Tap AAC

Core word “I”: putting the person in their own sentence

I lets a person talk about themselves: I want, I like, I see, I did it. It doesn’t name a thing you can point at, so it is learned by hearing other people use it. This week, point to I every time you talk about yourself, and say the person’s own messages back with I in them.

Download the free printable (PDF) US Letter, 1 page, 443 KB

Printing on A4 paper? Download the A4 PDF (1 page, 443 KB).

Core word of the week 11 printable for “I”: a big picture card, phrases like I want and I like, six ideas (meals, turns, feelings, pretend, out and about, school), a mini board with I, want, like, see, go, help, and a note for home with a box for each day.
The printable: the word, ideas for the week, a mini board to cut out and a note for home.

Have Tap AAC? Add to Tap AAC (.obz file, 228 KB) · How to add a board

  • Week 11 of 32
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  • One page
Picture card for the core word I: a smiling child pointing to themself

Why I starts two-word messages

Many first messages are one word: more, go, help. I is how two-word messages start: I want, I like, I go. It puts the person into their own sentence.

Adults often talk to children about themselves by name: “Mommy is coming.” On the board, use I instead, so the person sees the word used the way they will use it. I follows like and open, so I like and I open are ready to go, and week 14’s you is its partner.

Talk about yourself with I: meals, turns and show and tell

Talk about yourself

  • Say what you are doing, in short bits, as you do it, and touch I each time: “I wash. I dry.”
  • Use I instead of your name: “I’m coming!” rather than “Mommy’s coming.”
  • Say how you feel: “I’m hungry.” “I’m sleepy.” “I’m happy!”

At meals

  • Say what you want and what you like at the table: “I want toast. I like toast.”
  • When the person reaches for something, say it the way they might say it: “I want juice!” Then give it.

In play

  • Taking turns: “I go!” Take your turn, then hand it over.
  • Pretend to be an animal: “I’m a lion! Roar!” Then “I’m a cat. Meow.”
  • When your part of a puzzle or a drawing is finished: “I did it!”

Out and about

  • In the car or on a walk: “I see a truck!” Touch I, then see.
  • At the store: “I need milk. I get it.”

At school or therapy

  • At circle time, when names are called: “I’m here!” Model it for each person in turn.
  • Show and tell with a photo from home: “I went to the park.”
What it can look like

Breakfast. Nora’s mom is making toast. Instead of “Mommy wants coffee,” she touches I and want on the board on the fridge: “I want coffee.” As she bites her toast, she touches I and like: “I like toast.” Nora watches. When the jam comes out, Nora reaches over, touches I and looks at the jar. “I... want jam? You want jam! Here you go.”

I want, I see, I did it

I on its own says little; it comes alive next to an action word from an earlier week.

If I doesn’t mean anything yet, or they tap it and stop

If I doesn’t seem to mean anything yet

I has no picture you can hold up, so it is learned by hearing it, many times, in real sentences. Keep it short and always pair it with a second word: “I go.” “I like it.”

If they tap I and stop

Fill in the most likely end and check: “I... want? I... go?” Hold up two choices if you can. A sentence that has been started is worth answering.

Note for home: say I, not Mommy or Daddy

This week we are learning I. When you talk about yourself, point to I: “I’m hungry.” “I want tea.” “I go!” Say I instead of “Mommy” or “Daddy”. When your child reaches for something, say it the way they might say it: “I want juice!”, then give it.

The same note is printed at the bottom of the week’s page, with a box to tick for each day. For families who are new to modeling, send the one-page AAC modeling at home handout with it, and keep using the word cards from earlier weeks.

More core word of the week plans

All core word printables and guides

Need a different board? Make your own with the free AAC board maker.

These cards, handouts and plans are general information, not therapy or medical advice, and they don’t replace a speech therapist. A speech therapist who knows the person can help choose the right words and the right way to practice. Everything here is free to print and share; please don’t sell it (terms of use). Questions? Email support@lmnoplabs.fun.