Developed for FIRST YEARS (http://firstyears.org/) - Listening Spoken Language Development Intervention © Sherri Vernelson, 2009 Bloom & Lahey Model: Normal Developmental Sequence of Expressive Language 0 to 1 INPUT C P A H EXISTENCE PRECURSORY NONEXISTENCE ball man all gone no there no more 1 to 2 this necklace no pocket a rabbit 2 no dirty 1 3 that a RECURRENCE more REJECTION no DENIAL no more coke more light ATTRIBUTION dirty hot hot stove dolly hat dirty pants mommy sock funny man no want that Patsy's pen this another clown what's this 5 that's a book who that? no bear book I can't reach it's not in the bag there's the that's daddy's bolt barrels birthday not bolts that's my's I not tired I didn't get it* 3 to 6 4 7 ACTION LOCATIVE ACTION LOCATIVE STATE STATE QUANTITY NOTICE TEMPORAL ADDITIVE CAUSAL DATIVE SPECIFICATION EPISTEMIC ADVERSATIVE COMMUNICATION da mommy wash - open mine turn - help no more soap 2 that's red one to 4 this a my bike 3 that's a Adapted from: Lahey, M. (1988). Language Disorders and Language Development. New York: Macmillan. GOALS POSSESSION up sit out a eat juice - read a up Pat sweater book ride this Mommy open that I do it Katie read this chair away picture man sit train lamb a go car lamb go in there a dolly up here I want book baby basket baby sleep baby in Gia want daddy man read another book - can't do it tape on truck baby in bed* I write my pan there's a tape - go round right there I draw red man make a big tree I broke a bridge I fed a ducky I found choo choo train there don't touch my blocks I going wash my hands I want touch here where is it? two cow library books want eat my snack two cows I wanna go outside I'm open door where man go gonna make it man/ house gonna take wheel out put her down in the cradle put this on my lap not going away I put on a Sue pin you putting your sweater on I going out to playground mommy hangs my it fell down socks up mama went bye-bye here goes a green wheel/ there goes a green wheel I put a little thing in it I get more lamb in the train who broke it what you doing now what should we do with em what's the boy feeding I want some more egg I got new pail Tim want red one RECEPTION I writing circle I hear Kevin man making muffins oooh, look at the rabbit Gia did book look at that there - that goes here this one goes in I have some orange juice that be the stove/ want cook it/I dump out this way/stir it going to see Nana and Bill and Jack Look there's a bear having a b'day party and there's a buzz and the little girl goes out the bathtub and eats many I have to get your hat clay I want to look hafta play ball all these want to see that in there noise I want my table and chair now/ your turn now my turn let's go get a cup for them ok/and they gonna have some cereal Ed's going home and take his coat off I want my supper She has a band-aid on her toe I can do it I want mommy get it want the man stand up PERCEPTION SEQUENTIAL I gon see there's more tape let the mommy into the frigerator and get some pineapple yogart and then she come out look I found SIMULTANEOUS I can only have the bear when I go to sleep 4 to 8 5 I want this doll to stay here I want Pat's doll to stay watch what I'm doing see how fast I can run PERCEPTION I better get a pot holder because I I hafta get that knife so I can cut the cake want something to eat choo-choo train can't go anyplace/ fix dat going take it** I dirty so I take a bath* you can't see it cause it's way inside I gonna step in puddle with sandals on and get it all wet you bend her over ok/so I can put her on this rocking chair so she can rock you stay away cause I hafta go in there let's all take all the books out so we can read them b/c is all covered up I dumped all these blocks out and why are you putting it right there now let me try to see if I could hit are sleeping & every I need this blue* you get some Kathryn unbutton it I want spoon and I why made a big big mess open door I want Ms. Bloom that brush I want a handkerchief/ You try to put the boy on there b/c he keeps falling off/o.k she sweeps look what my mommy got me why'd you bring these shoes this is a let's put stool for you these in the box will you open these for me give the ball to John looks like a fish- I don't know ing thing and what color I know where you fish with