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Topic “Individual”
Contains activities for individuals (one on one).
Make phrases in past tense
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| What have you done today? Paper, pens or pencil (for adult only) | 1. Go round each person in the group including the adults asking them for two things they have already done that day; 2. For each person write their name on the sheet and a key word for each activity they have done along with a very rough picture to help the children remember what each person did; 3. Each person then takes it in turns to recall what one other person has done today - using the pictures to help them to remember. | If a child does not use a correct past tense, for example "Terry do writing", just feed back the correct way of saying it in a conversational way, for example "oh, Terry did some writing?". |
| Picture sequencing activities See target sheet "sequences three or more pictures" Note - the activities shown there are at a slightly higher level than this one - so only use them if appropriate for the children you are working with. | Correct mistakes in the past tense in the same way as above. | |
| Action description Set of cards with simple present tense verb pictures on (e.g. "jumping", "writing"). | As above. |
Make phrases in past tense using irregular verbs 2
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Picture sequencing activities See target sheet "sequences three or more pictures" Note, the activities there are at a slightly higher level than this one - so only use them if appropriate for the children you are working with. Focus on actions which uses a selection of the verbs from "common irregular past tense verbs" on www.commtap.org - or verbs which the child is having difficulties with. | Ask the child to recall parts of the sequence they have been working with. | If a child does not use a correct past tense, for example "Terry do writing", just feed back the correct way of saying it in a conversational way, for example "oh, Terry wrote something?". |
| Action description Set of cards with simple present tense verb pictures on (e.g. "cutting", "writing"): try to include some verbs that you know the child needs to work on. See: "common irregular past tense verbs" on www.commtap.org for a list of irregular past tense verbs. | If a child does not use a correct past tense, for example "Terry do writing", just feed back the correct way of saying it in a conversational way, for example "oh, Terry wrote something?". | |
| Reading books Reading book | ||
| Reading verbs This activity is for children who can read. Set of cards with the present tense on one side (e.g. run) and the past tense on the other side (ran). Symbol software (such as the Commtap Symboliser) which illustrates the verb and adds an extra qualifier for the past is very useful. See: "common irregular past tense verbs" on www.commtap.org for a list of irregular past tense verbs. | ||
| Write sentences This activity is for children who can write.
Pictures (to be stuck in a book) which show actions using verbs you want to work on: for example from Flash-pro CD, clip art, Google or Yahoo images See this list of common irregular past tense verbs on www.commtap.org. Book Glue Pen/pencil |
Make phrases in past tense using irregular verbs 1
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| What have you done today with visual timetable Paper, pens or pencil (for adult only), photos of events that have happened during the day (optional) See this list of common irregular past tense verbs for some examples. (http:en.commtap.org/content/common-irregular-past-tense-verbs) | 1. Make a visual timetable by writing or drawing each past day's activities on a board/sheet so that the child can see what happened. It can bring the past tense more alive if you use photos of activities that did actually happen on the previous day or earlier in the current day. 2. Ask 'What did you do here?' as you point to a picture/photo. The child may say 'Rided my bike.' You can confirm with 'Yes, you rode your bike.' Add emphasis to the correct form of the verb. You can invite the child to say rode. | It is very common for young children to acquire a few irregular past tenses for very common verbs (e.g. went). Then they seem to pick up the -ed rule and suddenly the went becomes wented. This will normally sort itself out. You will also hear goed. However, many verbs with irregular past tense forms don't emerge and some concerted practice is needed. Don't correct all day long - the child will often be quite sure he said it right! Until you have done the practice in the special activities, you can use the correct form yourself in confirmation e.g. the child says 'I eated all my cabbage' and you can say 'You ate all of it? That's fantastic.' |
