If you've read anything about AAC vocabulary, you've probably heard the same stat repeated: a few hundred core words make up the vast majority of everything we say. That finding comes from decades of vocabulary research (Banajee, DiCarlo, & Stricklin, 2003; Baker, Hill, & Devylder, 2000), and it holds true across ages, languages, and settings.
But knowing that core words matter is different from knowing which ones to include on your child's device. This post gives you a concrete, organized list of 100+ core words, grouped by category, so you can use it as a reference when setting up or expanding an AAC system.
If you're new to the concept of core vocabulary, start with why core words matter in AAC for the research background. If you're trying to figure out which words to introduce first, see 10 core words to teach first.
What Makes a Word "Core"?
Core words are high-frequency, versatile words that appear across every topic and every context. They're the glue of language. Words like "want," "go," "more," and "not" show up in nearly every conversation, whether you're talking about breakfast, a trip to the park, or a favorite TV show.
Most core words are not nouns. They're verbs, pronouns, prepositions, adjectives, and other function words. This is what makes them so powerful. A single core word like "go" can combine with hundreds of fringe words to create unique messages: "go home," "go outside," "go swimming," "go away."
For a deeper look at how core and fringe vocabulary work together, see core words vs fringe words.
The Core Words List
The words below are drawn from commonly used core vocabulary lists in AAC research and practice. No single list is "official" or final. Different researchers and AAC systems organize these words slightly differently. But the overlap is significant, and these words show up on virtually every reputable core word list.
Use the categories below as a reference. You don't need to program all of these at once.
People and Pronouns
Pronouns are among the most frequently used words in any language. They let your child refer to themselves, to you, and to others without needing a specific name for every person.
| Word | Example Use |
|---|---|
| I | "I want juice" |
| you | "you go" |
| he | "he has it" |
| she | "she went home" |
| it | "put it here" |
| we | "we play" |
| they | "they like it" |
| me | "give me" |
| my | "my turn" |
| your | "your book" |
| his | "his toy" |
| her | "her cup" |
| that | "want that" |
| this | "this one" |
Actions and Verbs
Verbs are the engine of communication. Without them, your child can only label things. With them, they can make requests, describe what's happening, tell stories, and direct other people's actions.
| Word | Example Use |
|---|---|
| want | "want more" |
| go | "go outside" |
| get | "get ball" |
| put | "put in" |
| make | "make it" |
| help | "help me" |
| like | "I like it" |
| see | "see that" |
| look | "look here" |
| come | "come here" |
| give | "give me" |
| play | "play more" |
| eat | "eat now" |
| drink | "drink water" |
| do | "do it" |
| say | "say hi" |
| tell | "tell me" |
| know | "I know" |
| think | "I think so" |
| feel | "feel happy" |
| turn | "turn it" |
| open | "open it" |
| close | "close door" |
| read | "read book" |
| sit | "sit down" |
| stand | "stand up" |
| wait | "wait please" |
| try | "try again" |
| need | "need help" |
| have | "I have it" |
| take | "take it" |
| use | "use this" |
| show | "show me" |
| find | "find it" |
| bring | "bring it" |
| hold | "hold this" |
| move | "move over" |
| stop | "stop it" |
| start | "start again" |
| finish | "finish eating" |
Descriptors and Adjectives
Descriptors let your child comment on the world around them, express preferences, and add detail to their messages. These words transform single-word utterances into richer communication.
| Word | Example Use |
|---|---|
| more | "more please" |
| big | "big dog" |
| little | "little one" |
| good | "good job" |
| bad | "feel bad" |
| happy | "I'm happy" |
| sad | "feel sad" |
| funny | "that's funny" |
| scary | "too scary" |
| hot | "too hot" |
| cold | "it's cold" |
| new | "want new one" |
| old | "old toy" |
| same | "same thing" |
| different | "different one" |
| fast | "go fast" |
| slow | "too slow" |
| hard | "too hard" |
| easy | "that's easy" |
| yucky | "yucky food" |
| nice | "nice picture" |
| favorite | "my favorite" |
| ready | "I'm ready" |
Prepositions and Location Words
Prepositions are small but mighty. They tell people where to put things, where to go, and how things relate to each other. Children use these constantly once they start combining words.
| Word | Example Use |
|---|---|
| in | "put in" |
| on | "on the table" |
| off | "take off" |
| up | "go up" |
| down | "sit down" |
| out | "get out" |
| here | "come here" |
| there | "over there" |
| under | "look under" |
| over | "jump over" |
| with | "play with me" |
| to | "go to school" |
| for | "this for you" |
| away | "go away" |
Question Words
Question words unlock an entire category of communication. Instead of only responding to questions, your child can start asking them. This is a major milestone in language development.
| Word | Example Use |
|---|---|
| what | "what's that?" |
| where | "where is it?" |
| who | "who's there?" |
| when | "when do we go?" |
| why | "why not?" |
| how | "how do you do it?" |
| which | "which one?" |
Social Words
Social words are the foundation of interaction. These are often among the first words children learn because they come up in every greeting, every request, and every moment of connection.
