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Topic “Individual”
Contains activities for individuals (one on one).
use pictures and text to get information
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Everyday situation with words and a picture A picture of an everyday event, or social setting e.g. crossing the road, or going to the cinema. A story to go with the picture (no more than 5 or 6 sentences). Or See the resource sheets in 'Language for Thinking' (LfT) by Parsons and Branagan (Published by Speechmark). If using this publication, use Module 3 (the child reads the story) and the level A questions. | 1. Choose a scenario. 2. Let the child read the story. 3. Ask the child questions verbally focusing on questions where the child looks for the answer in the text and just uses a little background knowledge, e.g. 'Find one that is....', 'When did...', 'What does this do?' 'What else is an X? etc. ("LfT level A questions"). | If a child gives a short answer, prompt them to expand it. If the child finds these questions easy, use some questions that require more working out and understanding of the context e.g. 'What will happen next?' 'How else could he do it? ("LfT level B questions"). |
sequence chunks of text to make a whole eg story
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Jumbled sentences A photocopied piece of text without illustrations on A4 paper/card for each pupil, such as a traditional tale or a set of instructions. Each pupil should have a different text, at a level they can all read aloud quite easily. A second copy of each piece of text for you to keep in your 'Results' envelope. Ruler/pencil Scissors 1 envelope for each child and 1 envelope marked 'The results'. | 1. Give out one copy of the text to pupil and keep one master copy for yourself. Put the master copy in the 'Results' envelope. 2. Explain the task is to make a comprehension puzzle for another pupil and then to become a 'comprehension detective' to improve their reading for meaning skills. 3. Give pupils time to read through the page of text independently. 4. Ask pupils to read the text through again. This time they need to decide where to divide it up into a puzzle with a beginning, middle and end. 5. Pupils indicate with pencil where they would like to divide the text up. (They will draw 2 lines to make three pieces.) 6. Check with pupils where they are going to divide the text up before they start cutting it! Sensitively suggest changes if necessary. 7. Cut it up with scissors. Each pupil places the pieces of text in their own envelope. 8. Pupils swap envelopes with a partner. They read through what their partner has given them and put it back in the right order. 9. Before you give each pupil the original uncut copy, encourage them to talk about and point to the 'clues' in the text, which lead them to make their decision. 10. Open the envelope! Were they correct? | This activity may be useful for bilingual pupils and pupils with speech and language difficulties, who can sometimes read aloud with confidence but have difficulty in understanding/answering comprehension questions. This activity could be done in a small group (e.g. with 3 pupils) or in pairs. It could also be adapted for 1-1 work. Try to keep the activity fun. Encourage them to explain why they would divide the text up at the points they have chosen. Support pupils with fine motor skills difficulties where necessary. When being the detective, encourage them to look for language that shows sequence, e.g. firstly, after that, finally. Write down notes/phrases that helped them on a white board/flipchart. Extension activity You could ask them to divide the text into 4, 5 or 6 segments if appropriate for their comprehension needs. |
read short vowel sounds in regular words
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Using fingers to learn the 'short' vowel sounds A (non-toxic!) pen A pencil or other form of pointer | 1. Using the pen, on each finger/thumb pad of your non writing hand, write one vowel starting with 'a' on the thumb and continuing with 'e', 'i', 'o' and finishing with 'u' on the little finger. 2. Ascertain your child's non-writing hand and write on each finger pad one of the vowels again starting with the 'a' on the thumb and finishing with 'u' on the little finger. 3. The child watches you model pointing to a finger/thumb pad of your hand and then clearly and accurately sounds the appropriate short vowel (see comments). 4. Hold your hand in a position that can be seen by both the child and yourself. Ask the child to indicate, using a pencil, a finger/vowel. You clearly and accurately, sound the vowel indicated. 5. Reverse the procedure by having the child hold their hand, palm up, while you indicate with a pencil, which vowel you wish them to sound. Even if you cannot see the actual written vowel, you will know which vowel is on each pad (a source of interest to some children). 6. Correct any inaccurate sounds immediately and keep the praise going for correct soundings. 7. Mix up the order of the vowels you ask the child to say. Don't just focus on confused or problematic vowels. 8. Try reversing roles back again by having the child indicate which vowel sound you must supply (as in 4. above). 9. The class teacher or teaching assistant will need to write the vowels on the child's hand in the same order at the start of each new day, and periodically check that they are still legible. With older, or well co-ordinated younger children, the child can write the vowels for themselves but the adult will need to check their order and legibility. 