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Topic “L1b”
include relevant details in story retell
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Story Retelling Short stories 'Who, Where, When, What happened, What happened next, the end', prompt cards. Pencils | Tell the story yourself first. Discuss the prompt cards with the children, and explain that it is important they remember to answer all of the questions on the cards when they are telling their stories. Have one child at a time take a turn to retell the story. Go over the cards to see if they have included all the details. | If it is a familiar story to the child you could just give them time to remember it instead of telling it yourself first. |
understand and use comparatives and superlatives
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| About my class Classroom equipment: Pencil, Paper, Etc. Prompt cards with the key words (as indicated in the text of the activity) written on. | 1. Working with a group of children, help the group to line up in order of height. 2. Ask one child to identify the tallest (or biggest) and shortest (or smallest) person. Help as necessary. 3. Give the tallest person a card that says "tallest", and give the shortest person a card that says "shortest". 4. Explain that 'taller' means "more tall". Find two children who have quite different heights. Say e.g. "Martin is taller than Fatima". Explain that 'shorter' means "more short". Say e.g. "Fatima is shorter than Martin" 5. Ask each child to identify one person who is taller and shorter than themselves. 6. You can repeat this activity comparing other features such as: biggest/smallest shoes longest/shortest hair widest/narrowest hand span heaviest/lightest person person who can jump the longest/ shortest distance person who lives nearest to/furthest from school most/fewest brothers and sisters most/fewest letters in the name longest/shortest hair oldest/youngest person or anything else you think of! | This is a group activity. This work could be tied in with practical maths activities such as measuring and weighing people. You could make a graph or table to record the information. It is easier to make comparisons between two people (or things) that are very different, rather than things that are quite similar (e.g. a very tall and a very short person, rather than two people who are almost the same height.) |
| Sort the pencils Selection of pencils | An activity for individuals. | |
| Order of age Pictures showing people at different stages of life (e.g. baby, toddler, young child, older child, teenager, young adult, middle aged adult, old adult) | An activity for individuals. This could be linked to a Science or PSHE activity about growth and development. You could use pictures from an animal's life cycle as well as a human's. | |
| Superlative pass the parcel Pass the parcel consisting of the following: A small prize in the centre (a bag of sweets/raisins etc. which the group can share is a good idea). Several layers of paper, each one needs a sticky label with a description on it. Each description needs to contain a superlative e.g.: the oldest person the youngest person the tallest person the shortest person the person with the biggest feet the person with the smallest feet. the person with the longest hair the person with the shortest hair the person who was born furthest away the person who was born nearest the person who lives furthest away the person who lives nearest the person who has the most brothers and sisters the person who has the fewest brothers and sisters the person who speaks the most different languages the person who has had fewest turns at the game anything else you can think of! | This is a group activity. This activity requires a significant amount of preparation. If you use alternate coloured paper to wrap each layer, it is easier for the children to see when they have got all the paper off. Make sure you have access to a bin when you are playing the game! |
before after then in sentences
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Timetable Game A blank timetable for a school day (or week) Flashcards with lessons and other school day activities on them (e.g. assembly, playtime, literacy, history etc) Pen and paper or whiteboard | 1. Explain that you are going to give instructions and the children should take it in turns to listen to you and put the right things on the timetable. 2. Give an instruction, using 'before', 'after' and 'then'. E.g. 'Before lunch I have numeracy and then handwriting. After lunch I have ICT.' 3. Note down what you have said on paper or a whiteboard so that the children can check later. 4. Have the children take it in turns to put the things on the timetable in the order you have said. 5. Let them check it against your notes. | Give the children a chance to give instructions too. |
