Speech, Language
and Communication
Progression Tool
Copyright owned by The Communication Trust
www.thecommunicationtrust.org.uk
Age 4
Talk Boost has been developed by I CAN and The Communication Trust –
leaders in the field of speech, language and communication.
It has been supported by the Every Child a Chance Trust.
Talk Boost / SLC Progression Tool
The Speech, Language and Communication
Progression Tool: Age 4
Using the tool:
•
ou’ll need to make a copy for each child
Y
and gather together pictures provided
•
ach tool is divided into 6 different
E
sections to cover different aspects of
speech, language and communication.
You can decide to do all sections or
selected sections, dependent on your
concerns. However, it’s suggested that
going through all sections will give more
detailed information, possibly highlighting
areas of concern that may otherwise be
missed
•
•
In each section there are statements
relating to what a child should be able
to do or say, direct questions to ask the
child, observational items and guidance
for scoring. Following the instructions,
staff should talk to children on a one-toone basis and note down their responses
on the form
ritten in blue are the statements related
W
to what children should be able to do
based on developmental norms for their
age. What you need to say or ask the
child is in bold, and additional information
or guidance for staff administering the tool
is in italic
•
ollowing the direct questions are 3
F
observational items asking staff to judge
how the child communicates in the
classroom, to be completed by a member
of staff who knows the child and who’s
able to make realistic judgements through
observations or knowledge of the child
•
mixture of direct questions and
A
observations ensures a more balanced
and realistic judgement of the child’s
language skills
Age 4 / SLC Progression Tool / 3
Talk Boost / SLC Progression Tool
Scoring:
• Each answer is given a score of 1, 3
or 5, dependent on how much detail
the child gives or how accurate they
are. Guidelines are given to support the
scoring
•
•
lthough not essential, it’s useful to write
A
down the child’s responses as it can be
a good record of their language, though
care should be taken to write down
exactly what the child says
he scores a child has for each section
T
can be totalled and put on to the Score
summary
4 / SLC Progression Tool / Age 4
•
he Score summary will indicate whether
T
a child currently has:
•
he child’s scores can also be plotted
T
on the Profile summary, which enables
the teacher to see at a glance the child’s
areas of strength and need
•
he tool can be used following the Talk
T
Boost intervention to track and identify
progress
- No additional need for support
- T
he need for a targeted wave 2
intervention, i.e. Talk Boost; or
- T
he need for further assessment from
a speech and language therapist, and
may need specialist support
See the background information section for
more details on the background to this tool
and how to use it.
Name:
Date of birth:
Completed by:
Understanding spoken language
Date:
3
3
3
Score 1
Score 3
Score 5
Please tick the box that corresponds to the child’s answer and give the relevant score from above
1. They should be able to follow simple 2-part instructions reasonably well Use picture 1 and ask the following questions:
1 correct
2 correct
3-4 correct
0 correct
1 correct
2-3 correct
Instructions to child, Have a look at these pictures. Now, point to the pictures I am talking about:
a. The old man and something you can put on your chips
b. Show me the shops and someone who’s running
c. The drink and the boy pointing to his teeth
d. Show me the old lady’s hat
Scoring guidance: Only score correct if they get both pictures right.
2. They should understand simple ‘why’ questions Continue using picture 1 and ask the following questions:
Instructions to child, I’m going to ask you some questions about these pictures.
a. Why is the boy with the chips licking his lips?
mark correct: for example – Because he likes chips/He’s hungry NOT because his lips are sore
b. Why is the little girl running to her grandma?
mark correct: for example – Cos she’s happy to see her/She’s excited NOT cos she is a good runner
c. Why has the old man got a stick? mark correct: for example – He needs it to walk/His legs are old NOT because he just found it
Scoring guidance: Children don’t need to say a full or perfect sentence to get a point, they just
need to show they understand the question.
