# Vocabulary Inventory & Sentence Template Guide

**Date:** 2026-03-30
**Purpose:** Complete fringe vocabulary lists per scene, sentence template authoring rules by developmental level, and ARASAAC coverage assessment.
**Feeds into:** Implementation planning and content authoring.

---

## 1. Fringe Vocabulary by Scene

All nouns below are **fringe vocabulary** (Orange — Fitzgerald Key). They live inside scenes, NOT in the core word bar. The core bar is verbs, pronouns, and modifiers.

### Kitchen (Deep-Dive) — ~110 items

#### Fridge (~25 items)
**Top Shelf (Drinks):** milk, juice, water bottle, lemonade, smoothie
**Middle Shelf (Dairy/Fruit):** cheese, yogurt, butter, eggs, strawberries, blueberries, grapes, watermelon, melon
**Bottom Shelf (Meals/Leftovers):** chicken, pasta, rice, soup, leftovers, mac and cheese
**Door:** ketchup, mustard, jam, salad dressing

#### Pantry/Cabinet (~20 items)
cereal, oatmeal, bread, crackers, pretzels, chips, popcorn, granola bar, peanut butter, jelly, cookies, goldfish (crackers), rice cakes, pancake mix, flour, sugar, raisins, trail mix, noodles, canned soup

#### Table (~15 items)
pizza, sandwich, hamburger, hot dog, taco, chicken nuggets, french fries, grilled cheese, soup (bowl), salad, plate, bowl, cup, fork, spoon

#### Stove (~10 items)
pot, pan, cook, bake, stir, hot, warm, oven, microwave, toaster

#### Fruit Bowl (~10 items)
apple, banana, orange, pear, peach, plum, kiwi, mango, cherries, pineapple

#### Drinks/Sink (~10 items)
water, juice box, milk carton, cup, straw, sippy cup, ice, wash, clean, soap

#### Overflow Grid (~20 items)
muffin, waffle, bagel, toast, spaghetti, burrito, quesadilla, fish sticks, corn, peas, carrots, broccoli, beans, tomato, potato, cucumber, lettuce, corn dog, pie, cake, ice cream, pudding, jello, fruit snacks

### Playground (~20 items)
**Equipment:** swing, slide, monkey bars, sandbox, seesaw, climbing wall, merry-go-round, tunnel
**Toys:** ball, bike, scooter, bubbles, chalk, jump rope, frisbee, kite
**Actions (as scene objects):** push me, catch, throw, kick

### Bedroom (~18 items)
**Furniture/Objects:** bed, pillow, blanket, teddy bear, doll, toy box, book, lamp, pajamas, closet, nightlight, crib
**Routine words:** sleep, wake up, dream, story, dark, scared, cozy, goodnight

### School/Daycare (~20 items)
**Classroom:** teacher, friend, desk, chair, backpack, lunchbox, cubby
**Activities:** draw, paint, color, sing, dance, read, write, build, play, share, circle time
**Supplies:** crayons, markers, paper, glue

### Bathroom (~15 items)
**Objects:** potty, toilet, sink, bathtub, shower, towel, toothbrush, toothpaste, soap, shampoo, diaper, toilet paper
**Routine:** wash hands, brush teeth, flush

### Going Out (~18 items)
**Transportation:** car, bus, stroller, bike, walk, ride
**Places:** store, park, playground, library, doctor, grandma's house, restaurant, beach, pool
**Actions:** buckle, drive, shop

### People (~15 items)
**Family:** mom, dad, brother, sister, baby, grandma, grandpa, aunt, uncle, cousin
**Others:** friend, teacher, doctor, neighbor, babysitter

### Animals (~18 items)
**Pets:** dog, cat, fish, bird, hamster, bunny, turtle
**Farm:** cow, horse, pig, chicken, sheep, duck, goat
**Wild/Zoo:** lion, elephant, monkey, bear

### Feelings (~12 items)
**Emotions (as scene objects):** happy, sad, mad/angry, scared, tired, hungry, thirsty, sick, excited, surprised, frustrated, silly