it he put it* this what I got I think I put in New York some lot of sugar in there and that's where I think draw the cake goes pink first the man who fixes the door I asked you to buy more cereal it's just a thing that I hold Mommy said I can have it this is the big one that goes over there would you help me show you how to do a somersault you go in there and watch me eat Lois body's sleeping I was scratching my head he isn't having any food maybe the mommy will wash the boy and the girl when will you go home This chart identifies the normal developmental sequence of utterances that a child learning English expresses; i.e. says, signs, or cues. In most children, comprehension develops before expression, meaning that most children are likely to comprehend utterances much more complex than the utterrances they are able to spontaneously express at the same time. Input by a person fluent in English should be abundant throughout the language acquisition process and is absolutely necessary for both comprehension and expression to develop. Notes: * This specific utterance is not in the book, but it is the type of utterence specified in the book. the butterflies saw the bumble bees here but they a not coming out the bunny rabbits might burn my hands they should sit down in a chair dirty hands/ hafta wash 'em ** This utterence is from the first edition of the book. revised: 5/30/09 Bloom & Lahey Data Recording Sheet Existence (names people, places, things, ideas) Ball, mama, juice NonExistence (something or someone is not present) No, No more, All gone Recurrence Rejection Denial Attribution Possession Action Locative Action (wants an object or action to happen again) (No, I don’t want it) (No, it’s not true, not accurate, not right) (Adjectivescondition, sizes, shapes, colors) (A person who is the owner; may use a noun or pronoun) (Action Verbs; not state of beingis, am, are) (Movement to a new location; may be verb or preposition) no Big, dirty, broken, heavy Mine, da mommy Denial Attribution Possession more no Wash, fix, play, eat, Go, sit, up, out, there PHASE 1 CA: 12 months18 months (1-1 ½ years) Vocabulary ~ 20 to 100 words MLU – 1.0 Emerging Mastered Generalized Existence A ball, This ball, That ball NonExistence Recurrence No more juice, No ball, ball all gone More juice, more swing Rejection no no Big ball, dirty shoe, broken car Doggy ear, my nose, daddy car Action (N+V or V+N; ‘a’ is a marker and may be inconsistent) A eat juice, read a book, ride this Locative Action Up Pat, Sweaterchair, away ball PHASE 2 CA: 18 months24 months (1 ½ -2 years) Vocabulary ~ Up to 300 words MLU – 1.2 Emerging Mastered Generalized Bloom & Lahey Recording Sheet developed by Sherri Vernelson, M.Ed., LSLS Cert. AVEd® & Emily Pratt, MS, CCC-SLP Recommended sequence of teaching for Phases 4-8 was developed by Barbara Brite Lee, MA, MEd, CCC-A, and is intended for use with delayed and remedial students Vocabulary info. adapted from: Bartel, N. (1975). Assessing and remediating problems in language development. In: D.D. Hammill & N. Bartel (eds.) Teaching children with language and behavior problems. Boston: Allyn and Bacon. Adapted by the authors from Berry (1969), Templin (1957) and from other sources. p. 1 of 13, Exceptional Children Division, NC Department of Public Instruction Updated February 2012 Bloom & Lahey Data Recording Sheet Existence + Attribution (Applies descriptive word to an obj or person) That a big dog, that’s dirty shoe, that new ball Action Locative Action Locative State State Quantity (Action Verbs: not state of being: is, am, are…) (Movement to a new location; may be a verb or preposition) (Specifies a person or obj and its location; no movemnent) (State of being verbs: internal~wants & external~ it is___) (Number word OR plural marker. Plural /s/ is only emerging at this stage) Mommy wash this, I do it, Kathryn read this Man sit train, boy go there, lamb go in there Baby up, cup shelf, mommy at work, fish in water, baby in I want book, baby sleep, I have kitten Five cow, five cows, many cow, many cows, books PHASE 3 CA: 24 months30 months (2-2 ½ years) Vocabulary ~ Up to 600 words MLU – 2.0 Emerging Mastered Generalized Bloom & Lahey Recording Sheet developed by Sherri Vernelson, M.Ed., LSLS Cert. AVEd® & Emily Pratt, MS, CCC-SLP