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Home , Future tense, Infinitive, Possessive

Expected Speech/Language Milestones by Age

Age 3 –4 - Averages 4‐ words per sentence - Labels most things in environment - Uses third person singular, - Uses communicative functions - Uses mostly complete sentences - Relates experiences and tells about tense (e.g., he runs) including: - Uses mostly , and activities in sequential order (e.g.: - Consistently uses simple (regular) - Requesting (can I have juice, personal we went to the store. We bought past and present progressives (is where is mommy) some apples and then we came - Uses negation (e.g.: “I don’t want running) - Protesting (I don’t’ want that) home) - - it”) - Understands some common Uses is (he is happy), are (we are Greetings - Uses coordinating devices opposites (little/big, fast/slow) happy), and am (I am happy) in - Role playing (i.e.: and, because) - Can sing a familiar song (twinkle, sentences - Responds with structures such as twinkle little star) - Uses regular plural forms yes, no, because - Answers questions such as Which correctly - Engages in conversation for at , where is, what do you have - Uses markers (e.g.: least 3 exchanges - Understands agent/ (e.g. tell “The boy’s clothes”) me what flies, swims, bites) - By 48 months can complete opposite analogies (daddy is a boy, mommy is a ______) - Understands most preschool children’s stories (by 48 months) - Understands concepts empty/full, big/little, more/less, in front/in back, next to) - Uses pronouns I, me, you, , us

4 – 5 - Averages 5‐6 words per sentence - Uses most pronouns including - Uses morphological markers for - Modifies speech as a function of (e.g., I have that at my house) plurals (shoes), possessives listener age - Understands and uses complex - Can name items in a category (e.g., (mommy’s) ad tense markers - Maintain topic over successive sentences (e.g., I hurt myself food, animals) (jumped, jumping, jumps) utterances for more than 3 turns - Uses why and how questions because I fell down) - Uses comparatives (big, bigger, - Answers wimple when questions - Uses tense (e.g., she will (e.g., when do you sleep) biggest) to the store) - Can define common words (e.g., - Uses irregular plurals fairly what is a hat) consistently (mice, teeth) - Identify by use and function (e.g. whatt do you cu with) - Asks meaning of words - Can give whole name

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Age Syntax Semantics Morphology Pragmatics 4‐ 5 Averages 6 words per sentence Uses concrete meanings and words, Uses comparatives (e.g., bigger, Can maintain topic of their Speaks in complete sentences by 5 but responds to some abstract nicer, taller) choosing over successive Can use (e.g., “She will ideas appropriately Can use could, would in sentences utterances go to the store”) Can point to categorical items (e.g., Uses regular plurals with general Often uses egocentric monologue point to all the fruit) Can use if, so in sentences consistency (this monologue does not Can name 3‐4 items in a category (e.g., food, animals). communicate information to Can use most pronouns, including the listener) possessives (e.g., mine, his, her) Begins to tell jokes and riddles Can use why and how for an (around 5 years) explanation Can use what do/did in questions Answers simple “when” questions “when do you sleep) Retells simple, 3‐sequnce stories Can give first and last name Can identify 10 common words by use and /or function (e.g., if directed, “Show me what tells time,” “Show me which one gives us milk) Can define 10 common words by function

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Age Syntax Semantics Morphology Pragmatics 5 – 6 Can use present, past and future Follows directions containing Can identify some indefinite Understands humor, surprise tense spatial relations and prepositions pronouns including any, every, Can recognize a socially offensive Uses the ‘and’ to string such as on top, behind, far, near both, few, many, each and message and reword it in polite words together (e.g., “A bear and (e.g., “stand behind the chair”) others emerging form when cued Can distinguish alike, same, different a wolf and a fox”) Use of irregular plurals emerging Begins to use and understand Can given most of address Can use auxiliary have correctly at Identifies most common opposites Can use possessives and negatives formal levels of address (e.g., times (e.g., ‘I have the cookie’) (e.g., hard‐soft, fat‐thin, high‐low); consistently Mr., Mrs.) understands “opposite of” (e.g., Uses all pronouns consistently Can differentiate 80% of the time “What’s the opposite of cold?”) Can use superlative –est (e.g., between polite and impolite Can defines objects by use and smartest) utterances composition (e.g., “Napkins are Begins to use adverbial word Uses expressions such as “thank made of paper; you wipe your endings (e.g., ‐ly) you” and “I’m sorry” mouth with them”) Often asks permission to use Can tell stories; retells tales of past objects belonging to others and present events Contributes to adult conversation Can answer “What happens if…?” questions with familiar adults Understands concepts such as yesterday‐tomorrow, more‐less, some‐many, several‐few, most‐ least, before‐after, now‐later (e.g., what happens after lunch?) Can state simple similarities and differences of objects when presented with pictures Comprehends first, last Can name position of objects: first, second, third (emerging) Can name days of the week in order Knows functions of body parts