| Simon Says Imagination! | At first you should choose to either work on 'before' or 'after' or 'then'. Once the children respond to each concept appropriately when used individually, use them contrastively, i.e. mix instructions containing 'before' with others containing 'after'. Initially you may need to provide plenty of model responses yourself; you may need to build up the sentence to show how they work: for example say 'jump on the spot', then 'touch your head after you jump on the spot'. Make sure the child listens to the whole instruction. Make sure that you give each instruction in one go, and not as several short ones. | |
| Barrier games Pictures to colour Pens OR Blank paper Pens OR Sets of objects | It can be difficult to see what order children do the steps in, so watch carefully. They may be able to number what they do too, but after they have finished the instruction as it's too much to remember all at once. Make sure the children cannot see each others sheets to copy! You can use blank paper and have them draw things rather than colour what is already there. Or you can use objects to make a pattern and the children must make the same as yours. | |
| Picture sequencing to descriptions Sets of pictures (one for each child) E.g. food pictures, clothes pictures, activities, or topic related words. | Have the children take turns giving a description too. |
write simple sentences
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| The daily sentence Paper / pencil or pen (and grip if needed) Scissors Story book or picture (optional) (Optional, if available: Clicker grid with the words from the child's sentence in random order. The programme Clicker is available from: www.cricksoft.com.) | 1. Child / adult generate a meaningful sentence orally that is made up of words which are easy to sound out or are high frequency. This could be just 3-4 words to begin with. This could be based on the child's 'news' or a sentence from a book or a sentence based on a picture. 2. Child / adult rehearse the sentence together orally - especially checking that it makes sense. 3. Adult scribes - and writes the words as the child repeats each word slowly. Child watches the adult writing (adult adds capital letter / full stop). 4. Child reads the sentence. Adult ensures child can read all the words. 5. Child writes the sentence without looking at the adult's version. (Adult helps with spellings as appropriate and gives prompts if a word is missing - depending on the needs of the child.) 6. Adult cuts up their (adult's) copy of the sentence into separate words and mixes the words up. 7. Child attempts to re-assemble the sentence. 8. Child reads the re-assembled sentence and checks it makes sense and compares it to the sentence they wrote before. Child makes corrections if any are needed. 9. Child writes a final 'best' copy in a book. | This activity assumes that the child has: basic writing skills e.g. forms letters and can write & spell simple words, can speak in sentences and can identify sentences in reading. It links reading and writing. Focus is on construction of a sentence, so help can be given with spellings where necessary. When repeated every day the adult can reduce the amount of support given gradually (in step 5). Sentences can be gradually extended - simple connectives e.g. 'and' could be added Further activities: Choose a keyword to work on in reading / spelling. Use ICT - use the words from the child's sentence in a Clicker grid - child can work on writing sentences independently by clicking on each word in the correct order. Child could practice writing the sentences to adult's dictation at the end of the week - and compare to sentences made before. Child could take the book of sentences home to practice reading - and draw pictures to illustrate each sentence. |
distinguish letter b from letter d in writing
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| b and d fingers No resources needed other than pupil's hands. | 1. Make sure the pupil can recite the first 4 letters of the alphabet in the correct order, without hesitating: a b c d. 2. Make sure they know that the alphabet is written from left to right. If not, practise this with moveable letters. 3. Show them how to make a b shape with their left hand. The tips of the thumb and forefinger touch to form the rounded part of the b. The other fingers go straight up to form the upright part. 4. Show them how to make a d shape in the same way with the right hand. 5. They then recite the first four letters of the alphabet. When they say b, they hold up their left hand in the shape of a b. When they get to d, they hold up their right hand in the shape of a d.