Recommended sequence of teaching for Phases 4-8 was developed by Barbara Brite Lee, MA, MEd, CCC-A, and is intended for use with delayed and remedial students Vocabulary info. adapted from: Bartel, N. (1975). Assessing and remediating problems in language development. In: D.D. Hammill & N. Bartel (eds.) Teaching children with language and behavior problems. Boston: Allyn and Bacon. Adapted by the authors from Berry (1969), Templin (1957) and from other sources. p. 2 of 13, Exceptional Children Division, NC Department of Public Instruction Updated February 2012 Bloom & Lahey Data Recording Sheet 1. Existence + WHat 2. Action + ‘ing (action is happening right now; What’s this, What this I writing circle Mom making muffins 3. Locative State + ON & IN 4. Quantity 5. Action + Attribution (plural /s/ now required) 6. Locative State + WHere (no movement; talk about where things are) Tape on truck Baby in bed 7. Existence + Recurrence 8. Action + Recurrence 9. Action + Place (more/another) (action without movement to a new location) (another) I see 3 cars. I have two cats. Condition- Fix the broken toy Size- Get the big ball Type- Wash the soccer shoes Shape- Make a square house Kind- Make a chocolate cake Color- I draw red man Where is the ball? Where mommy go? This is another chair, This is another book, That is another sock Daddy get another dog, Draw another picture, We eat grandma’s house, I write my name Eat more popcorn PHASE 4 CA: 30 months36 months (2 ½ -3 years) Vocabulary ~ Up to 900 words MLU – 2.5 Emerging Mastered Generalized Bloom & Lahey Recording Sheet developed by Sherri Vernelson, M.Ed., LSLS Cert. AVEd® & Emily Pratt, MS, CCC-SLP Recommended sequence of teaching for Phases 4-8 was developed by Barbara Brite Lee, MA, MEd, CCC-A, and is intended for use with delayed and remedial students Vocabulary info. adapted from: Bartel, N. (1975). Assessing and remediating problems in language development. In: D.D. Hammill & N. Bartel (eds.) Teaching children with language and behavior problems. Boston: Allyn and Bacon. Adapted by the authors from Berry (1969), Templin (1957) and from other sources. p. 3 of 13, Exceptional Children Division, NC Department of Public Instruction Updated February 2012 Bloom & Lahey Data Recording Sheet 10. Action + Non- Existence 11. Rejection 12. Existence + Possession (can’t – subject usually omitted) Can’t do it Can’t find it 13. State/Action + Intention (May or may not have possessive marker) No horse book, No like that, No want nighttime This is my shoe, That’s mommy’s hat 14. Temporal/ Action + Irregular Past 15. State/ Locative Action + Intention (3rd person –s- used for habitual action; uses this/that and here/there) (20% appropriate in this phase— Emerging) Wanta eat my candy, Gonna make a man, I want eat snack, Gia made book 16. Temporal/ Locative Action + 3rd Person –s- I wanta go ouside, Gonna take car out, Wanta put dolly up This on goes in there, that goes here 17. Notice (draws attention to obj or person) *Look/ Hear I hear Kevin, Ooo look at the rabbit, PHASE 4 CA: 30 months36 months (2 ½ -3 years) Vocabulary ~ Up to 900 words MLU – 2.5 Emerging Mastered Generalized Bloom & Lahey Recording Sheet developed by Sherri Vernelson, M.Ed., LSLS Cert. AVEd® & Emily Pratt, MS, CCC-SLP Recommended sequence of teaching for Phases 4-8 was developed by Barbara Brite Lee, MA, MEd, CCC-A, and is intended for use with delayed and remedial students Vocabulary info. adapted from: Bartel, N. (1975). Assessing and remediating problems in language development. In: D.D. Hammill & N. Bartel (eds.) Teaching children with language and behavior problems. Boston: Allyn and Bacon. Adapted by the authors from Berry (1969), Templin (1957) and from other sources. p. 4 of 13, Exceptional Children Division, NC Department of Public Instruction Updated February 2012 Bloom & Lahey Data Recording Sheet 1. Existence + Contracted Copula 2. Action + Irregular Past 3. Denial (Use of the word not) 4. Action + Intention + Place 5. Locative Action + IN 6. Possession 7. Locative Action + ON (want to) 8. Locative Action + NonExistence 9. Existence + WHo & Action + ing + possession *Not* That’s a car, that’s a ball, that’s mommy I fed a duck, I fell down I heard that I’m not tired, It’s not mommy I want to play in the water Put her