Age 4 / SLC Progression Tool / 5
3. They should be able to understand words related to colour, number and time related words
Use picture 2 and ask the following questions:
Instructions to child, Have a look at these pictures. Now, point to the one I am talking about:
a. Who has three balls?
b. Find something blue
c. Which picture shows morning?
d. Who has lots of balls?
e. Find something yellow
f. Which picture shows winter?
Scoring guidance: Mark correct any of the pictures that demonstrate the above.
Understanding spoken language total scores
6 / SLC Progression Tool / Age 4
2 or less
correct
3-4 correct
5 -6 correct
Understanding spoken language observations
Are they struggling? From your knowledge and/or observations in class, only complete if you
know the child well
3
3
3
Score 1
Score 3
Score 5
Please tick the box that relates most closely to what you observe/know of the child and give the relevant score from above
1. They should be able to concentrate and listen
Children who find it difficult may do one or more of the following; if they’re doing all of these things
often, there is cause for concern:
Often
Sometimes
Rarely
Often
Sometimes
Rarely
a.Fidgeting
b. Not looking at who’s talking
c. Poor attention – ‘flitting’ from task to task without concentration or completion
d. Avoiding the role play area
Children age 4 will find it difficult to sit still and concentrate for long periods of time, but should
manage for short periods in groups and longer on one to one.
2. They should be able to understand instructions
Children who struggle to understand may do one or more of the following; if they’re doing all of
these things often, there is cause for concern:
a. They can’t follow long or complex sentences
b.They watch other children so they can work out what to do or are the last to follow instructions
c. Being unaware of what’s happening/looking lost
d. They focus on non-verbal tasks for much longer than verbal
Children age 4 should be able to follow most instructions in a reception classroom. They might
struggle more, for example, in assembly or playtimes when instructions are for older children too.
Age 4 / SLC Progression Tool / 7
3. They should be able to answer questions appropriately
If struggling, their answers may be:
a. Irrelevant
b. A repeat of part of the question
c. Answering a slightly different related question
d. Non existent
These are just some examples of difficulties in understanding. Children who find it difficult may do
1 or more of these things or show difficulties in other ways. If they’re doing all of these things often
there’s cause for concern.
Understanding spoken language observation scores
8 / SLC Progression Tool / Age 4
Often
Sometimes
Rarely
Understanding and using vocabulary
3
3
3
Score 1
Score 3
Score 5
2 or less
correct
3-5 correct
6-8 correct
1 correct
2 correct
Please tick the box that corresponds to the child’s answer and give the relevant score from above
1. They should be able to understand a range of words related to size, space and actions
Use picture 3.
Instructions to child, Have a look at these pictures. Now, point to the picture I am talking about:
a. Heavy
b. Over
c. Behind
d. Blow
e. Pull
f.
Break
g. Open
h. Next to
2. They should be able to understand a range of simple verbs
3-4 correct
Use picture 4.
Instructions to child, I want you to find different things people are doing – look carefully at the
pictures (picture 4). Now, point to the things I talk about...
a. Who is dancing?
b. Who is hopping?
c. Who is waving?
d. Who is hiding?
Age 4 / SLC Progression Tool / 9
3. They should be able to name a range of simple words
less than 5
correct
Use picture 5.
Instructions to child, Have a look at the pictures and tell me what each one is... I’m going to
write down what you tell me so I don’t forget.
Write down what they say and make a note of the words they know and don’t know.
Scoring guidance: Mark correct when they can say what the picture is – how they pronounce
words for this question doesn’t matter; they’re correct even if they mispronounce words.
Fork
(ask, What is he doing?)
Cakes
Licking
Knife
Cabbage
Orange
Glass
Carrots
Potatoes
Banana
Chips
Toast
Egg
Mug
Peas
Did they spot the pictures that are the same?
