First Words: Actions and Describing Words — Level 1

Ten available units: one hundred parent-read lessons and ten checks covering needs, activities, body and hand actions, container changes, placement, locations, comparisons, colors and patterns, and a sampled cumulative review. Luna narration and saved progress are held.

• Food, Water, and Washing — Connect three explicitly stated requests with distinct response actions.
• Dry Hands and Getting Help — Introduce dry and help with a familiar eating contrast; distinguish assistance from an unrelated need.
• Water Can Do Different Jobs — Distinguish water to drink, water to wash, and towel drying; use the complete request rather than water alone.
• Remember Before We Review — Retrieve familiar actions without immediate models, then track a revised request.
• After Washing, What Is Asked? — Use explicitly stated stage and request, not an assumed automatic routine; help is a separate requested response.
• That Was a Different Request — Compare visible mismatched response with exact requested need, then adjust when the request changes.
• Listen to the Right Person — Track named speaker from words only; no portrait guessing or social-compliance demand.
• My Request Has Changed — Hold the prior action separate from the new request and repair carryover.
• Choose After a Break — Spaced cold retrieval followed by stated need and wrong-response diagnosis.
• Ask for What I Need — Finish with cold requests, speaker selection and revised requests across useful actions.
• Ask for What I Need — Show What You Know — Parent-read action vocabulary for explicitly stated needs. Audio and saved progress are held.
• Show, Make, and Turn — Learn three visibly different ways to work with a leaf, paper and a book.
• Pairs, Groups, and How Many — Distinguish making one same pair, grouping by kind and finding a total.
• Which Goal Are We Following? — Separate indicating a choice from pairing identical objects and grouping by kind.
• A Picture, a Total, or a Page — Select the activity for a narrated product or goal, then repair and update it.
• Remember Before the Examples — Retrieve three words before models, then reject a named alternative and repair a mismatch.
• Keep the Goal, Fix the Choice — Hold grouping, number and next-page goals separate while the pictured activity changes.
• Whose Learning Goal? — Retrieve before review and use explicitly named speakers rather than guess attention from faces.
• Goals Can Change — Track the named person and a new explicit goal across three familiar examples.
• Try Familiar Words Again — Delayed retrieval before models, followed by actual prior/wrong scene applications.
• Words That Help Me Learn — Use familiar learning words in cold recall, another-person contrast and repair.
• Words That Help Me Learn — Show What You Know — Parent-read learning-action object and structure review. Audio and saved progress are held.
• Sit, Stand, and Walk — Distinguish sit, stand, walk through name, feature, change.
• Jump, Bend, and Lie — Distinguish jump, bend, lie through name, feature, repair.
• Three Ways to Be Supported — Distinguish sit, stand, lie through feature, speaker, repair.
• Feet, Air, and a Bend — Distinguish walk, jump, bend through feature, change, earlier.
• Remember Moving Pictures — Distinguish sit, walk, jump through cold, earlier, repair.
• Upright, Forward, and Along — Distinguish stand, bend, lie through feature, repair, speaker.
• Listen for the Last Picture — Distinguish sit, jump, lie through cold, change, earlier.
• Whose Picture Request? — Distinguish stand, walk, bend through name, speaker, change.
• Check the Body, Not the Hand — Distinguish sit, stand, bend through cold, feature, repair.
• Body Words in Short Stories — Distinguish walk, jump, lie through cold, earlier, speaker.
• Body Actions — Show What You Know — Parent-read body-action review. Audio and saved progress are held.
• Away, Near, and Held — Understand push, pull, hold through name, relation, repair.
• Contact and Moving Hands — Understand touch, clap, wave through name, relation, change.
• Which Way Does the Box Go? — Understand push, pull, touch through relation, earlier, repair.
• One Hand or Two Palms — Understand hold, clap, wave through relation, second, change.
• Remember Hand and Box Words — Understand push, hold, clap through cold, change, second.
• Touch, Pull, or Wave — Understand pull, touch, wave through relation, repair, earlier.
• Keep the Requests Apart — Understand push, touch, clap through cold, second, repair.
• First and Now — Understand pull, hold, wave through name, earlier, change.
• Read the Box Change Again — Understand push, pull, hold through cold, second, earlier.
• Hand Words in Short Stories — Understand touch, clap, wave through cold, earlier, repair.
• Hand Actions — Show What You Know — Parent-read hand-action review. Audio and saved progress are held.
• Lids and Things Inside — Understand open, close, fill through ordered pictures, narrated changes, and name, story, endpoint tasks.
• Taking Everything Out — Understand empty, fill, open through ordered pictures, narrated changes, and name, why, story, contrast_cover_contents tasks.
• Flaps Instead of a Lid — Understand close, open, empty through ordered pictures, narrated changes, and name, story, contrast_cover_contents, reverse tasks.
• Cover or Contents — Understand fill, empty, close through ordered pictures, narrated changes, and name, contrast_cover_contents, endpoint, why tasks.
• Remember the Change — Understand open, empty, fill through ordered pictures, narrated changes, and name, earlier, change tasks.
• Listen to Both People — Understand close, open, fill through ordered pictures, narrated changes, and name, second, concrete_repair tasks.
• The Same Ending — Understand empty, open, close through ordered pictures, narrated changes, and name, contrast_cover_contents, concrete_repair tasks.
• Covers and Things Inside — Understand open, close, empty through ordered pictures, narrated changes, and name, contrast_cover_contents, earlier tasks.