down in the cradle, Put him in the truck, That’s daddy’s birthday, Tthis is Bill’s house Put this on my lap, Put the watch on my arm, I’m not going away, 10. Action + Possession Mary wash your hands; Who is that? Who is this? I am washing my hands PHASE 5 CA: 36 months42 months (3-3 ½ years) Vocabulary ~ Up to 1,200 words MLU – 3.0 Emerging Mastered Generalized Bloom & Lahey Recording Sheet developed by Sherri Vernelson, M.Ed., LSLS Cert. AVEd® & Emily Pratt, MS, CCC-SLP Recommended sequence of teaching for Phases 4-8 was developed by Barbara Brite Lee, MA, MEd, CCC-A, and is intended for use with delayed and remedial students Vocabulary info. adapted from: Bartel, N. (1975). Assessing and remediating problems in language development. In: D.D. Hammill & N. Bartel (eds.) Teaching children with language and behavior problems. Boston: Allyn and Bacon. Adapted by the authors from Berry (1969), Templin (1957) and from other sources. p. 5 of 13, Exceptional Children Division, NC Department of Public Instruction Updated February 2012 Bloom & Lahey Data Recording Sheet 11. NonExistence can’t (object may be left off) I can’t touch, I can’t see under the car 12. Action + Intention + Possession 13. Quantity (all) 14. Quantity (Some) 15. Quantity (many, a lot of) 16. Action + Possession + 3rd person 17. Action + Rejection 18. Locative Action + Didn’t 19. Specification I didn’t go in the water I want that brush, I need that blue one, I sit in this chair 20. State + Attribution *Don’t I want to wash my car All the boys and girls are here, I have some orange juice We need many blocks Mommy washes my shirt, Don’t touch my blocks, I’m going to wash my hands give me all your candy Want some? I have a lot of toys Daddy fixes my toy Don’t ride my bike, I got a new pail, Kathryn wants the red one, PHASE 5 CA: 36 months42 months (3-3 ½ years) Vocabulary ~ Up to 1,200 words MLU – 3.0 Emerging Mastered Generalized Bloom & Lahey Recording Sheet developed by Sherri Vernelson, M.Ed., LSLS Cert. AVEd® & Emily Pratt, MS, CCC-SLP Recommended sequence of teaching for Phases 4-8 was developed by Barbara Brite Lee, MA, MEd, CCC-A, and is intended for use with delayed and remedial students Vocabulary info. adapted from: Bartel, N. (1975). Assessing and remediating problems in language development. In: D.D. Hammill & N. Bartel (eds.) Teaching children with language and behavior problems. Boston: Allyn and Bacon. Adapted by the authors from Berry (1969), Templin (1957) and from other sources. p. 6 of 13, Exceptional Children Division, NC Department of Public Instruction Updated February 2012 Bloom & Lahey Data Recording Sheet 21. Locative Action + Mover + ING I am going to soccer, I am going to the doctor 22. State + Recurre nce I want more egg I have more soap 23. Locative Action + Possession I put on Pasty’s barrette, You putting your sweater on 24. State + Intention + ‘to’ with have/like 25. Locative Action + Irregular Past I have to get your hat It fell down, I like to eat ice cream 26. Additive without AND That be the stove/ want to cook it I ran outside I dump out this way/ stir it 27. Additive phrases with AND 28. Additive Clauses with AND (Begins to string lists of information using AND) (begins to join clauses together using AND) Going to see Nana and Bill and Jack There’s a bear having a birthday party and there’s a buzz and the little girl goes out the bathtub and eats 29. Causal 30. Dative (Utterance must include recipient of an object—does not use ‘to’ or ‘for’ yet) Dirty hands/ hafta wash ‘em, Open door (for me), Mrs. Bloom You get some (for) Kathryn PHASE 5 CA: 36 months42 months (3-3 ½ years) Vocabulary ~ Up to 1,200 words MLU – 3.0 Emerging Mastered Generalized Bloom & Lahey Recording Sheet developed by Sherri Vernelson, M.Ed., LSLS Cert. AVEd® & Emily Pratt, MS, CCC-SLP Recommended sequence of teaching for Phases 4-8 was developed by Barbara Brite Lee, MA, MEd, CCC-A, and is intended for use with delayed and remedial students Vocabulary info. adapted from: Bartel, N. (1975). Assessing and remediating problems in language development. In: D.D. Hammill & N. Bartel (eds.) Teaching children with language and behavior problems. Boston: Allyn and Bacon. Adapted by the authors from Berry (1969), Templin (1957) and from other sources. p. 7 of 13, Exceptional