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Age Syntax Semantics Morphology Pragmatics 6 – 7 Begins to use cause and effect Understands the seasons of the Uses most morphological markers Becomes aware of mistakes in (e.g., If I do my work, I get a year and knows what you do in fairly consistently (e.g., The two other people’s speech sticker) each boys walked to the store) Is apt to use slang (e.g., “that’s Uses reflexive pronouns (e.g., Distinguishes right and left in self, Emerging use of irregular cool”) himself, myself) but not in others comparatives (good, better, best) Can use passive Continues to improve correct use Emerging use of embedding (e.g., of irregular and plurals “The girl bought the dress Begins to produce (a went to the party”) form produced by adding –ing Can use adverbial conjunctions to a , e.g., fish, now, then, so fishing – Fishing with my dad is fun) Acquires use of derivational morphemes, in which verbs are changed into nouns (e.g., catch becomes catcher) 7 – 8 Can use conjunctions to elaborate Makes a prediction about stories Uses most irregular verb forms, Initiates and maintains on sentence structure (e.g., and, Understanding and use of although with some mistakes in conversation but, or, because) figurative language emerging irregular past tense (e.g., Is able to role‐, to take the Uses details in description (e.g. “I “yesterday he broked the vase”) listener’s point of view see a black cat sitting on the Uses superlatives (biggest, Determines and uses appropriate round table”) prettiest – “the biggest dog won discourse codes and styles (e.g., Creates conversation suggested by the race”) informal with friends, formal a picture Uses regularly (e.g., “He with adults) Enjoys telling stories and ran quickly”) Uses nonlinguistic and nonverbal anecdotes behaviors – posture, gestures – Retells a story, keeping 3+ events appropriately in sequence Can sustain a topic with an individuals or small group through a number of conversational turns, but topics tend to be more concrete

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Age Syntax Semantics Morphology Pragmatics 8‐9 Comprehends and uses tell and Has generally completed most of Uses –er to mark initiator of Sustains concrete topics promise syntagmatic‐paradigmatic shift an action (teacher) Recognizes nonliteral meanings in Begins to interpret psychological Uses full passives (80% of children) indirect requests states described with physical Begins considering others’ terms (cold, blue) but intentions misinterprets Is able to judge grammatical correctness separate from semantics Sustains topics through several turns Addresses perceived source of breakdown in repair Produces all elements of story grammar 10‐11 Comprehends and uses ask Comprehends in and on used for Uses pronouns to refer to elements Sustains abstract topics in Comprehends because consistently temporal relations outside immediate sentence conversation Understands differences between Comprehends most familial terms Uses –er for instrument (eraser) definitely, probably, and possibly Creates abstract definitions Creates much with mass nouns Has all elements of conventional Comprehends if and though adult definitions Understands psychological states described with physical terms

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Age Syntax Semantics /Met Pragmatics 11‐12 Understands IF‐Though (e.g. If the Can explain relationships between Metacognitive skills emerge (e.g. Understands jokes and riddles bus is late, I will be late for meanings of multiple meaning define words, edit another’s based on lexical ambiguity (e.g. school. I like you though my words (e.g. I ate the sandwich, writing) The golfer said duck and I said mother doesn’t) The acid ate the metal) “where”) Most common idioms understood (e.g. Don’t count your chickens before they hatch) 12‐14 Use of aspect (e.g. Can explain meanings of proverbs in Knowledge of stress rules (e.g. Understands jokes and riddles have/had + verb) increases (e.g. context (e.g. A chain is as strong as yellowjacket vs. yellow jacket) is based on deep structure He had been to the park before) it’s missing link) acquired ambiguity (e.g. It was raining Abstract dictionary definitions given cats and dogs and I stepped in a for words poodle) 15‐18 Full adult range of syntactic Average vocabulary size of high Language is used to maintain social constructions reached (e.g. all school graduate is 10,000 words bonds (e.g. just talking) verb tenses, transition words, and adverbs, etc)

Sources: Paul, R., Language Disorders from Infancy through Adolescence: Assessment and Intervention. (3rd Ed),. St. Louis: Mosby, 2007.

Roseberry‐McKibbin, C. & Hegde M.N., An Advanced Review of Speech‐Language Pathology: Preparation for PRAXIS and Comprehnsive Examination (2nd Ed.), Austin: Pro‐Ed, 2006.

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