Topic “Shape, space and measure”  

- sets of 3 picture sequencing cards - you will need to source these.

- First, next, last symbols - click here to print.

1. Choose a set of three cards and mix them up.

2. Ask your child to sort the pictures in the order that they happened. If your child finds this hard, put them in order together. Match them to the symbols.

3. Describe what is happening in the pictures using the words first, next and last - you can point to the symbols as you say the words.

4. Encourage your child to describe what is happening using the words first, next and last.

- camera

- first, next, last symbols - click here to print.

A group of identical objects e.g. red lego bricks/coloured beakers/paint brushes and an object that is quite different.

Pictures of identical things e.g. lots of pictures of apples/shoes from the computer. Or photo copy something a number of times

Contrast with a different computer image or photo copied item.

Put out the identical objects one at a time and say 'Red lego, red lego' etc 'Look...........the same.' Use a sign/symbol/word to label the things as 'Same'.

Make a show of the item that is different. Label as 'Different' with sign/symbol/word.

Follow the same procedure with pictures as for working with objects.

Colouring -in pictures of house/car/child/snowman etc

Set of snap cards.

This is a preparatory activity for working on sequencing daily events. See also the following (at www.commtap.org):

Sequences three or more pictures;

Sequences three pictures with first next last;

Sequence pictures symbols words

Materials required:

Your own or commercially produced sequencing cards (e.g. Black Sheep press - see "general resources"), Colorcards - available from many educational suppliers)

FIRST/LAST template which looks like this (leaving spaces to put the pictures):

FIRST

LAST

FIRST/NEXT/LAST template, as follows (leave spaces for the pictures):

FIRST

NEXT

LAST

1. Use the first/last template to model the sequence of first and last.

2. Start with 2 picture sequences of a simple event e.g. 'rain falling' 'girl puts up umbrella'.

3. Talk about the pictures. Ask the child 'What is happening in the first picture?' Discuss the consequences of the first picture (getting wet) and what the girl does (puts up the umbrella)

4. Put the two pictures into the template: one in the FIRST column and the other in the LAST column.

5. Do this with a range of 2 sequence picture stories.

6. Turn the cards face down and take turns to turn them over and put them in the right part of the FIRST/LAST template. Can the child tell the story?

7. When the child is confident using the FIRST LAST template to order 2 picture sequences move onto using 3 picture sequences and use the FIRST/NEXT/LAST template.

8. Follow the procedure for working with 2 picture sequences.

FIRST/NEXT/LAST

template

Photos of familiar aspects of school life (use a digital camera to take photos)

Pictures of activities relevant to a school day

e.g. break time, different lessons

Pictures of activities relevant to a weekend day

e.g. going to the park, going to the shops

A strip of card with Velcro on it, long enough to fit the whole sequence on it / timeline

1. Start with just one set of pictures; the school day ones will have the least variation and so should be easier.

2. Go over what the pictures are first.

3. Have the child put them in the right order on the strip to fit their own day.

4. Discuss any variation in routines, and use sequencing language such as 'before, after, first, then, next'. Refer to time for well known points, e.g. start of school, lunch time, home time. Emphasise concepts of 'morning, afternoon, evening, night'.

5. Introduce pictures of activities at home and put in order for a weekend or holiday day. When the children are confident with this, you could give them all the pictures and have them sort them out.

Pens / pencils

Paper

Glue

Scissors

Black Sheep Worksheets:

There are several relevant packs, including 'times of the day' and 'days'.

Black Sheep Press

A set of cards with shapes you are working on - say four with squares on, four with triangles on, four with rectangles on and four with circles on.

1. Place the cards face down;
2. Take it in turns to turn over two cards. Say the name of the shape on the card as you turn it over.
3. If the two cards have the same shape on it you get to keep them, otherwise you turn them back over.

Printed cards with pictures of the shapes and their names.

Selection of 2D shapes.

Toy snake (or some other character)

Basket

3 each of fruit, vegetables, cooked foods.

Whiteboard and pen

1. Set out the food in a row of 3, each different type on a different table.

2. Explain to the children that Sammy Snake is hungry, but doesn't know the names of the foods. He needs them to listen to what he says and go and get him the food he wants, in the basket.

3. The children take it in turn to go shopping with the basket. Sammy gives instructions e.g. 'I want the first fruit and the last vegetable'.

4. The children can take a turn to be Sammy.

Monkey (or some other character)

Washing line

Pegs

Some clothes (dolls clothes are good)

3 wind up toys

'beginning' 'middle' 'end' written on cards and finishing line ribbon

First next last written on pictures of gold silver and bronze medals

The visual timetable used in class, or in your small group / 1:1 session

Pictures sequences of simple animal life cycles

First next last, beginning middle end prompt card / frame

Imagination!

Play Simon Says, but change the rules. The important thing is not 'Simon' or 'no Simon' it is to get the actions right.

Make sure you use the concepts 'before' and 'after' in the instructions and that the children do the steps in the same order that you do them. E.g. 'touch your head after you jump on the spot'.

Written sentences

(use pictures/symbols to support those with reading difficulties)

Pen

- Animal pictures or toys

- Toy furniture: table, chair, bed.