Understanding and using vocabulary total scores
10 / SLC Progression Tool / Age 4
5-9 correct
10-15
correct
Understanding and using vocabulary observations
Are they struggling? From your knowledge and/or observations in class, only complete if you
know the child well
3
3
3
Score 1
Score 3
Score 5
Please tick the box that relates most closely to what you observe/know of the child and give the relevant score from above
1. They should be able to pick up new words quickly and easily
Often
Sometimes
Rarely
Often
Sometimes
Rarely
Often
Sometimes
Rarely
Does it seem to take a long time for them to learn new words in their talking and understanding?
2. They should know the words for things within their experience
Do they struggle knowing words for things? For example, do they:
a. Not have as many words as children of their age
b. Over use general words – ‘thingy’, ‘that’, ‘it’, ‘going’
c. Use lots of fillers or hesitate a lot – ‘um’, ‘er’, ‘um’, ‘y’know’, ‘like’
Children age 4 will do some of these things some of the time but doing all of them all of the time
might indicate a difficulty.
3. They should usually use the correct words for things that are familiar to them
Do they use made up words or the wrong words? For example, do they:
a. Use the wrong words for things, e.g. ‘dog’ instead of ‘cat’
b. Use made up words, e.g. ‘buzzy bug’
Children age 4 will do both of these things some of the time but doing both of them all of the time
might indicate a difficulty.
Understanding and using vocabulary observation scores
Age 4 / SLC Progression Tool / 11
Sentences
3
3
3
Score 1
Score 3
Score 5
3-4 correct
5-6 correct
Please tick the box that corresponds to the child’s answer and give the relevant score from above
1. They should be able to speak in longer sentences
Can they describe a picture and join their ideas together with ‘and’? For example, The boy open the
box and look inside.
Use picture 6.
Instructions to child, Have a look at the pictures and tell me 2 things about each picture. Use
picture 6 and write down what they say here. Give them an example if they’re struggling, though
don’t score the example.
a.
b.
c.
d.
e.
f.
Scoring guidance: Mark correct if they give you more than 1 piece of information, using more than
4 words in the sentence – they don’t have to use the word ‘and’ in the sentence.
12 / SLC Progression Tool / Age 4
2 or less
correct
2. They should be able to use sentence starters to put longer sentences together
1 correct
2 correct
3-4 correct
Unclear
Main points
reasonably
clear and
easy to
follow
Accurate
Use the following sentence starters to encourage children to put longer sentences together.
Instructions to child, I’m going to give you the start of a sentence and I want you to finish it and
make the longest sentence you can.
a. I like sweeties because... score correct: for example – They are yummy/they my favourite
NOT nice
b. In the morning I... score correct: for example – Get ready for school/am fed up NOT sleep in
c. I like going to the park because... score correct: for example – I like playing on the swings/
my dad takes me NOT it fun
d. I like coming to school because... score correct: for example – I like my teachers/I don’t
really like school NOT see friends
Scoring guidance: Mark correct if they can finish each sentence using more than 2 words.
3. They should be able to explain their ideas, talk in sentences and talk about things that
have happened – and be able to explain an event or activity
Instructions to child, Can you tell me what you did at the weekend?
Difficult to
follow
Inaccurate
Clear
Easy to
follow
You could ask, Did you go out somewhere or stay home?
Scoring guidance: Can they explain what they did? You might expect at least 3 key points:
Example responses scoring full marks – I didn’t really do anything, just stayed home and watched
telly/My mum and me goed into town and have dinner in a cafe... it was nice.
If possible, write down what they say here:
Sentences total scores
Age 4 / SLC Progression Tool / 13
Sentences observations
Are they struggling? From your knowledge and/or observations in class, only complete if you
know the child well
3
3
3
Score 1
Score 3
Score 5
Please tick the box that relates most closely to what you observe/know of the child and give the relevant score from above
1. They should be able to join words together to talk in sentences
Do they speak using mainly single words?
Often
Sometimes
Rarely
2. They should be able to use longer sentences joined up with words like ‘because’ and ‘and’
Do they speak using mainly 2 or 3-word phrases?
