Observe whether the child: begins to break the flow of speech into words.
What it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
Sometimes notices a word boundary in very familiar phrases (often at the start or end) and can separate a couple of words with strong adult support (clapping/stepping).
What you might see
When asked "How many words in 'I like chips'?", the child guesses randomly or repeats the whole sentence without separating.
When clapping the sentence, claps only once or claps to the rhythm rather than one clap per word.
With an adult modelling, can clap two or three clear words (e.g., "stop" "it") but loses track in longer phrases.
Can point to the first word you say in a two-word instruction ("get coat"), but cannot reliably count all words.
Expected
On track
Can break short spoken sentences into individual words with prompts and begins to reflect this in early writing (e.g., making separate marks/spacing for each word).
What you might see
With prompts ("one finger for each word"), counts words in a short sentence of 3–4 words, though may double-count "a/the".
When writing a caption, makes separate clusters of marks for each spoken word (e.g., three clusters for "my big car").
Exceeding
Going further
Consistently segments simple spoken sentences into words and usually represents words separately when attempting writing (spaces or clear gaps between word attempts).
What you might see
Accurately claps or steps one time per word in a familiar sentence (e.g., "I went to park") without adult correction.
In writing attempts, leaves a clear gap between word attempts and reads back the caption as separate words.
Notices when their caption is missing a spoken word (adds "to" or "my" after rereading aloud).
Explains to a peer that you "need spaces" or "one word at a time" when writing a message/sign.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During a transition (shoes/coat), say a short sentence ("Put on your coat") and ask: "How many words did I say?" Watch whether they clap one per word.
At mealtime, try: "I like pasta" and invite your child to tap the table once per word as they repeat it.
While reading a familiar book, pick a repeated line and ask your child to "say it one word at a time" (slowly, with finger taps).
When your child dictates a caption for a drawing, ask them to say the sentence again and show you with fingers how many words it has.
In play, make a sign together (e.g., "no entry") and notice whether your child treats each word as a separate chunk.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Development Matters in the Early Years Foundation Stage (EYFS) (2012), Literacy: Writing (40–60+ months).
Frames word-level awareness (breaking speech into words) as a typical precursor supporting early writing composition.
Developmental research
National Reading Panel. (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction (NICHD).
Treats phonological awareness as a set of skills involving attending to units of spoken language, supporting later literacy learning.
Five-level rubric (detailed)ShowHide
The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.
Not Yet
Treats a spoken sentence as one unbroken stream; does not notice or act on the idea that sentences are made of separate words.
When asked "How many words in 'I like chips'?", the child guesses randomly or repeats the whole sentence without separating.
When clapping the sentence, claps only once or claps to the rhythm rather than one clap per word.
Emerging
Sometimes notices a word boundary in very familiar phrases (often at the start or end) and can separate a couple of words with strong adult support (clapping/stepping).
With an adult modelling, can clap two or three clear words (e.g., "stop" "it") but loses track in longer phrases.
Can point to the first word you say in a two-word instruction ("get coat"), but cannot reliably count all words.
Developing
Can break short spoken sentences into individual words with prompts and begins to reflect this in early writing (e.g., making separate marks/spacing for each word).
With prompts ("one finger for each word"), counts words in a short sentence of 3–4 words, though may double-count "a/the".
When writing a caption, makes separate clusters of marks for each spoken word (e.g., three clusters for "my big car").
Secure
Consistently segments simple spoken sentences into words and usually represents words separately when attempting writing (spaces or clear gaps between word attempts).
Accurately claps or steps one time per word in a familiar sentence (e.g., "I went to park") without adult correction.
In writing attempts, leaves a clear gap between word attempts and reads back the caption as separate words.
Reflexive
Uses word segmentation intentionally to improve writing/reading back (adds a missing word, notices too many/few words) and can explain that "each word needs its own bit".
Notices when their caption is missing a spoken word (adds "to" or "my" after rereading aloud).
Explains to a peer that you "need spaces" or "one word at a time" when writing a message/sign.