**Total fringe vocabulary: ~256 items** (within our 250–300 target)

---

## 2. Sentence Template Library

### Template Authoring Rules

1. **Every template has a complexity level** (1–4) corresponding to word count
2. **Every template has a pragmatic function tag** (requesting, commenting, protesting, greeting, responding, questioning, feeling, social)
3. **Every template has category tags** (food, play, bedroom, school, bathroom, outing, people, animals, feelings) — determines which scenes show it
4. **Sentence suggestions show ALL complexity levels simultaneously** — child gravitates to their developmental level
5. **Show 5–8 sentences per item** — balanced across pragmatic functions, not all requesting

### MLU-to-Level Mapping

| Level | Words | MLU Range | Typical Age | Example |
|-------|-------|-----------|-------------|---------|
| 1 | 1 word | 1.0 | 12–18 mo | "Pizza!" |
| 2 | 2 words | 1.0–2.0 | 18–24 mo | "Want pizza" |
| 3 | 3 words | 2.0–3.0 | 24–36 mo | "I want pizza" |
| 4 | 4+ words | 3.0+ | 36–48 mo | "I want more pizza" |

### Universal Templates (Work Across ALL Scenes)

These templates work with any fringe word from any scene. The `[item]` slot accepts any noun.

#### Level 1 (1 word)
| Template | Function | Notes |
|----------|----------|-------|
| `[item]!` | Commenting/Requesting | Just the word, spoken with enthusiasm |
| `more` | Requesting | Core word only — no fringe needed |
| `no` | Protesting | Core word only |
| `yes` | Responding | Core word only |
| `uh oh` | Commenting | Social |

#### Level 2 (2 words)
| Template | Function | Notes |
|----------|----------|-------|
| `want [item]` | Requesting | Most common 2-word pattern |
| `more [item]` | Requesting | Repetition request |
| `no [item]` | Protesting | Rejection |
| `my [item]` | Social/Possession | Claiming ownership |
| `[item] please` | Requesting | Polite request |
| `yummy [item]` | Commenting | Positive comment |
| `yucky [item]` | Protesting | Negative comment |
| `big [item]` | Commenting | Describing |
| `bye [item]` | Social | Saying goodbye (all done eating, leaving playground) |
| `hi [person]` | Greeting | Social greeting |

#### Level 3 (3 words)
| Template | Function | Notes |
|----------|----------|-------|
| `I want [item]` | Requesting | Classic AAC request |
| `I like [item]` | Commenting | Positive preference |
| `I see [item]` | Commenting | Observation |
| `[item] is [descriptor]` | Commenting | Description |
| `no more [item]` | Protesting | Strong rejection |
| `[person] like [item]` | Social | Reference to others |
| `where [item] go` | Questioning | Asking location |
| `I feel [emotion]` | Feeling | Expressing emotion |
| `help me please` | Requesting | Asking for help |
| `look at [item]` | Commenting | Directing attention |

#### Level 4 (4+ words)
| Template | Function | Notes |
|----------|----------|-------|
| `I want more [item]` | Requesting | Extended request |
| `I don't want [item]` | Protesting | Explicit rejection |
| `can I have [item]` | Requesting | Polite question form |
| `[person] like [item] too` | Social | Shared preference |
| `I don't like [item]` | Protesting | Preference rejection |
| `let's eat [item] please` | Requesting | Collaborative request |
| `[item] is [descriptor] [descriptor]` | Commenting | Multi-descriptor |
| `I want to go [place]` | Requesting | Place request (Going Out scene) |
| `I love [person] so much` | Social | Deep affection |
| `I feel [emotion] because [item]` | Feeling | Causal emotion (advanced) |

### Scene-Specific Template Additions

These supplements the universal templates with templates that only make sense in certain contexts.

