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