| Lotto Lotto boards with pictures of activities the children have done recently - say four or six pictures per board. One board per child. Matching set of picture cards. If the boards are in black and white and the picture cards are in colour, this makes the game more rewarding. | You can vary how you play this game - this is one way you can do it. For the first game, you can be the caller, for subsequent games a child can have a go. 1. The caller takes a card. Ask the child to complete this sentence at each turn (using the verb in their picture): 'Yesterday, I ...' (For example: 'Yesterday I rode my bike.'). You could use a question, such as "What did you do yesterday?", "What did Max do yesterday?" 2. The child who's got it says they have got it, and they get the card; 3. Continue until all the boards are covered up. | The child may say 'Rided my bike.' You can confirm with 'Yes, you rode your bike.' Add emphasis to the correct form of the verb. You can invite the child to say rode - be sensitive if you do this, and don't repeatedly ask the child to say this. |
| Pairs Two matching sets of pictures of activities the children have done recently - say 20 cards in all. | You might need to prompt with a question, such as "What did you do yesterday?", "What did Max do this morning?". The child may say, for example, 'Rided my bike.' You can confirm with 'Yes, you rode your bike.' Add emphasis to the correct form of the verb. You can invite the child to say rode - be sensitive if you do this, and don't repeatedly ask the child to say this. | |
| Simon Says See this list of common irregular past tense verbs for some examples. (http:en.commtap.org/content/common-irregular-past-tense-verbs) | The child may say, for example, 'falled' You can confirm with 'Yes, you fell.' Add emphasis to the correct form of the verb. You can invite the child to say fell - be sensitive if you do this, and don't repeatedly ask the child to say this. | |
| What have you done today? Paper, pens or pencil (for adult only) See this list of common irregular past tense verbs for some examples. (http:en.commtap.org/content/common-irregular-past-tense-verbs) | If a child does not use a correct past tense, for example "Terry do writing", just feed back the correct way of saying it in a conversational way, for example "oh, Terry wrote something?". For this activity, when it is your turn, try to use an example with an irregular past tense verb (see below) particularly one which you know the child is having difficulty with. However do NOT force the child to think of something they have done which involves an irregular verb - accept, and conversationally correct whatever they say. You can do step 1 with one child as well as in a group. | |
| Retell a sequence Props to support a sequence of actions you will perform (optional) See this list of common irregular past tense verbs for some examples. (http:en.commtap.org/content/common-irregular-past-tense-verbs) | To make this activity a bit easier, you could make a memory jogger with action pictures lined up. The child may say, for example, 'you buyed milk' You can confirm with 'Yes, I bought some milk.' Add emphasis to the correct form of the verb. You can invite the child to say bought - be sensitive if you do this, and don't repeatedly ask the child to say the word. |
Contribute information appropriately in one to one or in small groups
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Dice Games A selection of pictures of different items, stuck on card A large dice | Play in a small group of children. Each child takes a turn to pick a card. S/he rolls the dice, and then tells the group as many points about his/her picture as the number on the dice. (e.g. if s/he has a picture of a train and rolls a 3, s/he tells the group 3 things about a train) | Choose items of interest to the children. Instead of talking about a picture, the children can talk about themselves, or each other, or things they did yesterday. |
| 'Who am I?' game Strips of paper/card to make headbands Sticky tape Blutac Pictures of clothes, animals and toys / furniture stuck on card | You may need to help the children think about the questions they ask, so that they don't just guess at what they are. E.g. have a photocopied sheet of all the pictures, put into their groups - clothes, animals and toys. Prompt the children to ask first e.g. 'am I an animal?' If you want to make it harder, you can put a limit on the number of questions each child can ask. |
Use facial expression to support meaning
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Role Play with finger puppets Finger puppets Pictures of people using facial expressions for: -arguing -angry -comforting -directing -instructing -questioning | 1. Sit children in a circle; 2. Show children the arguing face card and ask them to copy it. Explain that this is an arguing face and demonstrate this with the finger puppets; 3. Repeat with all the other cards one by one; 4. Children select a finger puppet. Ask pupils to show the appropriate facial expression to the finger puppet when a card is selected. | Some facial expressions look very similar, so they will need to be supported by the appropriate gesture, e.g. pointing |
| Matching facial expression cards Multiple copies of cards showing: -arguing -angry -comforting -directing -instructing -questioning | Some facial expressions look very similar, so they will need to be supported by the appropriate gesture, e.g. pointing | |
| Match facial expression cards to actions the puppets are doing Finger puppets Pictures of people using facial expressions for: -arguing -angry -comforting -directing -instructing -questioning | Some facial expressions look very similar, so they will need to be supported by the appropriate gesture, e.g. pointing |
Act out and name simple actions.