Often
Sometimes
Rarely
3.They should be able to get their message across using words and sentences, not rely on
pointing or gestures
Do they use lots of gestures, pointing, noises and physical movements (e.g. taking you to things) to
get their messages across?
Often
Sometimes
Rarely
Sentences observation scores
14 / SLC Progression Tool / Age 4
Storytelling and narrative
3
3
3
Score 1
Score 3
Score 5
Please tick the box that corresponds to the child’s answer and give the relevant score from above
1. They should be able to explain a simple picture sequence
Unclear
Use picture 7.
Difficult to
follow
Cut up the pictures into squares and get the child to place them in the right order. Once they have
done this, get them to explain how to make a sandwich.
Inaccurate
Main points,
reasonably
clear and
easy to
follow
Accurate
Clear
Easy to
follow
Instructions to child, Have a look at the pictures – they are all muddled up. Can you put them
in the right order? Allow some time for them to do this. Now, the pictures are showing how to
make a sandwich – can you explain how you would make a sandwich?
You would expect a short sentence for each picture that links together, e.g. First get the bread,
then...
If possible write down what they say here:
Scoring guidance:
Score 1 if they are unable to put the sequence in broadly the right order and/or if their explanation is
unclear, difficult to follow or inaccurate.
Score 3 if at least 4 pictures are in the right order and they can explain in sentences of at least 2
words what’s happening in each picture so that it follows in the right order of events. One mistake is
allowed, e.g. putting butter on after filling. They will be able to say that the pictures show someone
making a sandwich.
Score 5 if 5 or more of the pictures are in the right order and they can explain in sentences of 3
words or more what’s happening in each picture so that it follows in the right order of events. They
may also correct or rearrange pictures to make sure it makes sense in the end.
Age 4 / SLC Progression Tool / 15
2. They should be able to explain a familiar sequence of events
Unclear
Instructions to child, Can you tell me what you do in the morning before you come to school?
Difficult to
follow
Example responses scoring full marks: Get up and get dressed, then have breakfast and come to
school. If possible write down what they say here:
Inaccurate
Main points,
reasonably
clear and
easy to
follow
Accurate
Main points,
reasonably
clear and
easy to
follow
Accurate
Clear
Easy to
follow
Score 1 if what they tell you is difficult for you to follow or isn’t what they would do before school.
Score 3 if they can tell you at least 1 thing they do before they come to school with some detail
or 2 things with less detail. For example, I get dressed in my uniform or I get dressed and have my
breakfast.
Score 5 if they’re able to give you information about 2 or more things they do before they come to
school with some detail. For example, I get up and get dressed when mum shouts me and I get my
coat and walk to school.
3. They should be able to answer simple questions about familiar stories
Instructions to child, Do you know the story of Cinderella? (if yes...) Who did Cinderella dance
with at the ball? Were Cinderella’s sisters kind? Who helped Cinderella with her magic? Write
down what they say here:
If they do not know this story, ask similar simple questions about other familiar stories, e.g. Three
Little Pigs, Jack and the Beanstalk, Red Riding Hood.
Storytelling and narrative total scores
16 / SLC Progression Tool / Age 4
Unclear
Difficult to
follow
Inaccurate
Clear
Easy to
follow
Storytelling and narrative observations
Are they struggling? From your knowledge and/or observations in class, only complete if you
know the child well
3
3
3
Score 1
Score 3
Score 5
Please tick the box that relates most closely to what you observe/know of the child and give the relevant score from above
1. They should be able to make themselves understood
Are they difficult to understand when they are talking about things that have happened to them?
Often
Sometimes
Rarely
Often
Sometimes
Rarely
Often
Sometimes
Rarely
Children age 4 might find it difficult on occasion to organise their talking, especially if talking about
long or complicated events, but should be easy to understand most of the time.
2. They should be able to make it clear what they are talking about
Do they start talking about things without explaining what they are talking about?
There will be times when children age 4 will begin talking without you knowing the context but they
should realise and fill you in with the extra details to help you follow what they’re saying.