• Change the Contents — Understand fill, empty, close through ordered pictures, narrated changes, and name, concrete_reversal, contrast_cover_contents, first_speaker, change tasks.
• Choose the Whole Story — Understand fill, open, close through ordered pictures, narrated changes, and name, concrete_repair, two_state_contrast, second, first_speaker tasks.
• Open, Close, Fill, and Empty — Show What You Know — Parent-read container-change review. Audio and saved progress are held.
• A Book Goes Somewhere — Model three destination changes from held start, then connect action phrase, destination and narrated result.
• Choose Where the Book Goes — Select an intended endpoint before movement; distinguish surface support from enclosure and space below.
• Fix the Book's Place — A visibly wrong endpoint is the starting state; select a different requested destination, not a matching picture.
• A Ball Goes Somewhere — Apply the three action phrases to a new object and new container/surface; use explicit models.
• Remember Before We Practise — Retrieve both object examples before reminders; contrast held start with moved result.
• What Really Happened? — Separate someone's request from a differently narrated actual move; score comprehension, never obedience.
• A Different Plan — Track a changed destination before the object is placed; reject the cancelled plan.
• Move It Again — Follow at most two moves or a single move from a known starting place.
• Listen for the Right Thing — Track book versus ball in a two-object narrated scene; all options retain the queried object.
• Putting Words Together — Delayed retrieval plus goal, correction and two-event transfer without pre-question answer models.
• Putting Things Somewhere — Show What You Know — Parent-read placement-story review. Audio and saved progress are held.
• Around a Stool — Identify on, under, next to from stable scenes; foundation stool.
• Around Boxes — Identify in, behind, between from stable scenes; foundation box.
• Inside, On Top, and Behind — Identify in, on, behind from stable scenes; boundary support depth.
• Below, Beside, and in the Middle — Identify under, next to, between from stable scenes; landmark relation.
• Find the Matching Description — Identify in, on, between from stable scenes; description.
• A Word That Does Not Fit — Identify under, next to, behind from stable scenes; correct label.
• Look From Here — Identify in, under, behind from stable scenes; viewpoint.
• Use Both Clues — Identify on, next to, between from stable scenes; combined clues.
• Inside, Beside, and Middle — Identify in, next to, between from stable scenes; synonym transfer.
• Our Where-Words Review — Identify on, under, behind from stable scenes; cumulative.
• Where Things Are — Show What You Know — Parent-read location comparison review. Audio and saved progress are held.
• Bigger, Smaller, or the Same — foundation size: compare the named row against the other within one fixed-scale board.
• More, Fewer, or the Same Number — foundation number: compare the named row against the other within one fixed-scale board.
• Now Look at the Bottom — reverse size reference: compare the named row against the other within one fixed-scale board.
• Compare the Bottom Group — reverse number reference: compare the named row against the other within one fixed-scale board.
• Size Is Not How Many — size count control: compare the named row against the other within one fixed-scale board.
• Spread Out Does Not Mean More — spacing control: compare the named row against the other within one fixed-scale board.
• Check the Size Word — size label repair: compare the named row against the other within one fixed-scale board.
• Match the Dot Groups — one to one: compare the named row against the other within one fixed-scale board.
• Circle Comparisons Together — cumulative size: compare the named row against the other within one fixed-scale board.
• Dot Comparisons Together — cumulative number: compare the named row against the other within one fixed-scale board.
• Size and Amount — Show What You Know — Parent-read size and amount comparison review. Audio and saved progress are held.
• Colors on Cups — Use red/blue/yellow for foundation.
• Patterns on Shirts — Use striped/spotted/plain for foundation.
• The Same Color on a Bag — Use red/blue/yellow for transfer.
• Patterns Travel Too — Use striped/spotted/plain for transfer.
• Both Things Match in Color — Use red/blue/yellow for pair.
• Both Things Match in Pattern — Use striped/spotted/plain for pair.
• Listen for Color and Thing — Use red/blue/yellow for two clues.
• Listen for Pattern and Thing — Use striped/spotted/plain for two clues.
• Which Color Is Left? — Use red/blue/yellow for exclude.
• Which Pattern Is Left? — Use striped/spotted/plain for exclude.
• Describing Everyday Things — Show What You Know — Parent-read color and printed-pattern review. Audio and saved progress are held.
• A Picture-Game Table — Combine reviewed word meaning with feature and goal.
• A Home for the Book — Combine reviewed word meaning with feature and goal.
• What Happens First? — Combine reviewed word meaning with first and now.
• First and Next with a Ball — Combine reviewed word meaning with now and first.
• A New Plan at the Table — Combine reviewed word meaning with changed plan and actual.
• What Really Happened? — Combine reviewed word meaning with actual and changed plan.
• Fix the Story Picture — Combine reviewed word meaning with repair and object and action.
• Choose the Right Job Picture — Combine reviewed word meaning with object and action and repair.
• Two Jobs Together — Combine reviewed word meaning with both and both repair.
• A Job and a Place Together — Combine reviewed word meaning with both and both repair.
• Questions and Words Together — Show What You Know — Parent-read cumulative activity and placement review. Audio and saved progress are held.

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