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Lotto games Cards of simple actions Action lotto boards | The children have a lotto board each. You pull out a card, or have them take turns to pull out a card. If they have that action, they must say it or act it out to claim the card. The child who fills their board first wins. | |
| Posting games pictures of simple actions, post box | Take a picture of an action, say or act out what it is, and post it | Give the pupil time to name the action. Help them by giving a prompt (e.g. a forced alternative, the first sound. or the word or sign to repeat) |
| Fishing game pictures with paper clips attached, magnetic fishing rods, 'pond' e.g. a flat box | Give the pupil time to name the object. Help them by giving a prompt (e.g. a forced alternative, the first sound. or the word or sign to repeat) | |
| 'Hide the fish' Eight picture cards, small piece of paper with a fish drawn on it | ||
| Guess the mime Picture cards of actions | ||
| Story books and pictures | ||
| Do the actions Symbols or pictures of four or six actions, such as 'jump', 'stand up', 'hand on your head', 'make a big smile'. You can get picture symbols from the Commtap Symboliser. |
Joins in small group for rhyme or stories
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Welcome | Sing a welcome song or gently tap a drum and say the names of children as you welcome all the children to the group or use a puppet to welcome children with a wave etc. | Being a good singer is not important. You just need to enjoy the activity ! Other forms of welcome are fine if singing is not for you! |
| Define group rules | Use pictures to make things clear. | |
| Singing a song A song choosing board with pictures to represent the songs you want to sing velcroed onto a board | Use lots of gesture and facial expression. Repetition is important and children like it. | |
| A story activity | Same approach as for the singing activity. | |
| Good bye time |
Use two key word phrases to give instructions
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Barrier games Felt sheets (e.g. "Funky Foam") in basic colours. Digital camera. Examples of other materials you could use: small coloured bricks in different shapes with some proportionately sized cars or animals; small soft toys with plastic food items. How to make the game: 1. Choose your subject e.g. house & setting; face; person with top, trousers & shoes. 2. Make a simple pattern and cut the main features from the felt in two or more different colours e.g. 2 walls, 2 roofs, etc. (with garden items too if required). 3. Set up one house on a neutral background and photograph from above. 4. Change one feature and photograph again. Carry on until you have a set with a variety of combinations (10 cards or more). It is much easier to take the photos with extra background and edit them to fit 4 per A4 page afterwards. Avoid flash if any of your items are shiny. 5. Do not make the pictures too complicated and have some really simple ones, for example one just consisting of a red car, or one containing a flower and a tree; 6. Print your pictures on lightweight card. 7. Keep pictures and the materials used in a box together! | 1. This game is best played in pairs; 2. Introduce the game by turning over a picture so the child/children can also see it; 3. Show them how to copy the picture using the materials: describe the picture using two word phrases as you do it; 4. Turn over another picture for a child to have a go; 5. Once you are sure the children understand how to make their "picture", turn over another card but this time describe what's on the card (with two word phrases) for them to make a picture/scene; 6. Players take it in turns to take a card and say what is on it so the other person can make it with their materials; 7. Many pictures can be described with two-word phrases e.g. blue eyes/ smiley mouth; green house/ yellow door; big brick/ car | Make sure that the children understand all the vocabulary you are using before starting this game. A barrier game like this (where one player gives essential information to the other) demands that the speaker gives clear instructions. The listener has to understand, and do something (which the speaker can assess as being correct or not). The game lets the adult judge just how clearly the child is speaking! As the adult player, be careful you construct what the child is describing facing the child. Most young children cannot check the construction against their photo if it isn't facing them - the adult must make the adjustment! This idea can be adapted to work on: colour and noun; size and noun; number and shape; preposition and shape; and increased in complexity by adding in more detail e.g. if there are big blue eyes and small blue eyes; a metal car and a wooden car. |
Use subject and verb in the correct order
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Small world people Miniature figures List of target action words e.g. run, jump, sit, sleep, stand, walk | 1. Model making a figure run. Say 'Look. The boy's running!' , 'Look. Daddy's jumping!' etc. 2. Give the child the figures. Can he/she make the figures do the actions? 3. Help him/her label the actions and form sentences by saying 'Daddy's jumping/ sleeping/ running' etc. 4. Ask the child 'What's daddy doing?' You want the answer 'Daddy's running' or 'Dad run' etc. If the child does not provide this response model the response for them. | Use lots of repetition. This can be a fun activity. Children work well with small figures. If the child makes a sentence and puts the words in the wrong order try to model the correct sentence in a conversational way rather than correcting them (e.g. if they say, 'Jumping he is' you say 'He's jumping'). The child may need to hear correct versions of the sentences many times before they are able to use them themselves. |
| Daily situations No special equipment | If the child makes a sentence and puts the words in the wrong order try to model the correct sentence in a conversational way rather than correcting them (e.g. if they say, 'talk mum' you say 'aah, Mum's talking!'). The child may need to hear correct versions of the sentences many times before they are able to use them themselves. |
Use two word phrase with an action word
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Learning early action words e.g. cut, clap, eat, drink, brush etc Digital camera Play food, cutlery, brush, cup etc. | Start by playing with the cutlery and play food. Eat some food yourself and say ' eating banana/apple/bread' etc Let the child play with the food. As he/she eats say 'Eating banana/apple/bread' etc Take a photo of the child eating/You eating/soft toys eating etc. Look at the photo on the camera and say 'Look.......eating apple etc.' Print the photo and put in a book. Show the child the book. Can he/she respond when you ask 'What's this?' You may need to model the answer for the child i.e. 'Eating apple/banana/bread' etc. | Keep language repetitive and at the two word phrase level. It is OK to have silence between repeats of the phrases. |