10. Encourage the use of referring to their 'finger vowels' when spelling, either in the course of writing or when spelling words in isolation (e.g. a spelling check). 11. Use the above activities (but mainly activity number 5) daily and encourage the child to look at their 'finger vowels' when reading words featuring previously confused or insecure vowels. 12. The aim is to make a strong link between each 'short' vowel sound and a particular finger or thumb of their non-writing hand. Eventually the child no longer need to have vowels written on their finger/thumb pads. S/he will then need to simply glance at the respective finger/thumb in order to access the accurate sound for the vowel associated with that finger/thumb. | The short vowels: 'a' as in cat; 'e' as in bed; 'i' as in sit; 'o' as in 'top'; 'u' as in 'cup' This is a multi-sensory method to instil a sensory correspondence between 'short' vowel sounds (vowel phonemes) and certain digits of their non-writing hand. Once established the child needs only to glance at their hand or even just visualise it, in order to retrieve the correct sound (phoneme) and thereby assist reading and spelling abilities. You will need to be sensitive to individual preferences or any cultural practices of your pupil(s) or their parents/guardians. Deter children from sucking their fingers or thumbs. Always label the vowels starting with an 'a' on the thumb. This is also consistent with how vowels are signed in British Sign Language and in key word signing systems such as Signalong and Makaton. This consistency will also give you another way to help the child remember the vowels as you could ask the child to think of the 'thumb vowel' for 'a', the 'middle finger vowel' for 'i' and so on. Speed it up when appropriate to improve automaticity (or simply have fun by being unrealistically fast!) Keep it light, keep it fun! Phonemes and graphemes A phoneme is the smallest unit of sound that can make a difference in meaning. For example the sounds 'b' and 'h' are both phonemes in the words 'bed' and 'head' because changing just those sounds will make a difference in meaning to the word you say. A grapheme is the letter or letters which are used to write down phonemes. For example the underlined letters in the words 'bed' and 'head' are both graphemes for the short 'e' sound. |
predict infer and analyse from pictures and text
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Everyday situation with words and a picture A picture of an everyday event, or social setting e.g. crossing the road, or going to the cinema. A story to go with the picture (no more than 5 or 6 sentences). Or See the resource sheets in 'Language for Thinking' (LfT) by Parsons and Branagan (Published by Speechmark). If using this publication, use Module 3 and the level C questions. This programme has questions for a range of ability levels. | 1. Choose a scenario picture. 2. Show the children the picture and let them read the story. 3. Ask the child the questions verbally. 4. Focus on questions that require more working out and understanding of the context, e.g. 'What will happen if he...?' 'Why is it made of that?' 'If you were X, what would you say / do?' 'Why can't he?' (LfT level C questions). | Use some simpler questions to start with. (LfT level A and B if you are using the Language for Thinking book). If a child gives a short answer, prompt them to expand it. If the child finds these questions easy, move on to having them read the story without looking at the picture. Go back to using simpler questions and move up through question levels again. (LfT Module 3). |
relate pictures and text to the wider context
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Everyday situation with words and a picture A picture of an everyday event, or social setting e.g. crossing the road, or going to the cinema. A story to go with the picture (no more than 5 or 6 sentences). Or See the resource sheets in 'Language for Thinking' (LfT) by Parsons and Branagan (Published by Speechmark). If using this publication, use Module 3 and the level B questions). | 1. Choose a scenario. 2. Let the child read the story. 3. Ask the child the questions verbally. 4. Focus on the questions where the child must use what they can see in the picture and also some wider context to answer the questions ("LfT level B questions"). E.g. 'What will happen next?' 'How did he...?' 'What is a ....?' 'How are these the same? | Use some simpler questions to start with. If a child gives a short answer, prompt them to expand it. If the child finds these questions easy, use some questions that require more working out and understanding of the context, e.g. 'What will happen if he...?' 'Why is it made of that?' 'If you were X, what would you say / do?' 'Why can't he?' ("LfT level C questions"). |
predict infer and analyse from pictures and text
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Everyday situation with words and a picture A picture of an everyday event, or social setting e.g. crossing the road, or going to the cinema. A story to go with the picture (no more than 5 or 6 sentences). Or See the resource sheets in 'Language for Thinking' (LfT) by Parsons and Branagan (Published by Speechmark). If using this publication, use Module 3 and the level C questions. | 1. Choose a scenario. 2. Let the child read the story. 3. Ask the child the questions verbally. 4. Focus on questions that require more working out and understanding of the context, e.g. 'What will happen if he...?' 'Why is it made of that?' 'If you were X, what would you say / do?' 'Why can't he?' (LfT level C questions). | Use some simpler questions to start with. If a child gives a short answer, prompt them to expand it. |
