. The adult model repairs the relationship without rejecting the child's attempt to share attention. If the child intended a request to put it in, follow that intention instead of assuming a description.

Repair case 4

The child repeats Because rain after an adult's explanation. Enjoy the contribution and continue the meaningful routine. The repetition alone does not establish independent understanding of causality. Later, notice whether the child connects another visible event with a reason, with or without the same wording. Do not add repeated why questions to prove what the echoed phrase means.

Repair case 5

The child answers yes to both of two incompatible options. The question format may not have clarified the choice. Show the options and ask Which one? or name each slowly, then accept a point. Avoid interpreting the responses as dishonesty or deliberate contradiction. The adult can change the support and discover the intended preference without insisting that the child repair the entire conversation verbally.

Repair case 6

The child gives no response to Put the bear behind the box. Check the toy, viewpoint, familiarity and relevance. Demonstrate the relationship from a shared position and continue playing. If the child understands under but not behind, use a simpler clear location while keeping behind available in adult descriptions. One unfamiliar preposition does not justify a broad claim about language ability.

Repair case 7

The child says No book and reaches towards a different story. The message may reject that particular book rather than reading altogether. Clarify with a visible alternative: Not this one? This book? Once the choice is clear, expand You want a different book. Respect the distinction between refusing an object, refusing an activity and asking to change one feature of an activity.

Repair case 8

The child says More after a toy has fallen. They may want the drop repeated, the toy retrieved or the game restarted. Look at their gesture and the immediate event. Offer a small clarification if needed, then carry out the appropriate action. A sentence such as You want the car to go down again is useful only when it reflects the intended meaning.

Repair case 9

Two adults disagree about whether the child knows before. Replace the label with an observation: During dressing, the child brought socks after seeing the shoes; the adult had already pointed to the socks. That record describes the support and routine. It does not prove understanding of before in an unfamiliar sentence. Agree on a clearer adult model and watch another natural opportunity without creating a test.

Repair case 10

The adult's plan becomes stressful because the child keeps changing the story. Return to the communicative purpose. If the bear is now flying instead of sleeping, describe the chosen action and add one useful connection within that story. The child does not need to follow the adult's plot for the interaction to contain language learning. If either person is tired, stop the planned activity and return to ordinary care.

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

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

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

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

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

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

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

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

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Age 2 follows the Age 1 emphasis on connecting familiar meanings, but it does not assume that a birthday creates a uniform new skill level. Some children will use this article mainly through listening, gestures and supported combinations. Others will contribute longer descriptions and questions. Start from the child's actual communication and keep the next relationship close enough to an understood scene to be useful.

A sensible progression can move from object plus action, to action plus recipient or location, to two connected events. Bear sleep can receive The bear is sleeping. Give bear can become Give the bear to Grandma. A later adult model may connect a reason: The bear is sleepy, so we made a bed. These are example pathways, not mandatory stages or a required order for every child.

The Base Essential and Connecting Fence series have different jobs. Base words establish familiar meanings. Connecting language explains relationships among those meanings. A child needs both a usable vocabulary and opportunities to relate it to real intentions. If the base object is unfamiliar, introduce it through experience before expecting a longer sentence to make the entire scene clear.

The Maximum Fence idea can eventually extend a familiar message into richer ideas, but a two-year-old's wellbeing and current communication still determine the useful demand. Advanced adult models can appear naturally in conversation without becoming performance targets. The presence of because or if in this bank does not mean a child must produce causal or conditional sentences before moving on with ordinary play.

Before choosing a harder model, notice what has become more flexible. Can the child request help with a different object? Does a location relationship appear with more than one toy? Can they reject an option and indicate another? Does an adult's clearer model reduce misunderstanding? These observations reveal practical change without requiring a numerical score from the 100 entries.

The next article in the sequence is Connecting Fence Age 3. Return to this bank whenever a familiar word helps explain a new relationship. Reusing useful language is part of progression, not evidence that the series has stalled. An adult can keep a simple model available while a child explores a more elaborate story, new vocabulary or a different way of communicating.

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Does every two-year-old need all 100 words?

No. This is an adult modelling bank, not a minimum vocabulary requirement, a screening tool or an ordered syllabus. Some words are concrete starting points and others are richer listening models. Choose by usefulness, familiarity and the child’s current communication, and consult developmental guidance separately when needed.

Why repeat words from Connecting Fence Age 1?

A familiar word can carry a new relationship or appear in a new sentence. In may move from a simple container game to describing an animal in a story. Repetition across ages supports flexible use when the situation changes; the series is not a competition to replace every earlier word.

Are because and if too difficult for Age 2?

They are optional stretch models within this adult reference. Some children may find simple visible reasons meaningful; others benefit more from requests, actions and locations. Adults can use accurate sentences naturally without expecting every child to understand or produce each structure independently.

