🌈 Introduction: The Power of Simple Sentences-“I Want…”
Every child has the right to communicate their needs, feelings, and ideas. For many neurodiverse children—especially those with language delays or autism—this journey begins with a powerful and simple phrase: -“I Want…”“I want…” Learning to say this can open a world of possibilities, independence, and joyful expression.
As a neurodiversity-affirming Speech-Language Pathologist (SLP), I’ve seen how this foundational sentence can spark confidence and connection in kids. Using multisensory strategies, child-led activities, and engaging worksheets, we help children move from silence or frustration to expressing their needs in a clear and respectful way.
🧩 Understanding the Learning Needs of Neurodiverse Kids
Not all children learn the same way—and that’s especially true for neurodivergent learners. Some children might grasp concepts quickly through spoken cues, while others need visual, tactile, or kinesthetic experiences to understand and retain language.
Visual learners, in particular, thrive when they can see what they’re learning. That’s where structured worksheets, filled with pictures and simple sentence starters, play a huge role.
But beyond visuals, what really makes a difference is a child-led approach. When children lead the session—choosing toys, activities, and words—they feel more empowered and engaged.
🧠 Step 1: Build a Foundation with Core Vocabulary
Before diving into sentence formation, we begin with vocabulary. Children need to know what they want before they can express it.
Key Focus Areas:
- Core Sight Words: Teach high-frequency words like “I,” “want,” and “to.” These are the building blocks of early sentence structures.
- Nouns: Focus on items the child uses or sees daily—apple, ball, car, juice, teddy, swing.
- Verbs: Use action words that are meaningful to the child—eat, jump, play, go, sleep.
You can use flashcards, object sorting games, or a core word board to introduce these terms. Here’s a resource to help with early vocabulary development.
🎨 Using Multisensory Activities Before Worksheets
Before we ever hand out a worksheet, we dive into play-based, multisensory activities. These are tailored to each child’s interests and sensory preferences.
Examples Include:
- Playing with toys like a swing, slide, or trampoline
- Doing fun activities like painting, clay modeling, or blowing bubbles
- Meeting sensory needs with head pressing, swinging, or bouncing on a therapy ball
During these play sessions we check if they want swings, we prompt and model language:→ ‘I want swing!’”
This real-time, in-context teaching is where the magic begins.
📄 Step 2: Teaching “I Want…” Sentences with Worksheets
Once kids are familiar with core vocabulary, we introduce visual sentence-building worksheets.
Here’s how we use them:
- Visuals + Sight Words: The worksheet shows a picture (e.g., a child eating) and labeled words like “I want to eat.”
- Sentence Assembly: The child arranges words and pictures to form a full sentence.
- Verbal Practice: We read the sentence together, sometimes using a sing-song rhythm to make it memorable.
These free worksheets serve as a visual script—especially valuable for children who struggle with verbal expression.
“I want…” Worksheets available free for 1 week
I want upload.pdf by Shabana TariqHow Worksheets Support Visual Learners
Children who are visual learners often need to see language to understand it. This is especially true for children with autism or other developmental differences who might not process auditory information as easily.
Why These Worksheets Work:
- Engagement: The pictures capture their interest.
- Clarity: Matching words with images helps make abstract language more concrete.
- Repetition with Variation: Each worksheet repeats the core structure “I want…” but with different vocabulary, which reinforces learning without becoming monotonous.
In therapy sessions, I’ve watched children light up when they successfully complete a sentence using these worksheets. That small moment of success boosts their confidence, and suddenly, they’re eager to try more.
💬 Incorporating AAC (Augmentative and Alternative Communication)
For children who are non-speaking or minimally verbal, AAC tools can be a lifeline. These tools—whether low-tech (like PECS boards) or high-tech (speech-generating devices)—allow kids to communicate their wants and needs effectively.
How AAC Fits In:
- When using a worksheet that says “I want to jump”, the child can find the same sentence or buttons on their device.
- The repetition of sentence structures in both the worksheet and the AAC device creates consistency, which is key for language learning.
- It also ensures that all forms of communications are valid, no matter how they communicate.
We encourage kids to use their AAC voice, but also expose them to verbal models to build understanding and possibly spoken language over time.
🧱 Expanding Sentence Structures: What Comes After “I Want…”
Once a child is comfortable saying “I want…”, it opens the door to more complex communication.
