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Topic “Small group”
Contains activities or strategies suitable for a small group.
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. |
use single words signs or symbols for actions 2
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| What's missing? Pictures of common actions You could use photos, or create using symbols | 1. Put a range of pictures of actions in front of the child. 2. Check the child can pick up/point to the action you name. 3. Ask the child to have a really good look at the cards. 4. Ask the child to close their eyes or turn their back. 5. Take one card away. 6. Ask the child to uncover their eyes and say what's missing. | The child needs a good visual memory to do this activity. |
| Secret card Action cards You could use photos, drawings, or create using symbols | ||
| Books Picture books showing a range of actions. | You could ask questions like "Who's crying?". To encourage speaking, you could talk about the picture leaving (long) pauses in your speaking where the child could add their own comments, you could even try making the occasional errors in your descriptions (especially if the child is understanding the names for actions) and see if the child corrects you (correct yourself if they don't). | |
| Fishing Pictures of actions with paper clips attached. You could use photos, or create using symbols Magnetic fishing rod - you can make one yourself with a stick or pencil, piece of string and a magnet. Box or blue sheet of paper to represent a fish tank or pond (optional). | Some children may need help with the fishing rod - a shorter line can make it easier for some children with motor difficulties, larger paperclips or less cards can also make it easier. If the child has difficulty understanding, you can reduce the number of cards or give a prompt. |
use single words signs or symbols for actions 1
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Play with miniatures | Give a commentary on what the child is doing, for example "Dolly's drinking", "Mohammed is pushing the car", "the car crashed!". | |
| Make toy animals/teddy/doll do various actions | The child listens and does the actions, then the child indicates what actions you or another child should do. | |
| Simon Says type game | Children take it in turns to tell what others in the group should do, for example 'clap', 'jump', 'sit down'. | You can use pictures as prompts to help children give commands. |
| Checking pupils understanding of verbs being targeted Pictures of actions You could use photos, or create using symbols | You might need to check also that the child associates the picture with the actual action that they can see happening or can experience - with familiar pictures some children may learn to associate words with those particular pictures rather than with something they can do or experience. | |
| Posting games Pictures of verbs, post box For the verb pictures, you could use photos, or create using symbols | 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) | |
| Dice Pictures of verbs on a die For the pictures, you could use photos, or create using symbols | ||
| Feely bag Bag containing objects which you can do actions with. | ||
| Verb pictures Pictures of actions on cards You could use photos, or create using symbols | ||
| Throw the beanbag Pictures of actions on cards Beanbag For the pictures of actions, you could use photos, or create using symbols |
Use ready steady go in turn taking
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Ready steady go with toys A selection of the following: Large cardboard tube (e.g. used to send posters through the post), and small blocks, cars or toys. Marble run and marbles (note, only use the marble run if you can be certain the child won't put the marbles in their mouth.) Push and go toy. Cars and ramp. Pop up toy Any other suitable cause and effect toy. | This activity is described as if it is using one of the first four toys, but you can adapt it to the toys you have available. 1. Set up the equipment for the activity (e.g. make the marble run). 2. Give the child one item (ball, car, marble etc.) only, and take one for yourself. Put the others away out of reach and out of sight. 3. Say, "it's [your own name]'s turn". 4. Demonstrate how to do the activity. Before you drop the item down the chute, say "Ready, steady GO!" 5. Say "it's [name of the child]'s turn". 6. Put your hands over the top of the chute to prevent the child dropping the item too soon. 7. Say, "ready, steady, GO!" 8. As you say the word "go", take your hand away from the top of the chute to allow the child to post the item. 9. Prompt the child to post if necessary. 10. Repeat the above. 11. After the child has carried out the activity several times, begin saying "ready, steady....." and encourage them to say the word "go!" 12. After the child has carried out the activity several more times, begin saying "ready, ..." and encourage them to say the words "steady, go!" | Don't forget to praise the child for "good waiting", "good talking" etc. To encourage the child to say "go" after "ready steady": have several goes yourself saying "ready steady go", (releasing the marble etc. after saying go). Then say "ready steady" and wait for any response from the child indicating "go" and then immediately release the marble (etc.) - if necessary, you can say a clear "go" at this point. If the child makes no response after you have waited a while, say "go" and release the marble anyway. You can support "go" with a gesture or sign. The Makaton/Signalong sign for "start" is an appropriate one to use (NB, use the word "go" at the same time as this sign). See also: |
Activities to develop using a sign or word to indicate 'more'.