improve reading fluency speed and intonation
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Recording a story for a younger child Resources: A short book that a younger child would enjoy. It needs to be quite easy for the pupil doing the reading - at least 19 words out of 20 accurate the first time they read the book. A computer with microphone, or a tape recorder, etc. | 1. Explain that you are going to record them reading a book for a younger child to listen to. 2. Either provide or help them choose a suitable book (see left, under resources). 3. Explain that they have got to make it sound exciting, to keep the younger child interested. (You may want to model someone reading in a boring way and someone reading in an exciting way.) 4. Tell them they will have as much practice as they need to make a really good recording. 5. Ask them to read the book to you. Give them as much help as they need. Keep a note of which words they struggle with. 6. Discuss what the book was about, how characters were feeling, etc. Make sure they understand it fully. 7. Go back and remind them how to read any difficult words. Discuss what the words mean if necessary. 8. Ask them to read the book again. This time focus on how they read it. Model fluent, interesting ways of reading some of the sentences for them. 9. They re-read the book as often as needed, until they can read it fluently. 10. They record the book. Ideally they should have control of the recording process (pausing the recording, re-recording, etc). 11. They may prefer to record a page at a time, and then practise the next page again before recording that. | Some pupils learn to read quite accurately, and may improve their comprehension, but still read very slowly and without expression. Their reading is not fluent. These activities are designed to improve their fluency. An alternative to the recording activity could be simply preparing the pupil to read aloud to a younger child, perhaps a younger sibling. Another alternative is for them to write and illustrate a story themselves, and then record it. Storybook Weaver is a good ICT resource for this (available on Amazon for example). Fairy stories are particularly good for this - especially ones with people talking: "I'll huff, and I'll puff, and I'll blow your house down!". |
knows alphabetical order
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Using an alphabet rainbow to learn alphabetical order Two sets of plastic or wooden lower case letters. Keep the two sets in separate bags. An A3 landscape chart of the letters set out in alphabetical order and made into a rainbow arc using WordArt | 1. Check that the child knows all the letter names. Teach any they are unsure of. 2. Point to the chart and ask the child to read the alphabet with you. 3. Give the child one set of letters and ask them to make their own rainbow using the chart as a guide:
4. Ask the child to close their eyes and tell you the order. 5. Set out the the letters the child is able to recite in alphabetical order with the second set of letters, for example:
6. Select the next few letters which the child does not yet know the order of from the second set of letters, for example:
7. Ask the child to match the target group of letters with the first set, saying the name of each letter as they do so. For example:
8. Take the target group again, jumble them up, ask the child to put them in order again, saying the names as they do so. 9. Ask the child to close their eyes and put the letters one by one in their hand (in order) and ask them to identify the letter. Repeat, faster and faster. 10. Repeat steps 1-9 daily until they know the target set. Once the child is confident with this set of letters: 11. Add these letters to the known ones and introduce the next group of letters. Other exercises: 12. Ask the child to close their eyes and point to where they think a particular letter is in the array e.g. m. 13. Repeat 12 using a simple dictionary, high frequency word chart set out in alphabetical order, phone book, index of a topic book, library classification chart etc. | Use a record sheet. Make a plan with all the adults working with the child to teach the remaining letters. Make sure the child points with you. Do this daily. In this way you will identify which bits they know e.g. a-g. Keep a record of this by colouring in an A4 copy of the chart. This is the 'target group'. If a-g are already known, the target group may be h i j k. Remember that l,m,n,o,p is a tongue twister. This helps to show why it is important to know alphabetical order. The alphabet rainbow can be used to teach spellings and phonically regular patterns - letters are pulled out of the rainbow to build words. |
use pictures and text together to get information
