Little Words

Say & Play Early concept · colors

Colors All Around

Color words, matching, commenting, and noun phrase expansion

4 meaningful actionssort4 communication levelsSpeech optional

How this routine works

The garden lost its colors. Match each picture to bring one color back. The child changes the scene through four connected actions. These are the authored prompts and models, so an adult can preview the language before play.

  1. Play action 1Where does the apple belong?
    Buddy models: Red apple. The apple is red.
    Red flowers open.
  2. Play action 2Find the banana’s color.
    Buddy models: Yellow banana. The banana is yellow.
    Yellow sunbeams fill the garden.
  3. Play action 3Match the leaf.
    Buddy models: Green leaf. The leaf is green.
    Green vines grow.
  4. Play action 4One picture has many colors.
    Buddy models: Rainbow. I see many colors.
    A rainbow completes the garden.

Why this interaction fits the communication goal

Primary target: Color words, matching, commenting, and noun phrase expansion

Ways to participate: Tap or drag a picture to its color place, point, use AAC, or speak.

  • The scene carries the meaning. The child acts directly on the objects instead of answering flashcards over a background.
  • Models can stay short or expand. Examples include:
    • red
    • red apple
    • the apple is red
    • I found the red apple
  • Speech is never a gate. Tapping, dragging, gesture, AAC, approximations, and spoken language can all be meaningful participation.
  • The payoff belongs to the action. Each choice changes the scene, and the routine ends with the result of what the child has been doing.

This resource supports education and guided practice. It is not an assessment, diagnosis, treatment plan, or substitute for individualized care from a qualified speech-language pathologist. Little Words Editorial authors and checks the interaction, language, and access behavior. Read our editorial standards.

Does a child have to speak?

No. Speech can be invited and modeled, but it is never required or scored.

How should an adult choose a model?

Use a model that fits the child’s current communication goal. When a child is receiving speech therapy, follow the target words, cues, and practice guidance from the child’s SLP.