Stages of Language Development Checklist

3-4 years Following 2 part instructions (e.g. Go to your room and get your shoes).    
Following 3 part instructions (e.g. Point to the cat, the dog and the monkey).    
Pointing to main body parts, clothing items, toys and food when asked.    
Understanding longer, more complex sentences.    
Understanding What, Where and Who questions.    
Comprehending position concepts: on; off; in; out; up; down; under; top; open; shut; bottom; behind; first; near.    
Comprehending size concepts: big; small/little; long; short (length) – emerging; short (height).    
Comprehending quantity concepts: 1-3; every; none.    
Comprehending concepts: stop; go/start; loud; quiet; heavy; soft; fast; hot; cold; hard; slow; light (weight); many colours.    
Asking What, Where, Why, When & How questions.    
Using a minimum of 3-4 words in a sentence.    
Telling you what they are doing.    
Telling you the function or use of an object.    
Using nearly 1500 words in their vocabulary by 4 years.    
Using regular plurals (e.g. 1 dog, 2 dogs).    
Using articles ‘a’ and ‘the’.    
Using progressive –ing (e.g. The boy is jumping).    
Using pronouns you, I, me, mine, he, she.    
Using regular past tense (e.g. I climbed).    
Using possessive’s (e.g. Daddy’s car).    
Using auxiliary ‘is’ (e.g. The girl is skipping).    
Using connector ‘and’ (e.g. I want a banana and an apple).    
Using 3rd person singular (e.g. He wants the ball; The rabbit eats grass).    
Using contracted negative (e.g. isn’t, doesn’t, haven’t, shouldn’t).    
Using contracted copula (e.g. He’s happy).    

Using past participle (e.g. It’s broken).

 

 

    
4-5 years Following 3 part instructions (e.g. Point to the cat, the dog and the monkey).    
Understanding longer, more complex sentences.    
Understanding questions.    
Following the meaning of others’ conversations.    
Understanding What, Where, Who and How questions.    
Comprehending position concepts: bottom; behind; first; near; middle; around; away from; between; through; next to/beside; last by mid-late 4 years.    
Comprehending size concepts: short (length); short (height); tall; fat by mid-late 4 years.    
Comprehending quantity concepts: 4; most; few by mid-late 4 years.    
Comprehending position concepts: in front; in a line; corner; middle by late 4-5 years.    
Comprehending size concept thin by late 4-5 years.    
Comprehending quantity concepts 5 and pair by late 4-5 years.    
Comprehending concepts: same; different (size); different (function) by late 4-5 years.    
Asking Why, When and How questions.    
Asking the meanings of words.    
Using a minimum of 4-5 words in a sentence.    
Understanding color words (e.g. red, green).    
Understanding shape words (e.g. square, triangle).    
Sorting objects into simple categories (e.g. animals, food).    
Talking about past and future events.    
Using auxiliary ‘is’ (e.g. The girl is skipping).    
Using pronouns he; she; his; hers; theirs.    
Using connectors ‘and’ (e.g. I want a banana and an apple) and ‘because‘ (e.g. The boy was crying because he fell over and hurt his knee).    
Using 3rd person singular (e.g. He wants the ball; It eats grass).    
Using contracted negative (e.g. isn’t, doesn’t, haven’t, shouldn’t).    
Using contracted copula (e.g. He’s happy).    
Using past participle (e.g. It’s broken).    
Using comparative –er and superlative -est (e.g. big, bigger, biggest).    
Using ‘is‘ vs ‘are‘ (e.g. The monkey is eating a banana vs The monkeys are eating the bananas).    
Using past tense ‘to be’ (e.g. I was running; They were running).    
Using adverb –ly (e.g. quickly, slowly, quietly).    
Using irregular plurals (e.g. mice, children, men).

https://childdevelopment.com.au/resources/child-development-charts/stages-of-language-development-checklist/