SPEECH AND LANGUAGE THERAPY SERVICE TO CHILDREN & YOUNG PEOPLE
IN MAINSTREAM SCHOOLS
YEAR 2 AND 3 CHECKLIST
Start from the top left and place a tick next to the descriptor/s that best describe the child’s communication in comparison to their peers.
Student’s Name:_________________________________ DOB:
Speech Sound
Production







Vocabulary,
Concepts and
Word Finding



Grammatical
Structures


low-support need
always able to be understood
has difficulty with some sounds (e.g.. v, r,
th)




Understanding
of Spoken
Language
no support need
uses all sounds correctly
says multi-syllabic words without difficulty
most consonant blends (e.g.: splash) correct
School:_________________________________



Narrative


able to follow instructions that include two or
three elements
gives answers to complex questions (e.g.
why)
plans and gives instructions in a number of
classroom situations
uses questions to gain further information
develops specific vocabulary for different
situations and purposes (e.g.. language for
description, comparison)
uses cognitive verbs (e.g.. think, like, want)
to express thoughts and wishes
uses comparative and superlative language







commonly uses complex sentences that
contain a conjoined or embedded clause
has mastered most grammatical rules (i.e.
says past tense endings (e.g.. jumped),
irregular past tense correctly (e.g.. ran), and
plurals correctly (e.g.. sheep, horses, feet)

uses language of story telling (e.g.. once
upon a time . . .)
uses complex grammatical connectives to
sustain a topic (e.g.. and then, because,
when if, after)
includes when, who, where, what details
story structure evident (e.g.. setting,
character)




occasional difficulty following instructions
occasionally requires further explanation of
information
able to answer most questions although
may have difficulty with why and how
questions
inconsistent listening skills
is beginning to develop a specific
vocabulary for different situations and
purposes
does not know the names of less common
items and objects
difficulties with comparative and
superlative language (e.g.. bigger than,
tallest)


reduced sentence length when compared
with peers (has some complex sentence
use)
often confuses grammatical words and
word endings (e.g.. irregular past tense e.g.. runned for ran, plurals - e.g.. sheeps,
foots)













able to tell you a story with structure
though some errors in sequence and some
minor details missing
connects sentences with and, then,
because



moderate-high support need
difficult to understand
frustrated by inability to say sounds and
words
has difficulty with sounds (e.g. k, g, s, z, l, j,
y, sh, ch)
has difficulty following instructions
gives incomplete, irrelevant or no response
to questions
does not ask for clarification when failing to
understand
poor listening skills
frequent use of words like that, there, thingy
difficult to follow the meaning of what the
child says
limited vocabulary, difficulty naming items
poor knowledge of concepts (e.g. between,
front, under)
limited knowledge of the language of maths
(e.g. same, different, add)
simple sentence structure
leaves out words/words in the wrong order
has difficulty forming questions
doesn’t use and, then, because to join
sentences
frequent errors in past tense and plurals
tells a simple story, sentences may be simple
with very little detail included
errors in story sequencing evident, major
events and details missing
labels each picture, rather than tell a story
limited use of and, then, because

Social
Communication




Phonological
Awareness
Fluency /
Stuttering
Voice
Mother Tongue
Assessment
no support need
can sustain a conversation with a number of
audiences (e.g.. teachers, peers, adults)
stays on topic and takes into account the
audience and purpose when speaking
uses tone, intonations and gesture to add to
meaning of what is said
able to segment, manipulate/join sound units
can define and recognise the concepts of
sound, letter and word
able to generate words beginning with a
sound
understands riddles, jokes and puns based
on word play




low-support need
needs some help to hold a conversation
and stay on topic
speaks but gives limited information
problems verbally interacting with their
peers (e.g. negotiating, changing roles,
dealing with conflict)
some difficulty in the segmentation and
manipulation of sound units
able to give examples of sounds, letters,
words and sentences and possesses some
awareness of literacy concepts (e.g.
sound, letter, word)




moderate-high support need
needs significant help to hold a conversation
difficulty remaining on topic
rarely speaks, difficulties in group discussion
doesn’t use “classroom talking rules”
appropriately

unable to recognise rhyming words by
listening

 unable to give examples of sounds and

letters
 possesses little awareness of print

conventions
 possesses little awareness of concepts (e.g.
sounds, letters, words)
 speaks fluently
 sound and word repetitions heard when
 frequently repeats sounds or words
the child is excited, tired or nervous
 physically struggles to get words out
 often uses ums and ers to get started
 becomes frustrated due to stammering
If the child has an unusual quality of voice e.g. hoarse, nasal or monotonous which persists for more than 3 weeks, please refer to the GP.
□ no difficulties in home language or English
□ language skills in home language are as
□ language skills in both home language and
expected, some difficulties in English –
English well below expected level, errors
please contact EMA support
evident in both languages
Who is able to work with this child regularly on a speech/language program? (e.g. teacher, LSA, SENCO, parent, grandparent)
What additional support/ strategies have been/ are being used with this child?
Were they effective?
What are the outcomes you want from speech and language therapy support?
How will you know when these have been met?
Class Teacher Signature: ________________________________Name:
2
Date: