Little Words

Say & Play Daily routine · mealtime

Yum Yum, Time to Eat

Requesting, choosing, food words, and more/all done

4 meaningful actionsfeed4 communication levelsSpeech optional

How this routine works

Buddy is making a snack plate. Choose what to add and hear a useful request. 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 1What should go on the plate?
    Buddy models: Apple, please. I want apple.
    Apple slices land on the plate.
  2. Play action 2Choose another food.
    Buddy models: Banana, please. More banana.
    Banana rounds join the snack.
  3. Play action 3Buddy is thirsty.
    Buddy models: Milk, please. I want milk.
    Milk pours into the cup.
  4. Play action 4The snack is ready.
    Buddy models: My cup. Drink, then all done.
    Buddy takes a sip and smiles.

Why this interaction fits the communication goal

Primary target: Requesting, choosing, food words, and more/all done

Ways to participate: Choose, point, use AAC, gesture, approximate, 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:
    • apple
    • want apple
    • I want apple
    • I would like an 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.