Topic “Individual”  

Materials:

- Copy of printable minimal pairs words for the target sounds – if you are unable to print, you could draw some pictures using the pairs of words on the list.

- 2 boxes/containers – you could make your own post boxes using this template and sticking it to a cardboard box.

- Paper cut into envelope shapes or click here for a printable template.

Instructions:

1.      Choose one pair of words, e.g. ‘door’ and ‘saw’ and attach one to the front of each box/container.

2.      Explain to your child that each of the boxes has a word with a different sound. You are going to say a word and they have to post a letter into the right box.

3.      Show your child how to do this.

4.      Say the words in a random order so your child has to listen to the difference between the word and choose the correct one.

5.      If your child gets the wrong word, talk it through with them and show them which sound you used.

6.      Swap minimal pairs after a while, e.g. change ‘door’ and ‘saw’ to ‘duck’ and ‘suck’.

- 2 x pieces of paper and pen

- 2 x toy cars or vehicles

- Copy of printable minimal pairs words for the target sounds – if you are unable to print, you could draw some pictures using the pairs of words on the list.

- optional print out racetrack

- some wooden/plastic building blocks.

- Copy of printable minimal pairs words for the target sounds – if you are unable to print, you could draw some pictures using the pairs of words on the list.

Marble run;

Bricks for sharing building and knocking down a tower;

Any lotto game where pictures have to be matched;

Skittles;

Pushing cars down a run/pipe.

pictures of children taking part

1. Choose 3 - 4 of the child's peers, a mix of those they are familiar with from their class and other children they maybe would not choose to play with.
2. Demonstrate the game to the children and make sure that you use their names whilst showing their photographs. Let the children know you are not going to pick them one after the other but they have to listen to when their name is called!
3. Support turn taking initially by saying "It's John's turn... it's Fatimas's turn", it's Dylan' s turn... and pointing to the photograph and then looking for and at that child and pointing to the child.
4. When the children know what is happening choose one to lead the turns similar to what you are doing at the table top).
5. Leave the pictures of each child on the table so they can see them easily.
   
6. If the child chooses just to point to a child saying e.g. 'your turn' model the correct phrase for them, e.g. 'Fatima it's your turn, or your turn, Fatima' encouraging them to look at the child as well.
   

- Desired and undesired toys, other objects

To begin with hold out a liked toy and a neutral object like a piece of paper - encourage the child to reach for what they want.

When they can do this consistently hold out two toys - encourage the child to reach to choose.

- Two types of food

Prompt cards for a "how are you" conversation

Two turns

1. Ask each student in turn "how are you?" - pointing to the "how are you?" prompt card as you do so: point to the the "I'm..." prompt card (and cue in with "I'm..." if necessary). Wait for the student to respond;
2. Let each student take it in turns to ask "how are you" to the others in the group.

Three turns

Once two turns is mastered as above, move to three turns:

1. Do step 1 above;
2. After the student says "I'm..." (e.g "I'm fine"), you point to a third cue card (either "Oh dear!" or "That's nice" as appropriate) and say the response;
3. The students take it in turns to ask all the others in the group "how are you?" this time they must respond to the answer a student gives.

Prompt cards for a "what have you been doing" conversation

Prompt cards for a "what have you got" conversation

Set of pictures (e.g from Google) relating to a topic of interest to the student - e.g. Tesco, the park, Eastenders.