Children Division, NC Department of Public Instruction Updated February 2012 Bloom & Lahey Data Recording Sheet 1. Specification *The* (Indicates a definite or specific referent) Let’s put these in the box, I want the brown one not the white one 2. State + Possession *My* I want my table and chair, I want my lunch and my book bag, 3. Locative Action + Attribution *Goes* 4. Locative Action + Attribution *Put* (movement of obj that has an attribute attached; uses 3rd person –s-) (movement of obj that has attribute attached; uses put) Here goes a green wheel/ there goes a green wheel I put a little thing in it, You put chocolate candy there 5. DativeStatement *To* 6. DativeQuestion *To* 7. State + Possession *Has* 8. DativeStatement *For* (Must include recipient of an obj; aka prepositional phrases) (Same as # 5 but in a question form) (Stating possession of something possessed by someone else) (Must include recipient of an obj.; aka prepositional phrase) Throw the ball to me, give the cookie to John Will you give the cup to Mandy?, Will you throw the ball to me? She has a Band-Aid on her toe, He has a tiger on his shirt This is a stool for you, Here is a penny for you PHASE 6 CA: 42 months48 months (3 ½ -4 years) Vocabulary ~ Up to 1,500 words MLU – 4.4 Emerging Mastered Generalized Bloom & Lahey Recording Sheet developed by Sherri Vernelson, M.Ed., LSLS Cert. AVEd® & Emily Pratt, MS, CCC-SLP Recommended sequence of teaching for Phases 4-8 was developed by Barbara Brite Lee, MA, MEd, CCC-A, and is intended for use with delayed and remedial students Vocabulary info. adapted from: Bartel, N. (1975). Assessing and remediating problems in language development. In: D.D. Hammill & N. Bartel (eds.) Teaching children with language and behavior problems. Boston: Allyn and Bacon. Adapted by the authors from Berry (1969), Templin (1957) and from other sources. p. 8 of 13, Exceptional Children Division, NC Department of Public Instruction Updated February 2012 Bloom & Lahey Data Recording Sheet 9. DativeQuestion *For* (Same as #10 but in a question form) Will you open these for me?, Will you get that for Julie? 10. TemporalSequential relations *Now* (New learning is the word now) It’s your turn now I want go Grandmas now, Now you read the book 11. Locative Action + Recurrence *More* 12. Locative Action + Recurrence *Another* (Combines movement of an object with more) (Combines movement of an object with another) I got more lambs in the train, I put another doll in bed, I put more juice in cup I got another baby in house 13. Causal *And* 14. Causal *Because* 15. Causal *So* (Used about 30% approp.; objective relationships that are obvious and perceptible; cause and effect) (Same as #13 but uses because) (Same as # 13 but uses so) I ‘m gonna step in the puddle with sandals on and get all wet You can’t see it cause it’s way inside, We can’t play outside cause it’s raining It’s raining so we can’t play outside 16. TemporalSequential Relations *And* I wake up and put on my clothes, I get my book bag and ride the bus PHASE 6 CA: 42 months-48 months (3 ½ -4 years) Vocabulary ~ Up to 1,500 words MLU – 4.4 Emerging Mastered Generalized Bloom & Lahey Recording Sheet developed by Sherri Vernelson, M.Ed., LSLS Cert. AVEd® & Emily Pratt, MS, CCC-SLP Recommended sequence of teaching for Phases 4-8 was developed by Barbara Brite Lee, MA, MEd, CCC-A, and is intended for use with delayed and remedial students Vocabulary info. adapted from: Bartel, N. (1975). Assessing and remediating problems in language development. In: D.D. Hammill & N. Bartel (eds.) Teaching children with language and behavior problems. Boston: Allyn and Bacon. Adapted by the authors from Berry (1969), Templin (1957) and from other sources. p. 9 of 13, Exceptional Children Division, NC Department of Public Instruction Updated February 2012 Bloom & Lahey Data Recording Sheet 1. SpecificationJoining clauses with AND (Object is named in the first clause and described in the second by function, place or activity) It looks like a fishing thing and you fish with it, it’s a ball and you play soccer with it 2. Action + WHo? (Questioning the agent— different than “Who that?”)) Who broke it?, Who saw it?, Who ate it? 3. Causal *Because* (Objective and Subjective relationships; Subjective relations involve