| Using action words and playing with small world people. Miniature figures List of target action words e.g. run, jump, sit, sleep, stand, walk | Use lots of repetition. This can be a fun activity. Children word well with small figures. | |
| Using action pictures/cards | ||
| Generalise using two word phrases with an action word. No special equipment |
Combine two key words 2
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Playing in the water/sand with toy animals Plastic animals and a water/sand tray/pots/cups/etc | Watch the child playing with an animal in the sand or water and comment on the play at the two word level e.g. 'dog's swimming' or 'cat's hiding' or 'horse gone' Copy the child's activity and comment on what you are doing e,g, child makes dog jump........you make dog jump and comment by saying 'Dog jump!' | Choose activities that are motivating for the child. Keep language to the 2-word level. Allow processing time. Silence is OK while you wait for a suitable action from the child to comment on. Only use the short 2 word phrases you want the child to start using |
| Bubbles | ||
| Action toys Marble run Cars and a car run Spinning top Jack-in-a-box Cause and effect toys | ||
| Noise making Drum Cups Boxes Anything to bang with a beater |
Combine two key words 1
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Non directive play Play equipment such as tea set, teddies, dolls; cars, bricks, play people etc. Could also be done with outdoor play equipment or in any other play situation. |
| Don't expect the child to say anything in this activity. The purpose of the activity is for them to get used to hearing two keyword phrases, which directly relates to what they are doing. |
| Sorting games (1) Sets of pictures and two places to sort them to e.g. clothes pictures, furniture pictures, picture of a house, picture of a wardrobe. or (2) Sets of clothes pictures and outlines of a boy and a girl to stick them to or (3) Sets of objects and two places to sort them to. | For example with the clothes and furniture pictures activity:
| The child may need to hear the model a number of times before they are able to start saying both words themselves. |
| Kim's game A selection of about four to six objects, cloth to cover them. Symbols for the objects if required You can get communication symbols for objects with the Commtap Symboliser for PowerPoint. | ||
| Giving instructions in a physical activity (Small group) Symbols for actions to support communication if required You get communication symbols for actions with the Commtap Symboliser for PowerPoint. | ||
| As part of a range of classroom activities No specific materials | ||
| Story Favourite story and some toy figures or toy plastic animals from the story | ||
| Tea party Plastic tea set and food and some soft toys |
Combine two key ideas or concepts
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Dressing Up Hats and scarves and socks and shoes |
| |
| Dressing toys up Soft toys and clothing | ||
| Tidy up As above and a tidy up bag | ||
| Story Favourite story and some toy figures or toy plastic animals from the story | If the child does not make a response at step 6, you could:
| |
| Tea party Plastic tea set and food and some soft toys |
Asks who what where questions at 2 word level
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Sharing a familiar book e.g. a pop-up or a picture book | When the child is familiar with a book, point to pictures and ask questions using a short phrase e.g. 'Where's Spot?','Who's that?', What's that?'. You want a two word answer e.g. 'under bed' etc. | |
| Digital photos of school life Digital camera Book of photos taken at school | ||
| Home corner play Dressing up cloths Cooking toys Dolls Tea set |
Use single words signs or symbols
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Feely bag Bag Familiar objects |
Variation: Sing a short phrase ( 'what's in the bag, what's in the bag, Harriet take a look, Harriet take a look') before each child's turn. | Give the child time to name the object. Help them by giving a prompt (e.g. a forced alternative, the first sound. or the word or sign to repeat). |
| Secret picture Pictures of everyday objects You could use photos, or create using symbols | The child gets a picture which they say or sign the name of before showing the others. | Give the child time to name the object. Help them by giving a prompt (e.g. a forced alternative, the first sound. or the word or sign to repeat) |
| Shopping games Everyday objects Shopping bag Table | One child sits at the 'shop'. Another is asked to go and buy an object. | A picture card can be used to help the child remember what they are going to shop for. |
| Posting games Pictures of everyday objects Post box For pictures of everyday objects, you could use photos, or create using symbols | Give the child time to name the object. Help them by giving a prompt (e.g. a forced alternative, the first sound. or the word or sign to repeat). | |
| Fishing game Pictures of objects with paper clips attached Magnetic fishing rods (e.g. each made out of a magnet, string and a pencil, or bought) 'Pond' e.g. a flat box For the pictures of objects, you could use photos, drawings, or create using symbols | Give the child time to name the object. Help them by giving a prompt (e.g. a forced alternative, the first sound, or the word or sign to repeat). | |
| Strategy: giving choices Use this with any activity | ||
| 'Hide the fish' Eight picture cards; Small piece of paper with a fish drawn on it For the picture cards, you could use photos of objects, or create using symbols | ||
| Non directive play Play equipment such as tea set, teddies, dolls; cars, bricks, play people etc. Could also be done with outdoor play equipment or in any other play situation. | Don't expect the child to say anything in this activity. The purpose of the activity is for them to get used to hearing key words, which directly relates to what they are doing. | |
| Commenting in everyday situations No specific materials. Activities could be: painting, walking around the school, play. | Don't expect the child to say anything in this activity. The purpose of the activity is for them to get used to hearing key words, which directly relates to what they are doing. |
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