Should the child repeat each complete sentence?

No. The complete sentences show adults natural English. Respond to the child’s message, offer a useful expansion and continue the activity. Repetition may happen, but it should not be required before help, comfort, food, water or access to ordinary shared play.

Is a short phrase such as bear under wrong?

It is not a complete standard adult sentence, but it may communicate a clear location or request in context. An adult can answer with The bear is under the chair. The short message and the fuller model have different jobs, and the conversation can remain successful.

How much practice should we schedule?

There is no required daily duration or word count in this guide. Choose a familiar routine and notice one useful relationship. A few comfortable exchanges can be enough for the adult’s focus. Stop the planned activity when the child loses interest, while continuing normal responsive conversation.

Can home languages be used alongside English?

Yes. Recognise the languages, names and expressions the family already uses comfortably. An English model can sit alongside a meaningful response in another language. This word bank is not a reason to remove a home language or to ignore an existing way the child asks for help.

How do I know whether the child understands a word?

Describe what happened and what support was present. A gesture-supported response in a familiar routine is different from a spontaneous spoken use elsewhere. Look across ordinary contexts over time, and avoid turning one successful imitation or one missed instruction into a broad claim of mastery or difficulty.

Should we correct I and you immediately?

Clarify the intended meaning first, then model from a clear speaker perspective. Pronouns change reference with the speaker, so rapid correction can make the task harder. Names, gestures and visible ownership can support the model without requiring a formal grammar explanation.

What if the child rejects the activity?

Treat the refusal as communication. Offer another suitable option or return to normal care and play. A vocabulary plan does not override comfort or interest. If a necessary routine must continue, explain the boundary calmly and provide help rather than making cooperation a language score.

What is a tutor’s useful role at this age?

An early-years educator can model responsive interaction, choose familiar play opportunities and coordinate clear observations with the family. The guide is not a reason to introduce academic drills, worksheet quotas or a formal grammar syllabus for a toddler. Caregiver support and practical communication remain central.

When should we ask for professional advice?

If you are concerned about communication, hearing or loss of previously used skills, discuss the concern with a qualified healthcare professional. Use developmental resources within their stated age ranges. This teaching bank cannot screen, diagnose or prescribe therapy, and completing more cards is not a substitute for individual advice.

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The word selection, sentence ladders, play scenarios and teaching sequence are original educational choices for this article. They are not a professionally validated 100-word assessment. No professional organisation is claimed to endorse the Fencing framework, and the entries should not be used as a clinical checklist.

For a separate developmental reference, the American Speech-Language-Hearing Association provides communication guidance for 2 to 3 years. Its page discusses age-range development and practical adult support, including adding to a child's message and using new words in meaningful sentences. Read its full qualifications directly; those recommendations do not validate this particular word bank or make every model an age requirement.

The eduKate Age 1 Connecting Fence article is the previous series entry. The kindergarten vocabulary sample belongs to an older educational context and is included for later adult reference. Neither should be converted into a list of tasks that this child must complete by a birthday. Keep the present article’s purpose clear: useful connections inside comfortable everyday communication.

ASHA: Communication Milestones, 2 to 3 Years — read the full age-range guidance and qualifications separately from this teaching bank.

Previous article: Connecting Fence Age 1 — revisit familiar connections when useful.

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

Series position: Connecting Fence, Age 2. This guide is part of the complete Ages 1–12 sequence. Use the series hub to choose another age or strand.

Contents · Previous chapter · Later reading: kindergarten vocabulary

Continue exploring the series

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

Age 1: Everyday Age 1 · Base Age 1 · Connecting Age 1 · Maximum Age 1

Age 2: Everyday Age 2 · Base Age 2 · Connecting Age 2 (this guide) · Maximum Age 2

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

Age 4: Everyday Age 4 · Base Age 4 · Connecting Age 4 · Maximum Age 4

Age 5: Everyday Age 5 · Base Age 5 · Connecting Age 5 · Maximum Age 5

Age 6: Everyday Age 6 · Base Age 6 · Connecting Age 6 · Maximum Age 6

Age 7: Everyday Age 7 · Base Age 7 · Connecting Age 7 · Maximum Age 7

Age 8: Everyday Age 8 · Base Age 8 · Connecting Age 8 · Maximum Age 8

Age 9: Everyday Age 9 · Base Age 9 · Connecting Age 9 · Maximum Age 9

Age 10: Everyday Age 10 · Base Age 10 · Connecting Age 10 · Maximum Age 10

Age 11: Everyday Age 11 · Base Age 11 · Connecting Age 11 · Maximum Age 11

Age 12: Everyday Age 12 · Base Age 12 · Connecting Age 12 · Maximum Age 12