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Everyday situation with words and a picture A picture of an everyday event, or social setting e.g. crossing the road, or going to the cinema. A story to go with the picture (no more than 5 or 6 sentences). Or See the resource sheets in 'Language for Thinking' (LfT) by Parsons and Branagan (Published by Speechmark). If using this publication, use Module 2 and the level A questions. | 1. Choose a scenario picture. 2. Show the children the picture and let them read the story. 3. Ask the child the questions verbally. 4. Focus on questions where the child looks for the answer in the picture and just uses a little background knowledge (the LfT level A questions). E.g. 'Find one that is....', 'When did...', 'What does this do?' 'What else is a X? etc. | If a child gives a short answer, prompt them to expand it. If the child finds these questions easy ("LfT level A"), use some questions that require more working out and understanding of the context e.g. 'What will happen next?' 'How else could he do it? ("LfT level B questions"). |
recognises 20 high frequency words
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Using a race track game to practise high frequency words Set of 20+ cards with target high frequency words Dice Counters Race track or loop | 1. Read through the cards with the player(s). 2. Place the cards face down. 3. Players take it in turns to pick up a card, say the word, throw the dice and move around the board. 4. Winner is the first person to finish. 5. Repeat the game after reading through all the cards again or selecting a particular word or words to focus on. 6. Discard easy words and add new words gradually. | Children need to be able to read a range of high frequency words to develop fluency in reading. New words need to be introduced gradually. There could be several copies of each word or of selected words. Start off with a small set of words so that the child experiences lots of success. 2+ players. A short track is ideal as the game can be completed in a short time and repeated easily. If a child reads a word wrong, help them to read the word or tell them the word. Remember the game is meant to be fun! |
| Using different fonts on the computer to practise high frequency words Computer Child understands how to change font | A list of words can be obtained as above. This could be done daily. The words could be typed into boxes ready to make flash cards (2x5 per page). | |
| Sentence building to practise high frequency words Flash cards with set of words. Words which could start a sentence are provided in both capitalised and lower case form. Add one card with a full stop and one card with a question mark. Make a list of possible sentences before the session. | Teaching the words in sentence form gives them a meaningful context. Possible set of words: it, It, is, Is, dad, Dad, mum, Mum, and, off, on, big, get, can, Can Possible sentences include: It is Dad. Is it mum? Mum and dad. Keep the list of possible sentences with the words so that this can be practised daily. A duplicate set can be used for homework. This can be followed up using a programme such as Clicker (see www.cricksoft.com) on the computer. Printing a grid of words will allow the child to work on writing the sentences again independently. Add to the words gradually adding new sentences at the same time. | |
| Playing Four in a Row to help word recognition Sheet of paper as a 'board' A dice Different coloured pencils Preparing the 'board': Create a landscape page with 6 columns and 7 rows. On the first row, number each column from 1-6. Select a set of high frequency words the children have been learning to recognise, and which need reinforcing. Write the words randomly in each of the other 36 boxes - they can be repeated. The board can be photocopied for use on another day. | Children need to be able to read a range of high frequency words to develop fluency in reading. For this game, use familiar words that need more practice. Words can be changed as progress is made. For 2 or more players. You will need to decide what happens if a child reads a word wrong. Do you tell them the word? Or do they lose their go? Remember the game is meant to be fun! | |
| Pelmanism (pairs) Two sets of 10 cards with target high frequency words. Each set made on different coloured card, e.g. mum mum | Children need to be able to read a range of high frequency words to develop fluency in reading. Different pupils will manage a larger or smaller number of cards. |
use pictures and text together to get information
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Everyday situation with words and a picture A picture of an everyday event, or social setting e.g. crossing the road, or going to the cinema. A story to go with the picture (no more than 5 or 6 sentences). Or See the resource sheets in 'Language for Thinking' (LfT) by Parsons and Branagan (Published by Speechmark). If using this publication, use Module 2 and (1) the level A questions then (2) the level B questions. This programme has questions for a range of ability levels. | 1. Choose a scenario picture. 2. Show the children the picture and let them read the story. 3. Ask the child questions verbally focusing on questions where the child must use what they can see in the picture and also some wider context to answer the questions; for example: 'What will happen next?' 'How did he...?' 'What is a ....?' 'How are these the same?' ("LfT level B" questions). | Use simpler questions to start with (e.g. the "Language for Thinking" level A questions if this publication is being used). If a child gives a short answer, prompt them to expand it. If the child finds the questions in step 3 easy ("LfT level B"), use some questions that require more working out and understanding of the context, e.g. 'What will happen if he...?' 'Why is it made of that?' 'If you were X, what would you say / do?' 'Why can't he?' (LfT level C questions). |