| Word | Example Use |
|---|---|
| hi | "hi mom" |
| bye | "bye bye" |
| please | "more please" |
| thank you | "thank you" |
| sorry | "I'm sorry" |
| yes | "yes please" |
| no | "no thank you" |
| okay | "okay" |
| excuse me | "excuse me" |
| wow | "wow, cool!" |
| uh oh | "uh oh" |
Determiners and Quantifiers
These words might seem small and forgettable, but they show up constantly in natural speech. They help your child specify which thing they mean, how many, and whether something is present.
| Word | Example Use |
|---|---|
| the | "the big one" |
| a | "I want a cookie" |
| some | "some more" |
| all | "all done" |
| one | "one more" |
| many | "too many" |
| another | "another one" |
| other | "the other one" |
| every | "every day" |
Helping Verbs and Modal Verbs
Helping verbs let your child express ability, permission, possibility, and obligation. They're essential for moving beyond simple requests into more complex sentences.
| Word | Example Use |
|---|---|
| is | "it is good" |
| am | "I am happy" |
| are | "you are nice" |
| was | "it was fun" |
| can | "I can do it" |
| will | "I will go" |
| do | "do you want?" |
| don't | "don't like it" |
| can't | "I can't" |
| would | "would you help?" |
Time Words
Time words help your child talk about when things happen. They're important for planning, anticipating, and narrating events.
| Word | Example Use |
|---|---|
| now | "want it now" |
| later | "do it later" |
| again | "again please" |
| today | "go today" |
| tomorrow | "play tomorrow" |
| before | "before lunch" |
| after | "after school" |
| then | "then we go" |
| always | "always fun" |
| never | "never tried" |
| soon | "coming soon" |
Negation
Negation words let your child refuse, reject, deny, and disagree. These are critical for autonomy. A child who can say "no," "not," and "don't" has real power over their own experience.
| Word | Example Use |
|---|---|
| no | "no more" |
| not | "not that one" |
| don't | "don't want it" |
| can't | "can't reach" |
| won't | "won't go" |
| nothing | "nothing there" |
| none | "none left" |
How to Use This List
Having a comprehensive list is useful, but it's only helpful if you know what to do with it. Here are some practical guidelines.
Don't add everything at once
If you're just starting out, pick 10 to 20 core words that match your child's daily routines and interests. You can always add more later. Overwhelming a device with too many words at once can make it harder to navigate, not easier. For guidance on where to start, see 10 core words to teach first.
Prioritize words that work across many situations
Look at your child's typical day. Which words would be useful at breakfast, at school, during play, and at bedtime? Those are your highest-priority core words. A word like "more" is useful in every one of those situations, while a word like "always" might only come up occasionally.
Balance core and fringe vocabulary
Core words are the backbone, but your child also needs some fringe vocabulary (nouns, names, specific items) to say what they actually mean. "Want" is powerful, but "want cookie" is a complete message. Make sure your device includes both. For more on this balance, see core words vs fringe words.
Model, model, model
The most important thing you can do with any word on your child's device is use it yourself. When you talk to your child, point to the words on their device as you say them. This is called aided language stimulation, and research consistently shows it's the most effective way to teach AAC vocabulary (Binger & Light, 2007).
You don't need to model every word in every sentence. Even pointing to one or two key words while you talk makes a difference. For practical strategies, see how to model AAC at home.
Review and adjust regularly
Check in every few weeks. Is your child using certain words consistently? Great. Are there words they never touch? Maybe they're not in a useful location, or maybe they're not relevant to your child's current interests. Move things around. Add new words. Remove clutter. An AAC system should evolve with your child.
Include the word even if your child can say it verbally
Some children can say certain words out loud but struggle with others. It's still helpful to have those words on the device. Seeing the written word alongside the symbol reinforces literacy. It also gives your child a backup for moments when verbal speech is harder, like when they're tired, overwhelmed, or talking to an unfamiliar listener.
A Note on Organization
How you arrange these words on an AAC device matters almost as much as which words you include. Most robust AAC apps organize core vocabulary in a consistent grid layout, often based on word type (verbs in one area, pronouns in another). This gives the child motor memory. Over time, they learn where words are without having to search, the same way you know where the letters are on a keyboard.
If you're setting up a device for the first time, resist the urge to reorganize words constantly. Consistency builds speed and confidence.
What This List Doesn't Include
This is a core words list, so it intentionally leaves out most nouns, proper names, and topic-specific vocabulary. Those are fringe words, and they're equally important for meaningful communication. They just serve a different purpose.
Your child will need fringe words for the foods they eat, the people in their life, their favorite toys, school subjects, and anything else that's personally meaningful. The core words in this list give them the framework. Fringe words fill in the details.
Getting Started
If this list feels overwhelming, remember that you don't need to do everything at once. Start with a handful of core words, model them consistently throughout the day, and add more as your child is ready. The research is clear: children who have access to core vocabulary on their AAC devices develop more flexible, powerful communication over time.
For step-by-step guidance on introducing these words, check out 10 core words to teach first and why core words matter.