personal or cultural judgments) You stay away cause I hafta go in there 4. SpecificationComplement with Connective *what* (Verb in 1st clause is usually a copula; ‘what’ is NOT used as a question) 5. Action + WHat 6. Causal *So* (Questioning the action; pro-verb: ‘doing;’; auxiliary verb is omitted) (Objective relations) This is what I got in NYC, What are you doing- This is what I won in the contest, What is he doing?; 7. SpecificationComplement with Connective *where* 8. Action + WH ? *What + Modal* (Questioning the action; modal verb: ‘should’) Let’s all take all the books out so we can read them; That’s where I go to school, That’s where he parks his car, Now what should we do with ‘em? 9. Action + WH (Questioning the object; different that ‘What’s this’) What’s the girl reading, What’s mommy cooking PHASE 7 CA: 48 months52 months (4-4 ½ years) Vocabulary ~ Up to 2,000 words MLU – 4.4 Emerging Mastered Generalized Bloom & Lahey Recording Sheet developed by Sherri Vernelson, M.Ed., LSLS Cert. AVEd® & Emily Pratt, MS, CCC-SLP Recommended sequence of teaching for Phases 4-8 was developed by Barbara Brite Lee, MA, MEd, CCC-A, and is intended for use with delayed and remedial students Vocabulary info. adapted from: Bartel, N. (1975). Assessing and remediating problems in language development. In: D.D. Hammill & N. Bartel (eds.) Teaching children with language and behavior problems. Boston: Allyn and Bacon. Adapted by the authors from Berry (1969), Templin (1957) and from other sources. p. 10 of 13, Exceptional Children Division, NC Department of Public Instruction Updated February 2012 Bloom & Lahey Data Recording Sheet 10. Temporal *Then, And then* (Use nonreversible events for early learning) You get the ball and then come to the field 11. Epistemic *Think* (Refers to mental states; verbs are think, know, remember, wonder, guess, ponder, believe…) I think I put a lot of sugar in here, I remember I went to the circus 12. TemporalSimultaneous relations *When* (Utterances may be about one person or two people) I listen to music when I go running, I stay inside when daddy is mowing the yard 13. Epistemic * Know what* *Don’t know what* (A type of state; specific to mental state) 14. State + Intention (2 subjects, 2 verbs, minus ‘to’) I don’t know what color- I want mommy get it, I know what color I want you go first, 15. Epistemic 16. Notice/ *Know where* Perception *Don’t know (Without where* connective (A type of state; “what’ and ‘if’) specific to mental state) I know where I put the airplane, I don’t know where the man go 17. State + Possibilit y *Can* (Can used repeatedly) I can only have the nightie when I go to sleep, look I found the tape You can go on this train 18. Adversative *But* (Expresses a relationship of contrast; One clause negates, qualifies, or limits the other) The butterflies saw the bumble bees here but they are not coming out, I want to play but I don’t have a ball PHASE 7 CA: 48 months52 months (4-4 ½ years) Vocabulary ~ Up to 2,000 words MLU – 4.4 Emerging Mastered Generalized Bloom & Lahey Recording Sheet developed by Sherri Vernelson, M.Ed., LSLS Cert. AVEd® & Emily Pratt, MS, CCC-SLP Recommended sequence of teaching for Phases 4-8 was developed by Barbara Brite Lee, MA, MEd, CCC-A, and is intended for use with delayed and remedial students Vocabulary info. adapted from: Bartel, N. (1975). Assessing and remediating problems in language development. In: D.D. Hammill & N. Bartel (eds.) Teaching children with language and behavior problems. Boston: Allyn and Bacon. Adapted by the authors from Berry (1969), Templin (1957) and from other sources. p. 11 of 13, Exceptional Children Division, NC Department of Public Instruction Updated February 2012 Bloom & Lahey Data Recording Sheet 1. Temporal 3rd person –s(-s- is used with more and different verbs; use 2 words for early learning) You try to put that girl on here because she keeps falling off/ okay, Mommy cooks my supper, 2. TemporalRegular Past Tense 3. State + Intention (2 subjects, 2 verbs plus ‘to’; make sure the verb is a STATE verb) Well I dumped all these blocks out and made a big mess, I want this doll to stay here, I want Lois’ doll to stay, We waited for the bus I want daddy to carry me 4. Causal + Why? (Questioning the reasoning for something; Develops after statements) Why’d you bring these shoes, Why are you putting it right there? 