Little Words

Say & Play Daily routine · tidying

Time to Clean Up

Functional routine language, following directions, and all done

4 meaningful actionsclean4 communication levelsSpeech optional

How this routine works

Playtime is finished. Put each thing where it belongs and watch the room become calm. 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 1The blocks need a home.
    Buddy models: Blocks in the bin.
    The blocks tumble into the bin.
  2. Play action 2Where does the book go?
    Buddy models: Book on the shelf.
    The book slides onto the shelf.
  3. Play action 3The ball is still on the floor.
    Buddy models: Ball in the basket.
    The ball rolls into the basket.
  4. Play action 4One bag is left.
    Buddy models: Hang up the bag. All done.
    The bag hangs on its hook.

Why this interaction fits the communication goal

Primary target: Functional routine language, following directions, and all done

Ways to participate: Tap or drag each item home. Speech is optional.

  • 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:
    • block
    • put away
    • block in
    • put the block in the bin
  • 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.