3. They should be reasonably organised when they are explaining simple events
Are stories and narratives disorganised or difficult to follow?
There will be times when children age 4 will become difficult to follow, especially when they are
telling long or complicated stories, though this should happen rarely.
Storytelling and narrative observation scores
Age 4 / SLC Progression Tool / 17
Speech
3
3
3
Score 1
Score 3
Score 5
Please tick the box that corresponds to the child’s answer and give the relevant score from above
1. Their speech should be clear most of the time
Do they have clear speech – can you understand what they say to you?
No
Some of the
time
Most of the
time
2. Their speech should be fluent most of the time
Do they have a stammer or avoid speaking in a number of situations?
No
Some of the
time
Most of the
time
3. They should use most speech sounds accurately in their speech most of the time
Do they do any of the following?
Always
Sometimes
Rarely
Tick if they
do all 4
things most
of the time
Tick if they
do some of
the things
some of the
time
Tick if they
rarely do
these things
Miss the ends of words completely
Always Sometimes Rarely
Say ‘t’ instead of ‘c’ most of the time – e.g. ‘tup of tea’
Always Sometimes Rarely
Not use ‘s’ at the beginnings of words – e.g. saying ‘tun’ instead of ‘sun’
Always Sometimes Rarely
Not pronouncing ‘y’ properly – e.g. saying ‘lello’ instead of ‘yellow ‘
Always Sometimes Speech total scores
18 / SLC Progression Tool / Age 4
Rarely
Speech observations
Are they struggling? From your knowledge and/or observations in class, only complete if you
know the child well
3
3
3
Score 1
Score 3
Score 5
Please tick the box that relates most closely to what you observe/know of the child and give the relevant score from above
1. Their speech should be clear most of the time
Is their speech unclear?
Often
Sometimes
Rarely
Often
Sometimes
Rarely
Often
Sometimes
Rarely
a.Do they miss out sounds from words, like missing ends off words or never using some speech
sounds?
b.Do they substitute one sound for another, e.g. ‘a tup of toffee’ (a cup of coffee) or ‘pour’ instead
of ‘four’?
2. Their speech should be fluent most of the time
Do they have a stammer or stutter?
a.Do they lengthen some sounds, repeat sounds or parts of words or get stuck so that little or no
sound comes out?
b.Do they try to hide their difficulties by avoiding speaking in certain situations or change what
they were going to say mid sentence to avoid a word they find difficult?
3. They should be able to hear the difference between speech sounds
Do they struggle to distinguish the difference between speech sounds? For example, so they can’t:
a. Break up words into sounds in order to read or spell
b. Count out syllables in words
c. Know which written letters make which sounds
Speech observation total scores
Age 4 / SLC Progression Tool / 19
Social interaction
3
3
3
Score 1
Score 3
Score 5
Please tick the box that corresponds to the child’s answer and give the relevant score from above
1. They should be able to get involved in conversations
Do they get involved with conversations with you, either by offering information about themselves,
chatting generally about or between the tasks or by asking questions using words like ‘what’,
‘where’ and ‘why’?
No – they
have been
quiet
throughout
Partially –
they have
talked a little
Yes – they
have been
chatty
2. They should be able to take part in make-believe play and use their talking to organise
their games and other people
No examples
or very
simple
explanation
1 example
with some
detail
More than 1
example or
details given
No – they
have been
quiet and
unresponsive
Partially – they
have talked
a little and/
or responded
non-verbally
Yes – they
have been
involved in
appropriate
conversation
Instructions to child, I’m interested in what games you like to play. What kind of games do you
like to play...? Can you explain how to play...?
Scoring guidance
Do they give examples of play and can they explain how to play the games they like?
An example of a response scoring 1 – Play football
An example of a response scoring 3 – Play cars on mat with Jack
An example of a response scoring 5 – I like playing horses with my friend Camile – we run around
like horses – you have to run like this... (might demonstrate) and chase after Cara and Saria
3. They should be able to take part in conversations with other people
Have they joined in or started any conversation with you during the time you have been with them?
