Core Word “Put”: Stickers, Shopping and Silly Dressing Up

Picture card for the core word put: a child putting toys into a cardboard box

Why put leads to three-word messages

Put nearly always comes with a place: put it in, put on, put it down. That makes it a natural next step after week 19’s in, and a way to build three-word messages out of words the person already knows.

It also puts the person in charge. Ask “Where do I put it?” and do exactly what they show you, even if it ends up on your head. Being the boss of where things go is fun, and silly results make the word stick.

Hats on feet and stickers on noses: put it anywhere

Getting dressed

“Put on your hat.” Then put it on your own foot first, and wait for the person to fix it.
Let the person choose the order: “Put on socks first, or your shirt?”

Meals

Set the table together: “Put the cup here. Put a spoon there.”
Make a sandwich and let the person decide what goes on: “What do I put on it? Cheese?”

Shopping and chores

At the store, hand over one thing at a time: “Put the apples in the cart.”
Putting things away: “Where do I put the milk?” Wait for a point or a look, then do it.

Play

Stickers: “Put it on your nose! Put one on my hand!”
Puzzles and shape sorters: hand over a piece and ask, “Where do you put it?”
Dress a teddy all wrong on purpose, a sock on its ear and a hat on its foot: “Oops! Put it on its head!”

At school or therapy

Art time: “Put glue here. Put the paper on top.”
Clean-up: “Put the crayons in the box, please.”
A game of directions with a ball or a bean bag: “Put it on your head! Put it on the chair!” Then let the person give the orders.

What it can look like

Hana, who is 9, is helping her dad unpack the shopping. He holds up the eggs and points to put on her board: “Where do I put them?” Hana points at the fridge. “Put them in the fridge. Okay!” Next he holds up the bread and heads, very slowly, for the bathroom. Hana laughs, taps put and on, and points at the counter. “Put it on the counter? You’re the boss.” By the last bag, Hana is tapping put before he can ask.

Put it in, put on, put it back

Model put with a place word every time: in, on, down, there or back.

put it in
put on
put it down
put it there
you put
put it back

If put comes without a place, or tidying up becomes a battle

If they tap put without saying where

Hold the thing up and look around, then offer places: “Put it... in the box? On the table?” A point at the place counts as the rest of the message.

If tidying up turns into a battle

Make it a game, not a test. You hold the box and they drop, or they tell you where things go and you do the putting. Doing it all themselves can come later.

Note for home: ask “Where do I put it?” and follow their lead

This week we are learning put. Point to put when you put something somewhere: “Put it in the bag.” “Put your shoes on.” Ask “Where do I put it?” and do what your child shows you, even if it ends up on your head. If your child points to put, ask “Put it where?”

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.