1. Click the “SLIDE SHOW” tab at the top of this page
Click the “SLIDE SHOW” tab at the top of this page. Then click the first button on the left labeled “FROM BEGINNING”
Once children get proficient at using nouns to talk about what they see and what they want (proficient = nouns), it is time to switch to other word-types. Children with language delays often have difficulty switching to new types of words and may get “stuck” using very concrete noun-based language.
It is important to model verbs for these children. Use self-talk to talk about the things YOU are DOING. For example, “I am washing dishes, I am opening dishwasher, I am loading dishes, I am turning off the water, I am putting spoons away.”
Use parallel-talk to talk about the things your CHILD is DOING. For example, “The car is driving, the car is crashing, the car is falling, it landed on the floor.”
Modeling language rich in verbs will help your child understand how words are related to the ways in which they act with the environment and people around them.
As you click your way through this slideshow, state the action. Add –ing to the verb to make it present tense. Have your child imitate the word. Use complete sentences if your child is at the sentence level. If your child can say the verb without your help, then ask your child “what is he/she doing?”

2. reading

3. washing

4. drinking

5. driving

6. walking

7. cutting

8. giving

9. looking

10. blowing

11. riding

12. working

13. dancing

14. playing

15. rowing

16. talking

17. flying

18. shoveling

19. throwing

20. crying

21. smiling

22. laughing

23. flipping

24. pushing

25. fishing

26. vacuuming

27. knitting

28. petting

29. picking

30. hiking

31. watering

32. sawing

33. sewing

34. swimming

35. skiing

36. raking

37. drawing

38. climbing

39. shopping

40. skating

41. waving

42. smelling