identifies sentences in reading and uses full stops
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Recognising sentences in reading Write or type lines of text - perhaps from books the child has read. Some of these should be complete sentences. Some of them should be unfinished sentences so they don't make sense. Start all with a capital letter, but leave out the full stop from all of them. Cut out each line of text so each one is on a separate card or piece of paper. (You could keep an extra copy with the correct punctuation added as a model.) Examples: The boy is in bed At the weekend It is time to go My house is in a Easylearn produce prepared texts in a book called 'First Stop' | 1. Child / adult read aloud through a selection of lines of text. 2. Child identifies which are complete and make sense (i.e. which lines are full sentences) and which are not. 3. Child sorts the lines of text into two groups - ones that are complete sentences and ones that are not. 4. Adult models re-reading the lines and adding the punctuation - full stops only at the ends of the complete sentences. 5. If the child is ready - let them work on adding full stops at the ends of complete sentences. | The purpose of this activity is for the child to recognise that a sentence has to make sense (and that it isn't just the punctuation that shows it's a sentence). This could be done one to one, in a pair or in a small group e.g. four children. Child could check work from a model prepared earlier. This links to 'cut up' sentences in reading / writing - child reads the words and sequences them to form a sentence. |
| Identifying sentences and sentence boundaries in longer texts and adding full stops / capital letters Four slightly longer texts than in the "recognising sentences in reading" activity, e.g. of about 3-4 lines, which you have written out or typed without punctuation. Example: it was a hot day the children were making a sandcastle it was really big Easylearn produce prepared texts in a book called 'First Stop' | The purpose of this activity is for the child to recognise that a sentence has to make sense (and that it isn't just the punctuation that shows it's a sentence). This could be done one to one or in a pair -or small group e.g. four children. Punctuation Kung Fu (described in the book Could Do Better by Phil Beadle, www.philbeadle.com), where each punctuation mark is accompanied by a kung fu movement and a noise, could be introduced as part of this activity. This links to 'cut up' sentences in reading / writing activities - child reads the words and sequences them to form a sentence. |
Two part instructions with prepositions and plurals
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Hunt the treasure Something to use as 'treasure' - an interesting object or toy. | Explain that one person will be the person to hunt the treasure (the 'pirate' if appropriate!). The other children will hide the object and think of an instruction of where to look. The person hunting closes their eyes / goes out of the room. Hide the object, and think of an instruction to give a clue of where to look. Make sure the hiding place is not too easy, so that the instruction is long enough to be challenging. (For example: "walk two steps and look behind the cupboard below the window"). Bring the person hunting the object back, and explain they need to listen carefully to the instruction. Give them the instruction. They have to follow it to find the 'treasure'. | You may need to support the person hunting the treasure to remember the instruction, by using memory strategies. If they forget where they need to look, encourage them to ask questions of the group. It is recommended that the group only answers yes / no - i.e. the child must formulate a precise question such as 'is it near the window?' rather than asking 'where is it?' Alternatively, the person hunting can say 'give me a clue'. The other children must then give them a further instruction to help them, but not tell them exactly where the object is, for example 'go forward 2 steps and look up' You may need to support the children to do this. |
| Simon Says Imagination! | The instructions you give do not just need to be actions - they can involve the children finding objects, touching particular colours, etc. | |
| Selection challenge A range of objects laid out on the table. | The objects can be everyday classroom objects. To make the activity topic specific, use objects linked to a current topic in class or in the language group. Using objects the children find interesting makes the activity more enjoyable. For younger children you could use a box, bag, or basket for them to put the objects they collect in. To help the children develop self-monitoring skills, write down or draw the list of things you asked them to find (use paper or a white board). When they have made their selection, show them the list and have them check if they remembered what they needed to find. | |
| Practical Activities Any practical activity where the child must listen to instructions and carry them out to make something - e.g. origami fortuneteller, craft activities. | This is easily transferable to classroom activities. | |