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Using "go" after "ready steady" Any simple activity that the child enjoys for example: - marble or car run - rolling a ball - rolling a ball at some skittles - pushing the child in a swing | For example for the marble run: 1. Hold a marble at the top of the run; 2. Say "ready steady go" (using a sign for "go" at the same time) and let the marble go; 3. Repeat a few times; 4. Now: say "ready steady" (but don't say "go") and wait, if the child makes any noise (or sign), interpret that as "go" and say and sign "go" clearly letting the marble go at the same time; 5. If after a time the child has said or signed nothing, say and sign "go" clearly and let the marble go anyway; 6. Repeat as necessary. | The activity must be motivating and interesting for the child, otherwise it won't work. Be sensitive to how long you need to wait before saying "go" for the child and doing the action. You need to wait long enough to give the child an opportunity to make a response, but not so long that they get frustrated or lose interest. |
| Saying or signing "more" Any simple activity that the child enjoys for example: - bubbles - balloon - marble run - rolling a ball - rolling a ball at some skittles - pushing the child in a swing | The activity must be motivating and interesting for the child, otherwise it won't work. Be sensitive to how long you need to wait before saying "more" for the child and doing the action. You need to wait long enough to give the child an opportunity to make a response, but not so long that they get frustrated or lose interest. |
use a picture to make a request
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Which verse? Pictures to represent the verses in a song (e.g. animals for "Old MacDonald" or "Down in the Jungle"; bus, wheels, driver, windscreen wipers etc. for "the Wheels on the Bus"). Song videos/audio - optional | 1. Choose a suitable song, that is already familiar to the child, and prepare a range of suitable pictures to represent each verse. You need a different picture for each verse. 2. Choose two or three verses and select the correct pictures. 3. Spread the pictures out where the child can see them. 4. Pick up one of the pictures (e.g. a cow) and give it to the child. 5. Sing the corresponding verse (e.g. "Old MacDonald had a cow"). 6. When the verse is finished, take the picture away from the child and put it out of sight, for example in a "finished" box. 7. Select another picture, give it to the child and sing the relevant verse. 8. For the first few times you carry out this activity, you choose the pictures. After that, you can start to encourage the child to select the pictures. 9. You can increase the number of pictures you ask the child to select from according to their abilities. | You need to choose a song that the child is already familiar with and enjoys. The song needs to be one where the verses can be sung in any order. Songs that reinforce a sequence (e.g. days of the week, numbers or letters of the alphabet) are not suitable. To start with, only ask the child to choose from a selection of two or three pictures. |
Use single words
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Dressing game with soft toys and clothing items | Use toy clothes and a teddy/dolly. Put the teddy in front of the child and a choice of two clothing items e.g. hat and shoes. Say' Teddy wants shoes.' Help the child to select shoes and allow the child to dress the teddy or help if needed. Repeat 'Teddy's shoes...........shoes'. Continue with different clothing items. When the child is familiar with some clothing names give the child more items of clothing to choose from. | Some times it is physically easier to take cloths off than to put them on - adapt the game for taking off! Have fun with this game! |
| Tea party with soft toys and plastic food | ||
| Bathing teddy and dolly Washable toys Wash cloths Soap Shaving foam Drying towel | ||
| Plastic animals and a toy house or farm | ||
| Language Steps Programme for learning single words |
indicates yes given a choice
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Indicating 'Yes' An undesirable food item A favourite toy Two helpers | 1. Sit the child at a table with one communicator adult in front and one helper behind the child. 2. Offer the child an undesirable item and wait for the child to reject this. Then offer an item you know the child likes - either food or a toy - say 'Do you want this?' The communicator adult models acceptance by smiling, nodding and saying 'Yes'. The helper adult gently takes the child's head and makes a nod to indicate 'Yes' at the same time. The helper adult does not speak. 3. Continue until the child has learnt to indicate 'Yes' in an acceptable way. 4. Vary the items offered to the child. The child is automatically rewarded for indicating 'Yes' by getting the desired item. | Saying 'Yes' is more difficult for most children than saying 'No'. Work in short sharp bursts. When the skills for rejecting and accepting look as though they are understood extend the skill to lunch hour choices or playground choices of toys etc. |
indicates no given a choice
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Indicating 'No' An undesirable food item A favourite toy Two helpers | 1. Sit the child at a table with one communicator adult in front and one helper behind the child. 2. The communicator adult offers the child a short play with the toy and then says 'finished'. 3. The communicator adult offers the child the undesirable food item - what ever you know the child dislikes - and says 'do you want this?'. The communicator adult models 'No' and shakes her/his head and holds up a hand to show 'No'. The helper adult gently shakes the child's head from behind but does not say anything. 4. The communicator adult takes away the undesirable food item and offers the child time to play with the toy again. 5. Repeat the process over and over again until the child starts to shake his/her own head or hold up a hand or say 'No' or a mix of all three to indicate rejection. 6. When the child starts to indicate 'No' acceptably reward immediately. 7. When the child reliably rejects one item move on and work on rejecting a different item - maybe not food. | The object of this activity is to give the child an acceptable way of rejecting things without having a tantrum. Only offer undesirable items you don't mind the child rejecting. Work on this activity in pairs for short sharp bursts. Children usually start to indicate 'No' before indicating 'Yes'. The sign for "no" in Signalong and Makaton is working flat hand held in front of the body facing forward, pointing up, moves sharply to the working side. |
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