Social interaction total scores
20 / SLC Progression Tool / Age 4
Social interaction observations
Are they struggling? From your knowledge and/or observations in class, only complete if you
know the child well
3
3
3
Score 1
Score 3
Score 5
Please tick the box that relates most closely to what you observe/know of the child and give the relevant score from above
1. They should be able to understand the rules of conversation
Do they do any of the following?
Often
Sometimes
Rarely
Often
Sometimes
Rarely
Often
Sometimes
Rarely
a. Do they have unusual eye contact?
b.Do they struggle to listen or take turns, interrupting more than usual, not knowing how to join in
or taking over conversations?
c. Do they struggle to understand feelings and facial expressions of others?
2. They should be able to talk and listen with other children
Do they do any of the following?
a. Do they struggle to join in with group conversations, games and activities?
b. Do they not notice what others are doing or not pick up clues about how they’re feeling?
c.Do other children find them difficult because they can take over or get things wrong, or disrupt
games?
3. They should be able to join in with other children and be part of a group
Are they isolated from other children?
a. Do they struggle or make no attempt to join in?
b. Do other children find their behaviour difficult or challenging?
Social interaction observation scores
Age 4 / SLC Progression Tool / 21
Talk Boost / SLC Progression Tool
Scoring
There are two elements to each section; the
second element is optional:
1.Questions
• Ask the questions as directed and if
possible write down the child’s response
as accurately as possible
•
•
se the examples and guidance given to
U
help to determine whether they score 1,
3 or 5 and put a tick in the appropriate
column
lthough examples are given, it is
A
impossible to give every response a child
might make. It is useful therefore to have
a look at what they are expected to be
able to do: this is the statement in blue.
Use this, the guidance and the example
to help you score the answers
22 / SLC Progression Tool / Age 4
•
emember that all children of this age
R
should have at least this level of ability if
they are at age appropriate levels
•
t the end, add up how many points the
A
child gets and put that number in the
Total scores box in each section
2. Observations (optional)
• This should be completed only if you
know the child – or you could ask
someone who knows the child in order to
complete it
•
ake a decision, as directed, as to
M
whether the child shows the behaviours
listed often, sometimes or rarely
•
dd up the scores to give Total
A
observation scores for each section
•
his section is particularly useful to make
T
sure you get more information than just
from the questions above
Score summary
Take the total scores from each section and
put in the table below.
Look at the test scores on the table to
determine whether children are reaching
typical levels for language development, or
whether they need targeted or specialist
support. It may be that there are some areas
of language where children need additional
support, even though other areas are fine.
The observation scores can be used to
supplement the other scores, rather than be
used on their own. We would expect question
and observation scores to be broadly similar.
However:
•
If observation scores are much worse
than question scores:
- It could be that the child has relatively
good language skills, but doesn’t have
the confidence to use them in the
classroom
•
If observation scores are much better
than question scores:
- It could be that the child has difficulties
with language, but has a good range of
strategies they use to overcome these
in the classroom, thus hiding their
underlying difficulties
- It could be that they have some
functional language difficulties which
will need further investigation. So they
may do well in structured, more formal
situations, but find it difficult to put
these skills into practice
Age 4 / SLC Progression Tool / 23
Talk Boost / SLC Progression Tool
Score summary
Name:
Date of birth:
Total test score
Completed by:
Date:
Observations
Often
Sometimes
Questions
Rarely
Specialist
support/
assessment
Targeted
support needed
Universal
good practice
needed
1. Understanding spoken language
3
4-12
13-15
2. U
nderstanding and using
vocabulary
3
4-12
13-15
3. Sentences
3
4-12
13-15
4. Storytelling and narrative
3
4-12
13-15
5. Speech
3
4-12
13-15
6. Social interaction
3
4-12
13-15
24 / SLC Progression Tool / Age 4
Talk Boost / SLC Progression Tool
Interpreting the results
•
•
hildren falling completely in the red
C
column should be seen as needing
further assessment and may well need
specialist support
•
hildren falling completely in the green
C
column should be seen as currently
needing no additional support, but
universal good practice to support
language and communication. It’s good
practice to continue monitoring children,
as difficulties with language may not
always be apparent. If there are specific
concerns about children falling in this
category, a further assessment may be
needed or specialist advice sought.