1. Place the furniture in front of the child.

2. Ask the child to tell you what to do with an animal of their choosing if they are able to use three word phrases. If they can only use two word phrases, select the toy for them and ask them to tell you where to put it.

e.g. under table / on bed (two word level);

cat under table / sheep on bed (three word level)

Cup,

box,

pencil,

ruler

(you could substitute different objects if you prefer)

prompt cards showing the required positions of the items (optional)

1. Tell the child that you are going to put the pencil behind the cup - put the objects in the right places.

2. Next tell them that you are going to put the pencil behind the box.

3. Put the pencil and ruler in different places, describing what you are doing.

Repeat a number of times as necessary putting different objects behind other objects.

4. Then explain it's the child's turn to put the object in the right place. Say "put the pencil behind the box". If the child gets it right, say, "well done, the pencil is behind the box". If s/he gets it wrong, show them where the pencil goes.

5. Carry on giving the child instructions.

6. Let the child have a turn to give the instructions so s/he practices use the words. If the child finds it difficult to think of what to say, make a set of prompt cards.

Materials as above

Miniature people (such as Playmobil) or Teddy, Doll

Places for the miniature people to hide, for example toy furniture, bricks, toy car, book etc.

Several paired pictures showing the same person, animal or object behind and in front of an object (e.g. a cat behind a bin and a cat in front of a bin; a person behind a chair and a person in front of a chair, etc.)

Pencil and paper or white board and pen

Drawings of houses and stick man families

Draw pictures of houses with windows and say 'Look...this house has 10 windows...it is larger/bigger.

Draw stick man families and say 'Look...5 children here - this family is larger.'

Dirty dishes

Sink/bowl

Water/detergent

Play dough, dried beans

Plastic shapes

Soft toys

Beakers

Use squares, circles, rectangles etc and play hiding games under soft toys or beakers. As the child or you 'find ' the item label it, for example: 'Look...a circle.'

Plastic shapes

Post box

Bag (optional)

Dotted pictures of shapes

Pencil, colouring pencils or crayons

A post box (optional)

Play dough, plasticene or similar.

"under"

3 common containers e.g. cup, box and hat

Small toy e.g. car/ball

Teddy

Encourage the child to close their eyes and hide the toy 'under' one container

While the child is trying to find the toy model the word 'under'. "Is it under the hat", "Is it under the box"

When the child finds the toy encourage them to say where it is.

Swap roles the child now has a turn to hide the toy. Using a teddy or another child, pretend teddy is closing his eyes/or ask other child to close eyes and ask the child "Where shall we hide it?" The child then has to say where.

Class room furniture

PE furniture

Playground furniture

Play games in a small group sitting on the chair and sitting under the table, crawling on a mat or carpet and crawling under a table or chair. Comment on what the child is doing e.g. 'Look......you are on the mat' or 'Look........you are under the table'

Can the child give instructions about who must go under or on a piece of furniture?

This activity is much more fun in a PE setting or a playground if you can arrange it.

Small plastic animals or Playmobil people.

Boxes and containers to hide the small toys.

- Paper and drawing materials

- Object that looks different at the front/back.

1. Ask you child to look at the item in front of them and draw a picture of it.

2. Now turn the object around and ask them to take a look at it from the back, and to draw it again.

3. Talk about the pictures using the words "front" and "back" in your descriptions. Ask your child to say which ones show the back of the figure and which ones the front.

- Front/back sorting game materials - click here to print

Materials to use can include: playground equipment, furniture, boxes, hoops, bean bags etc

Show the child how they can be 'on', 'in', 'under' etc these objects. When they are doing an action, say where they are, for example, 'you're under the slide', 'you're on the swing', 'you're under the blanket'.

You can extend this by giving the child instructions containing the prepositions you are working on.

Table, chair, box, teddy, doll

While the doll is not looking, get the child to hide the teddy somewhere by giving them an instruction for example 'put him under the chair'. (Work on no more than two or three prepositions at a time). The doll comes back and asks questions such as 'Is he on the chair', 'Is he under the table'

Give the child an opportunity to say where to hide the teddy. Give them a forced alternative, for example 'shall we put him in or under the box' using a sign for each preposition or physically showing the two positions of the teddy along with each word.

Lotto cards containing pictures of things in different positions, for example teddy on the table, teddy under the table etc.

Dolls, tea-set

for example: hoops, table, chair

puppet, objects such as spoon, cup, brush etc.

Preposition symbols

Playground equipment

Furniture, boxes, hoops etc.

If you don't have any, you can get preposition symbols - such as "on", "in", "under", "over" - using the Commtap Symboliser.

1. Introduce one preposition concept at a time.

2. Get your child to do an action by saying "Stand on the bench" and then show them what you mean by standing on the bench, showing them the 'on' symbol and then encouraging them to copy you.

3. What other things can they stand on?

4. Once they are familiar with the first preposition, then introduce the next one.

5. Remember to show your child what to do when you introduce a new concept, as well as supporting it using visual clues.

Various objects such as table, chair, bench, hoop, etc.

Masking tape

Preposition symbols

You can get preposition symbols - such as "on", "in", "under" - using the Commtap Symboliser.

Toy animals/puppets

Real or miniature furniture

Masking tape

Preposition symbols

You can get preposition symbols - such as "on", "in", "under" - using the Commtap Symboliser.

Table, chair, box, teddy, doll.

Preposition symbols.

You can get preposition symbols - such as "on", "in", "under" - using the Commtap Symboliser.