#### Food-Specific (Kitchen scene)
| Template | Level | Function |
|----------|-------|----------|
| `[person] eat [food]` | 3 | Commenting |
| `[food] is hot` | 3 | Commenting (safety) |
| `[food] is cold` | 3 | Commenting |
| `[person] cook [food]` | 3 | Commenting |
| `more [food] please` | 3 | Requesting (polite) |
| `I want [food] for lunch` | 4 | Requesting |
| `can [person] make [food]` | 4 | Requesting |

#### Play-Specific (Playground scene)
| Template | Level | Function |
|----------|-------|----------|
| `push me` | 2 | Requesting |
| `my turn` | 2 | Requesting |
| `[person] turn` | 2 | Social (turn-taking) |
| `I want to play [activity]` | 4 | Requesting |
| `let's play [activity]` | 3 | Requesting |
| `[person] play with me` | 4 | Social |

#### Bedroom-Specific
| Template | Level | Function |
|----------|-------|----------|
| `I tired` | 2 | Feeling |
| `read [item]` | 2 | Requesting (book) |
| `I scared` | 2 | Feeling |
| `goodnight [person]` | 2 | Social |
| `I want [item] (teddy/blanket)` | 3 | Requesting (comfort object) |
| `read me story please` | 4 | Requesting |

#### Bathroom-Specific
| Template | Level | Function |
|----------|-------|----------|
| `I potty` | 2 | Requesting/Informing |
| `wash hands` | 2 | Commenting/Requesting |
| `all done` | 2 | Informing |
| `I need to go potty` | 4 | Requesting |
| `help me please` | 3 | Requesting |

#### Feelings-Specific
| Template | Level | Function |
|----------|-------|----------|
| `I [emotion]` | 2 | Feeling |
| `I feel [emotion]` | 3 | Feeling |
| `[person] [emotion]` | 2 | Commenting on others |
| `I feel [emotion] because [item]` | 4+ | Feeling (causal — advanced) |
| `that make me [emotion]` | 4 | Feeling (causal) |

---

## 3. Example: What Appears When Child Taps "Pizza"

Ordered by complexity level, balanced across pragmatic functions:

| Sentence (symbols) | Level | Function |
|--------------------|-------|----------|
| 🍕 Pizza! | 1 | Commenting |
| ❤️ Want 🍕 pizza | 2 | Requesting |
| 🚫 No 🍕 pizza | 2 | Protesting |
| 😋 Yummy 🍕 pizza | 2 | Commenting |
| 👤 I ❤️ want 🍕 pizza | 3 | Requesting |
| 🍕 Pizza ✓ is 😋 yummy | 3 | Commenting |
| 👩 Mom ❤️ like 🍕 pizza | 3 | Social |
| 👤 I 🚫 don't ❤️ want 🍕 pizza | 4 | Protesting |

**Note:** The 1-word level exists for emergent communicators. The app always speaks the word immediately on tap (Level 1), THEN shows the sentence suggestions (Levels 2–4). This means even a child who never engages with sentences still gets functional communication.

---

## 4. ARASAAC Coverage Assessment

### What We Know
- ARASAAC contains **11,500+ pictograms** across 12 main categories
- Food is well-represented with subcategories (plant-based foods, dairy, prepared foods, etc.)
- Core vocabulary has a dedicated 50-pictogram set
- The system has been validated for iconicity — studies show ARASAAC pictograms have greater transparency than PCS for most categories
- Available in color and black & white
- Creative Commons BY-NC-SA license — free for non-commercial use

### Expected Coverage Gaps
Based on the vocabulary inventory above (~256 fringe items + 52 core words = ~308 total):

| Category | Expected Coverage | Risk Areas |
|----------|------------------|------------|
| Core words (verbs, pronouns) | HIGH — ARASAAC has strong core vocabulary set | Abstract concepts like "all done" may need custom symbols |
| Food items | HIGH — extensive food category | Brand-specific items (goldfish crackers, juice box) may not exist |
| Animals | HIGH — well-represented | Common pets and zoo animals should all be available |
| Playground equipment | MEDIUM — basic items exist | Specific items like "monkey bars" may need alternatives |
| Bathroom/toileting | MEDIUM — basic items exist | "Sippy cup," "pull-ups" may not exist |
| Emotions/feelings | MEDIUM — basic emotions exist | Nuanced feelings like "frustrated," "silly" may be weak |
| School supplies | HIGH — educational context is well-covered | Should be fine |
| People/family | HIGH — family members well-represented | "Babysitter," "neighbor" may need alternatives |
| Going Out/places | MEDIUM — common places exist | "Grandma's house" would be custom |
| Descriptors | MEDIUM-HIGH — common adjectives exist | "Yummy," "yucky" may need alternatives |