•
hildren with difficulties (red) solely in
C
section 6, social interaction, may also
need further assessment
•
hildren with mixed profiles, e.g. with
C
difficulties and strengths in different
areas, should be seen as needing
additional assessment and/or support
•
hildren with difficulties (mainly amber)
C
in all areas would benefit from a wave
2 intervention, such as Talk Boost. This
will support the children to catch up
who have the potential to do so and
help identify more clearly those children
who may have longer term needs.
hildren with difficulties (red) solely in
C
section 5, speech, may need further
assessment from a speech and language
therapist
Next steps
It can be useful to plot the child’s results on to
the Profile summary overleaf. This enables
you to see at a glance where their areas of
strength and need lie. For children who fall
into the middle section in particular, Talk Boost
can be used to support their language and
communication development.
Age 4 / SLC Progression Tool / 25
Talk Boost / SLC Progression Tool
Profile summary
Name:
Date of birth:
Age:
Gender
Ethnicity:
Completed by:
Date:
15
13
11
9
7
5
3
Questions
Score
Observations
Understanding
26 / SLC Progression Tool / Age 4
Questions
Observations
Vocabulary
Questions
Observations
Sentences
Questions
Observations
Narrative
Questions
Observations
Speech
Questions
Observations
Social
Talk Boost / SLC Progression Tool
Next steps
Discuss with parent
3
Further
assessment
3
Advice from
specialist
Speech
(Section 5)
Speech and
language therapist
Language
(Sections 1-4)
In school
Communication
(Section 6)
External specialist
teacher
All
Educational
psychologist
Other
Consultancy
3
Immediate
universal strategies
3
Intervention options
Age 4 / SLC Progression Tool / 27
Notes
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Speech, language and communication progression tool – Age 4
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cture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2
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cture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2
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cture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2 / Picture 2
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Speech, language and communication progression tool – Age 4
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cture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4
4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Pict
cture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4
4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Pict
cture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4
4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Pict
cture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4
4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Pict
cture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4
4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Pict
cture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4
4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Pict
cture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4
4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Pict
cture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4
4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Pict
cture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4
4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Pict
cture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4
4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Pict
cture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4
4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Pict
cture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4
4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Pict
cture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4
4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Pict
cture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4
4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Pict
cture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4
4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Picture 4 / Pict
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cture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5
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cture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5
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cture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5
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cture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5
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cture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5
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cture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5
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cture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5
5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Pict
cture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5
5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Pict
cture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5
5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Pict
cture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5
5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Pict
cture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5
5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Pict
cture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5
5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Pict
cture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5
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cture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5
5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Pict
cture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5
5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Pict
cture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5
5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Pict
cture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5
5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Pict
cture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5
5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Pict
cture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5
5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Pict
cture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5
5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Pict
cture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5
5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Picture 5 / Pict
Speech, language and communication progression tool – Age 4
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cture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6
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cture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6
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cture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6
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cture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6
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cture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6
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cture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6
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cture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6
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cture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6
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cture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6
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cture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6
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cture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6
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cture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6
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cture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6
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cture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6
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cture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6
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cture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6
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cture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6
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cture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6
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cture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6
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cture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6
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cture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6
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cture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6 / Picture 6
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cture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7
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cture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7
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cture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7
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cture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7
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cture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7
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cture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7
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cture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7
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cture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7
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cture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7
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cture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7
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cture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7
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cture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7
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cture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7
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cture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7
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cture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7
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cture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7 / Picture 7
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