Topic “Small group”  

- 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.

1. By talking with the student, find out what their current interests/concerns are. This could be for example that they're going to the dentist, they have been watching football etc.
2. Use this as a basis for the next set of activities: prepare materials that could help words or phrases about this topic appropriate/necessary.

• Paper, pens, source of pictures;
• Topic to talk about - give students a choice of topics from their interests/ concerns/ experiences for exmple - football, dentist, school/college trip

• Picture cards to represent the topics the students could talk about;
• Poster prompts from the "Topic introduction" activity

Something to record the students responses on (e.g. paper/pen) which can later be used as a prompt;

Soft ball or beanbag.

Way of recording students responses - e.g. paper/pen, whiteboard/marker;

Soft ball or beanbag.

Sheet with 3 columns, one headed "who?", one headed "what?", one headed "why?"

Brick cube

'Wh' word symbols

You can make these resources using the Commtap Symboliser for PowerPoint.

1. Use the sheet as you retell stories or events or activities that you have recently done with the child. Fill in the columns so that you can 'read' across the sheet and retell the story.
2. Each time ask the child a 'wh' question and give any help needed with the answer so that the child feels successful.
3. Stick the 'wh' word symbols to the sides of a brick cube. Have a picture available to discuss and play games rolling the cube and answering the 'wh' question that is uppermost on the dice.

Picture cards with emotions

Optional - choice of pictures showing possible reasons - for example a picture of a boy who has fallen over to go with a picture of a boy who is crying.

1. Look at an emotion picture card - discuss what is happening, for example, "Look... the boy is crying.";
2. Ask 'Why is he crying?' and give a model answer for example "because he is sad", "because he fell over".

One or more pictures showing scenes - for example someone running away, a hot beach.

Or...

Pictures in a book.

Two toys one desirable and one not.

• A familiar picture book;
• If required, a symbol card to represent 'what' (for example a question mark).

1. Ask "what" questions about familiar pictures in books. For example, ask 'What is this?';
2. Model the answer if the child has difficulty answering, for example "What's this?". You could also use a "what" symbol card when you ask questions - pointing to it when you use the word 'what'.

One or more of these:

• own photos from school or home;
  
• pictures of things.
  

... and if required:

"What" symbol card

• A familiar picture book;
• If required, a symbol card to represent 'who' (for example a question mark next to a picture of a face).

1. Ask 'who' questions about familiar pictures in books. For example, ask 'Who is this?';
2. Model the answer if the child has difficulty answering, for example "This is Sam". You could also use a "who" symbol card when you ask questions - pointing to it when you use the word 'who'.

One or more of these:

• own photos from home or school;
• picture cards with people on.

...and if required:

• a symbol card to represent 'who' (for example a question mark next to a picture of a face).

A situation where there are other people - for example in class, in the playground.

"Who" symbol card if required.

A male doll

A female doll

2 identical sets of items, e.g. toy food, counters, any small items.

1. Explain to the child that you are going to play a game that will help them learn 'him and 'her.

2. Set out the dolls and the items. Explain that you call the male doll 'him' and the female doll, 'her'.

3. Give you child instructions - e.g. give the cup to him, give the plate to her.

4. After a few turns, ask your child to give you an instruction using the word 'him' or 'her'.

- printable him/her sorting game - click here

Writing tools and paper

Washing up brush and bucket of water

Sand tray

Play dough

(1) Start by making big vertical strokes with a washing up brush and a pail of water outside on a fine day. Say "Down ... down"

(2) Give the brush to the child

(3) Reward any attempts to make a downward stroke for example with clapping, praise etc.

(4) Follow this procedure in the sand or in a rolled out piece of play dough etc.

(5) Use a chunky crayon (not too long) and a piece of paper. Say 'Down ......down.'

(6) Give the crayon to the child

(7) Reward success with praise or reward toys.

(8) Use a ruler to make two vertical tramlines on the page and then help the child draw between the lines in a downward motion.

(9) Draw two or three tramlines on a page well spaced - and see if the child can start at the top and draw down.

(10) Draw big dots in a downward line and make the starting off dot big and red. Model for the child drawing a downward line roughly along this line of dots. You may need to start the child off and stop half way down the line for the child to complete.

(11) Use different colours and writing tools to make the task more interesting. Reward attending to the task with social praise or a reward toy.

The materials you had in the lesson.

Picture prompts for the activities that were carried out.

Piece of card to stick the prompts onto as you do the activities in the lesson.

1. As you do the lesson, each time you do an activity, get the prompt card for the activity and put it on the card - so that the activities appear there in the same order that you did them;
2. At the end of the lesson get the students to say what activities they did;
3. Ask them which came first, then which was next, and which was next again (etc.);
4. Use the prompt cards if students are having difficulty recalling the sequence.