### Fallback Strategy
For any word without an ARASAAC symbol:
1. **First choice:** Use a related ARASAAC symbol with a text label override
2. **Second choice:** Text label on a colored Fitzgerald Key background (e.g., orange rectangle with "goldfish" text)
3. **Third choice:** Simple custom illustration (circle with rough drawing)

### Recommendation
Run a systematic ARASAAC search for all ~308 words during the content authoring phase of implementation. Flag gaps immediately. The fallback of text-on-color-background is clinically acceptable for a POC — many professional AAC systems use text-only buttons alongside symbols.

---

## 5. Sentence Template Authoring Rules (For Implementation)

### Rule 1: Grammar Metadata Per Word

Every word in the vocabulary needs these grammar fields:

```json
{
  "word": "pizza",
  "spoken": "pizza",
  "plural": "pizzas",
  "article": "a",
  "wordType": "noun",
  "fitzgeraldColor": "orange",
  "categories": ["food"],
  "descriptors": ["yummy", "hot", "cheesy", "big"]
}
```

```json
{
  "word": "want",
  "spoken": "want",
  "thirdPerson": "wants",
  "pastTense": "wanted",
  "progressive": "wanting",
  "wordType": "verb",
  "fitzgeraldColor": "green"
}
```

```json
{
  "word": "I",
  "spoken": "I",
  "objective": "me",
  "possessive": "my",
  "isFirstPerson": true,
  "wordType": "pronoun",
  "fitzgeraldColor": "yellow"
}
```

### Rule 2: Template Grammar Resolution

When filling a template like `[person] want [food]`:

1. If `[person]` is "I" → verb stays base form: "I want pizza"
2. If `[person]` is "Mom" (3rd person) → verb gets `thirdPerson`: "Mom wants pizza"
3. If `[food]` starts with vowel sound → article becomes "an": "an apple"
4. If template uses `[food]` in plural context → use `plural`: "I like apples"

### Rule 3: Template Selection for Display

When a child taps an item, the engine:

1. Finds all templates tagged for that item's category
2. Fills slots with the selected item + default person ("I") + relevant descriptors
3. Generates variants for other persons (Mom, Dad — from parent config)
4. Sorts by: Level 1 first, then alternating pragmatic functions within each level
5. Displays 6–8 sentences (at least 2 functions represented, at least 2 complexity levels)

### Rule 4: What NOT to Template

- Don't generate sentences that don't make sense: "I feel pizza" or "where happy go"
- Templates have category restrictions that prevent nonsensical combinations
- The `descriptors` field on each item controls which `[descriptor]` fills are valid

---

## Sources

- [Speech and Language Kids - AAC Apps Review](https://www.speechandlanguagekids.com/aac-apps-review/)
- [Early Speech Resources - Food Vocabulary](https://earlyspeechresources.com.au/early-vocabulary/food/)
- [Global Speech Therapy - Playground Vocabulary](https://globalspeechtherapy.com/playground-vocabulary-for-kids/)
- [AssistiveWare - Using AAC to Talk About Emotions](https://www.assistiveware.com/blog/using-aac-to-talk-about-emotions)
- [PrAACtical AAC - Expanding Single Word Utterances](https://praacticalaac.org/praactical/expanding-aac-learners-single-word-utterances/)
- [Speech and Language Kids - MLU](https://www.speechandlanguagekids.com/increasing-sentence-length-mlu/)
- [ARASAAC - Symbol Search](https://beta.arasaac.org/pictograms/search)
- [ARASAAC - Category Tree Tutorial](https://aulaabierta.arasaac.org/en/search-of-pictograms-tree-of-categories-arasaac)
- [Potty Genius - Potty Words](https://pottygenius.com/blogs/blog/potty-words-to-use-when-toilet-training)
- [AAC Community - Choosing Words](https://aaccommunity.net/ccc/choosing-words/)
- [Communication Community - How to Choose Fringe Words](https://www.communicationcommunity.com/how-to-choose-fringe-words/)
- [Fluent AAC - Fringe Words](https://www.fluentaac.com/fringe-words)