Next Steps:
- “Give me…” – To request specific objects
- “I need…” – For expressing necessities or urgent needs
- “Can I have…” – To begin learning polite requests and social norms
We introduce these phrases the same way—with visuals, play-based practice, and worksheet support.
Over time, these sentence starters become second nature, giving the child a growing toolkit for expression.
🔁 The Role of Repetition and Routine
Repetition is more than just doing the same thing over and over—it’s how the brain builds pathways for language.
How to Use Repetition Effectively:
- Practice “I want…” daily, during real situations like snack time or play.
- Use similar worksheet formats, but change the pictures and vocabulary.
- Repeat full sentences in a fun, musical tone to boost memory.
When these routines are built into the day, kids begin to use the language independently, even without prompts.
👶 Child-Led Learning in Speech Sessions
A child-led approach puts the learner at the center. Instead of dictating the activity, we observe what the child enjoys and build language opportunities around it.
What That Looks Like:
- If the child loves dinosaurs, we use them in “I want…” worksheets and play.
- If they’re sensory seekers, we might prompt them to say, “I want to jump” on the trampoline.
- If they avoid verbal prompts, we model language without pressure, allowing the child to join in when ready.
Respecting the child’s pace builds trust and long-term progress.
🎯 Adapting for Different Communication Profiles
Every child has a unique learning path. Some might need more visual support, while others benefit from songs or tactile tools like sentence strips.
Tips for Diverse Needs:
- For children with autism, use predictable routines and highly motivating items.
- For late talkers, reduce background noise and use gestures alongside speech.
- For kids with ADHD, keep sessions short and movement-rich.
Flexibility is key. The goal isn’t to rush—it’s to build a solid foundation of communication.
🛠️ Common Challenges and Practical Solutions
What If the Child…
- Refuses to speak? Go back to play-based modeling. Use AAC or gestures.
- Throws the worksheet? Take a break, change activities, or offer choice. Do not force worksheet. wait for the readiness
- Gets frustrated? Acknowledge their feelings, offer help, and keep things light. Again saying do not force worksheet. wait for the readines
Stay positive and remember: every small success is a big win.
📚 Case Studies: Success Stories from Therapy Rooms
- A 4-year-old non-speaking child used the “I want ….” worksheet daily. After a month, he said “I want car” spontaneously while playing.
- A minimally verbal 6-year-old girl with autism began combining words after doing multisensory activities followed by worksheets.
- One non-verbal child started pointing on their AAC device to say his desires to do activities and learnt to make a simple sentence there—independence achieved!
📌 Worksheets as a Tool, Not a Goal
Remember: worksheets are a bridge, not the destination.
They provide structure and support, but real communication happens when we use language in real life, during play, therapy, and everyday moments.
Balance worksheets with fun, child-centered learning.
🏡 Creating a Multisensory Language Learning Environment
To make learning stick, combine sight, sound, movement, and touch.
Ideas for Setup:
- Visual boards or sentence charts on walls
- A sensory bin with toys that promote verbs (e.g., jumping frog, rolling car)
- Music, songs, or chants using target phrases
Learning doesn’t happen in a vacuum—it thrives in an enriched, responsive environment.
❓FAQs: Teaching “I Want…” Sentences
1. What if my child can’t read yet?
Start with matching pictures and spoken words. Use simple, repeated visual cues.
2. Can AAC and verbal language be taught together?
Absolutely! AAC supports spoken language development and gives the child a voice right now.
3. How often should we use these worksheets?
Start with 2-3 times a week, integrated into play. Consistency matters more than frequency.
4. What age should we begin teaching this?
Read the article for this
5. My child isn’t interested in worksheets. What should I do?
Go back to sensory play. Model language in fun, engaging ways, and reintroduce worksheets later once your child is ready.
6. Can I create my own worksheets?
Yes! Use pictures of real items your child loves and match them with the sentence starter “I want…”
🌟 Conclusion and Encouragement for Parents and Professionals
Teaching a child to express “I want…” is about more than building a sentence—it’s about building confidence, connection, and independence.
Whether you’re a parent or a professional, know this: your patience and creativity can unlock a child’s voice.
With a blend of visuals, multisensory play, child-led learning, and structured support, even the most reluctant communicators can start expressing their world—one powerful sentence at a time. If you want to get trained for your child throughone on one sessions. contact us
Author- Shabana Tariq MS SLP trained in GLP, NLA, OPT, SI-SLP