5. Specification *That* (Relative clause with ‘that’; Object or person is named in the first clause and described in the 2nd clause) 6. Temporal *To Be- Present Tense* (auxiliary ‘to be’ in the present tense) 7. Temporal *To Be- Negated (auxiliary ‘to be’ in the present tense negated) The bunny rabbits are sleeping and everybody’s sleeping, This is the big one that goes over there Oh, they’re eating and this little girl is having milk He isn’t having any food PHASE 8 CA: 52 months60 months (4 ½ -5 years) Vocabulary ~ Up to 2,500 words MLU – 5.6 Emerging Mastered Generalized Bloom & Lahey Recording Sheet developed by Sherri Vernelson, M.Ed., LSLS Cert. AVEd® & Emily Pratt, MS, CCC-SLP Recommended sequence of teaching for Phases 4-8 was developed by Barbara Brite Lee, MA, MEd, CCC-A, and is intended for use with delayed and remedial students Vocabulary info. adapted from: Bartel, N. (1975). Assessing and remediating problems in language development. In: D.D. Hammill & N. Bartel (eds.) Teaching children with language and behavior problems. Boston: Allyn and Bacon. Adapted by the authors from Berry (1969), Templin (1957) and from other sources. p. 12 of 13, Exceptional Children Division, NC Department of Public Instruction Updated February 2012 Bloom & Lahey Data Recording Sheet 8. Notice/ Perception *Look what* (with connective ‘what’) Look what my mommy got me, 9. Specification *Who* (relative clauses with ‘who’; Object or person is named in the first clasue and described in the 2nd clause) The woman, who was on the bus, was crying 10. NoticePerception *see and see if* (with connective if) I ‘m gonna see if there’s more tape, See how fast I can run 11. Temporal *Will* (Do NOT express intention—Express possibility for future events) 12. Temporal *To be- past tense* (Auxiliary ‘to be’ in the past tense) 13. Temporal *To Be- Past Tense Negated* (auxiliary ‘to be’ in the past tense negated) Maybe mommy will wash the boy and girl, I think Daddy will open the box I was scratching my head He isn’t having any food PHASE 8 CA: 52 months60 months (4 ½ -5 years) Vocabulary ~ Up to 2,500 words MLU – 5.6 Emerging Mastered Generalized Bloom & Lahey Recording Sheet developed by Sherri Vernelson, M.Ed., LSLS Cert. AVEd® & Emily Pratt, MS, CCC-SLP Recommended sequence of teaching for Phases 4-8 was developed by Barbara Brite Lee, MA, MEd, CCC-A, and is intended for use with delayed and remedial students Vocabulary info. adapted from: Bartel, N. (1975). Assessing and remediating problems in language development. In: D.D. Hammill & N. Bartel (eds.) Teaching children with language and behavior problems. Boston: Allyn and Bacon. Adapted by the authors from Berry (1969), Templin (1957) and from other sources. p. 13 of 13, Exceptional Children Division, NC Department of Public Instruction Updated February 2012 Developed for FIRST YEARS (http://firstyears.org/) - Listening Spoken Language Development Intervention © Sherri Vernelson, 2009 Bloom & Lahey Model: Normal Developmental Sequence of Expressive Language 0 to 1 INPUT C P A H EXISTENCE PRECURSORY NONEXISTENCE ball man all gone no there no more 1 to 2 this necklace no pocket a rabbit 2 no dirty 1 3 that a RECURRENCE more REJECTION no DENIAL no more coke more light ATTRIBUTION dirty hot hot stove dolly hat dirty pants mommy sock funny man no want that Patsy's pen this another clown what's this 5 that's a book who that? no bear book I can't reach it's not in the bag there's the that's daddy's bolt barrels birthday not bolts that's my's I not tired I didn't get it* 3 to 6 4 7 ACTION LOCATIVE ACTION LOCATIVE STATE STATE QUANTITY NOTICE TEMPORAL ADDITIVE CAUSAL DATIVE SPECIFICATION EPISTEMIC ADVERSATIVE COMMUNICATION da mommy wash - open mine turn - help no more soap 2 that's red one to 4 this a my bike 3 that's a Adapted from: Lahey, M. (1988). Language Disorders and Language Development. New York: Macmillan. GOALS POSSESSION up sit out a eat juice - read a up Pat sweater book ride this Mommy open that I do it Katie read this chair away picture man sit train lamb a go car lamb go in there a dolly up here I want book baby basket baby sleep baby in Gia want daddy man read another book - can't do it tape on truck baby in bed* I write