| Barrier Worksheets A picture to colour - enough copies for everyone doing the activity, and for the adult too. Colouring pens / pencils A big book or folder to make a barrier | The activity is designed so that the child has to listen to, understand, and remember an instruction of 4-5 key words. If you break the instruction up into the different steps, the child will be working with several short instructions instead of one long one. For example, 'colour the robot's head blue'. (Pause, child has chance to start doing this part) 'And then colour two shoes red.' is two instructions not one. Make sure the child listens to your whole instruction before s/he starts to carry it out. There is automatic feedback in this activity, as the child will be able to see from your picture if s/he got it right. If s/he got it wrong, s/he will be able to see what the instruction actually was. |
To follow sequenced 4 to 5 key word instructions
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Barrier Worksheets A picture to colour - enough copies for everyone doing the activity, and for the adult too. Colouring pens / pencils A big book or folder to make a barrier | Explain that this activity is to practise listening, so the child must listen carefully. You will only say the instruction once. Give the child / children a sheet (one for everyone) and take one yourself. Put the barrier up, so that the child cannot see your picture. Give an instruction telling them to colour part of the picture, and colour it yourself. Make sure the instruction has at least 4 key words, and involves doing one thing before something else. E.g. if you have a picture of a robot you could say: 'Colour the robot's head blue and then colour two shoes red.' The words underlined are the key words, and there are 2 steps to the instruction. When you have all finished that instruction, hold up your picture, so the children can check if they got it right. | The activity is designed so that the child has to listen to, understand and remember an instruction of 4-5 key words. If you break the instruction up into the different steps, the child will be working with several short instructions instead of one long one. E.g. 'colour the robot's head blue. And then colour two shoes red.' is two instructions not one. Make sure the child listens to your whole instruction before s/he starts to carry it out. There is automatic feedback in this activity, as the child will be able to see from your picture if s/he got it right. If s/he got it wrong, s/he will be able to see what the instruction actually was. Topic vocabulary from e.g. a science topic or a history topic could be used, and simple worksheets created using software such as Clicker or Communicate in Print (see www.commtap.org for links to suppliers of this software). |
| Barrier Patterns 2D shapes in several different colours Something to use as a barrier | Make sure you say the pattern as one instruction and don't break the instruction up into the different steps. Otherwise the child will be working with several short instructions instead of one long one. E.g. 'A blue circle. A red square. And a triangle' is 3 short instructions. Make sure the child listens to your whole instruction before s/he starts to carry it out. You can use almost anything to make patterns - compare bears, mini beasts, small world toys etc. Pictures of topic vocabulary could be printed out and cut to make cards. The barrier pattern could then be made using a pattern of pictures. E.g. 'fire, fire, bucket of water, diary, diary' (linking to the Fire of London topic). | |
| Simon Says Imagination! | Make sure the child listens to the whole instruction before doing it. Make sure that you give the instruction as one long one not several short ones. |
Recall key information from a story
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Stories that the child isn't familiar with. Stories could be taken from reading books, or from picture sequence cards. (For example 'And then' published by Schubi). | Read chunks of the story to the child, or tell the story from the sequence cards. The chunks should be around 100 words long (a couple of paragraphs) and/or contain between two and four things that happen. (Use shorter chunks if this is too long for the child). Ask the child to retell the chunk you have read. The child could also be asked to reconstruct the story using drawing, using miniatures (e.g. playmobil), selecting and ordering cards from a set of picture sequence cards. For the child to gain more information from stories and explanations at other times he/she will be assisted by the use of visuals to support this, and also by being asked a question before hearing the story or explanation so that he/she has something to focus his/her listening on. | If the child has difficulties you can help him/her to recall the story using the following: Ask a question relevant to the key information in the story. For example, suppose this was part of the story: "Lucy rode her red bicycle down the hill. At the bottom she couldn't stop and fell straight into the fish pond..." Relevant questions would be 'What did Lucy do', 'What happened to Lucy at the bottom of the hill': avoid asking questions about details which aren't particularly relevant to the story such as 'What colour was Lucy's bike?'; Ask the child the question then re-read the part of the story which contains the answer to the question; Show him/her part of the story using pictures. Try to guide the child to recall the information with the minimum amount of prompts necessary. Try to avoid the situation where you need to say what the answer is. If you keep needing to do this despite using the ideas above then the story is probably too hard. |
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Thank you
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