my pan there's a tape - go round right there I draw red man make a big tree I broke a bridge I fed a ducky I found choo choo train there don't touch my blocks I going wash my hands I want touch here where is it? two cow library books want eat my snack two cows I wanna go outside I'm open door where man go gonna make it man/ house gonna take wheel out put her down in the cradle put this on my lap not going away I put on a Sue pin you putting your sweater on I going out to playground mommy hangs my it fell down socks up mama went bye-bye here goes a green wheel/ there goes a green wheel I put a little thing in it I get more lamb in the train who broke it what you doing now what should we do with em what's the boy feeding I want some more egg I got new pail Tim want red one RECEPTION I writing circle I hear Kevin man making muffins oooh, look at the rabbit Gia did book look at that there - that goes here this one goes in I have some orange juice that be the stove/ want cook it/I dump out this way/stir it going to see Nana and Bill and Jack Look there's a bear having a b'day party and there's a buzz and the little girl goes out the bathtub and eats many I have to get your hat clay I want to look hafta play ball all these want to see that in there noise I want my table and chair now/ your turn now my turn let's go get a cup for them ok/and they gonna have some cereal Ed's going home and take his coat off I want my supper She has a band-aid on her toe I can do it I want mommy get it want the man stand up PERCEPTION SEQUENTIAL I gon see there's more tape let the mommy into the frigerator and get some pineapple yogart and then she come out look I found SIMULTANEOUS I can only have the bear when I go to sleep 4 to 8 5 I want this doll to stay here I want Pat's doll to stay watch what I'm doing see how fast I can run PERCEPTION I better get a pot holder because I I hafta get that knife so I can cut the cake want something to eat choo-choo train can't go anyplace/ fix dat going take it** I dirty so I take a bath* you can't see it cause it's way inside I gonna step in puddle with sandals on and get it all wet you bend her over ok/so I can put her on this rocking chair so she can rock you stay away cause I hafta go in there let's all take all the books out so we can read them b/c is all covered up I dumped all these blocks out and why are you putting it right there now let me try to see if I could hit are sleeping & every I need this blue* you get some Kathryn unbutton it I want spoon and I why made a big big mess open door I want Ms. Bloom that brush I want a handkerchief/ You try to put the boy on there b/c he keeps falling off/o.k she sweeps look what my mommy got me why'd you bring these shoes this is a let's put stool for you these in the box will you open these for me give the ball to John looks like a fish- I don't know ing thing and what color I know where you fish with it he put it* this what I got I think I put in New York some lot of sugar in there and that's where I think draw the cake goes pink first the man who fixes the door I asked you to buy more cereal it's just a thing that I hold Mommy said I can have it this is the big one that goes over there would you help me show you how to do a somersault you go in there and watch me eat Lois body's sleeping I was scratching my head he isn't having any food maybe the mommy will wash the boy and the girl when will you go home This chart identifies the normal developmental sequence of utterances that a child learning English expresses; i.e. says, signs, or cues. In most children, comprehension develops before expression, meaning that most children are likely to comprehend utterances much more complex than the utterrances they are able to spontaneously express at the same time. Input by a person fluent in English should be abundant throughout the language acquisition process and is absolutely necessary for both comprehension and expression to develop. Notes: * This specific utterance is not in the book, but it is the type of utterence specified in the book. the butterflies saw the bumble bees here but they a not coming out the bunny rabbits might burn my hands they should sit down in a chair dirty hands/ hafta wash 'em ** This utterence is from the first edition of the book. revised: 5/30/09