|
With this technique, children will not need to rely on anyone or anything else to help them check which way each of these letters faces. All they need to remember is to hold up their left hand first - but if they know the alphabet goes from left to right this is unlikely to be a problem. Encourage them to see what they are doing inside their head, so that as they grow older, they do not have use their hands. |
| Reducing capital B Pencil, paper and rubber, or whiteboard and dry-wipe pen | 1. Ask pupil to write a capital B. 2. Slowly rub out the top curve of the B. 3. Show them how this finishes up as a lower case b. 4. Ask them to do this for themselves 2 or 3 times. 5. Ask them to shut their eyes and see the top of the B fading out inside their head. | Many children have no difficulty with capital B and D. This technique uses capital B to help them remember lower case b. |
| Writing b and d with the correct sequence of strokes Handwriting programme, pencil and paper | When written properly, b and d are not exact mirror images of each other. If they start with 'lead in strokes', they look more different still. It is important children do not form either letter as a stick and a separately drawn circle. | |
| 'c, d' Pencil, paper and rubber, or whiteboard and dry-wipe pen | This is a technique for remembering how to write d. They can remember the sequence 'c, d' either because the letters come in that order in the alphabet, or because it's what you put in a CD player. | |
| b and d drawing of bed Paper and pencil, or other drawing/colouring equipment. | For this activity to be helpful, pupils need to recognise that bed starts with a /b/ sound and ends with a /d/ sound. After they have used the picture of the bed for a while, encourage them to see it inside their head. | |
| Bat and ball Pencil, paper and rubber, or whiteboard and dry-wipe pen | This technique helps them remember which way round the b is. The pupil will need to be aware that the words bat and ball both start with a /b/ sound. Don't worry if your drawing is not great art! Repeat on several different days. |
use past and future tense when telling stories
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Spot the story Sequencing cards (3 part sequences work best) 2 envelopes Prompt cards for past and future tense Blu tac (optional) | 1. Put all the first cards of every sequence into one envelope, and put the past tense prompt card on the front. 2. Put all the last cards of every sequence in the other envelope and put the future tense prompt card on the front. 3. Lay out all the middle cards from every sequence in different places - on the table, on the walls, on the floor - whatever is appropriate in your setting. 4. Explain to the children that one child will describe a card from one of the envelopes. The other children must work out which of the cards round the room is the next / previous card - they must 'spot the story'. 5. Have one child choose a card from one envelope. If it is a card that is first in a sequence, they must describe it using a past tense. The prompt card can be used to help them. If it is a final card in a sequence, the future tense must be used. (This is because the card the other children are finding is the middle card.) 6. See who can 'spot the story' first! | Praise children for using a past or future tense as appropriate. Use simple sequencing cards at first. Later you could use more complex ones, e.g. social sequences. |
| Chain story surprise (past and future) Paper Pen or pencil Cards with possible story characters on them (optional) | Some children will prefer to have a character given to them to write about. You will need a prompt card with 'did', 'has', 'had', 'was' and also a prompt card with 'will / going to' written out to remind the children to use the past and future tense. | |
| See also Further activities on www.commtap.org: |
use future tense when making plans and telling stories
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| News time 'frame' Sheet with boxes labelled "...will...", "...am..." and "...have / did...":
Pen or pencil | 1. Use this at news time, or explain to the child that you are all going to take turns to talk about what you are going to do, or have done. 2. Put the sheet with the boxes labelled "....will...., "....am...." and "....have/did...." in front of the child and help the child to read the words. 3. The child can choose to talk about e.g. last weekend, or next weekend, or something in school. Talk about if it has happened already or is going to happen and which box it would fit under. 4. The child can report their news; help them to use the accurate tense. | In some cases it will feel more natural to use "going to" than "will" (for example, "The boy is going to eat the apple" rather than "The boy will eat the apple"), you should always use (and encourage) the form which feels the most natural. The child could write what they have written under each heading, or draw a picture. |
| Diary Diary - either published or a blank workbook. Pen or pencil Sheet with boxes labelled "...will...", "...am..." and "...have / did...":
| This is an ongoing activity to be used with an individual child or a group of children (each child would have their own diary). In some cases it will feel more natural to use "going to" than "will" (for example, "The boy is going to eat the apple" rather than "The boy will eat the apple"), you should always use (and encourage) the form which feels the most natural. | |
| Complete the manuscript A short story, with the ending missing (either cut off, or photocopy the story but blank out the ending) Paper Pen or pencil | This activity is best if it is not a story the child is familiar with. You may need to use a prompt sheet to remind the children to use the future tense: Sheet with boxes labelled "...will...", "...am..." and "...have / did...":
In some cases it will feel more natural to use "going to" than "will" (for example, "The boy is going to eat the apple" rather than "The boy will eat the apple"), you should always use (and encourage) the form which feels the most natural. You can have the group make up two or three different endings for the same story and make a 'choose your ending' book. | |
| Sequencing Cards A set of sequencing cards (either a published set, or you can make your own by photocopying a sequence of pictures of any event). | Use sequences appropriate to the age of the child. Any sequence with a twist at the end will be enjoyed by the children! You may need to use a prompt sheet to remind the children to use the future tense: Sheet with boxes labelled "...will...", "...am..." and "...have / did...":
In some cases it will feel more natural to use "going to" than "will" (for example, "The boy is going to eat the apple" rather than "The boy will eat the apple"), you should always use (and encourage) the form which feels the most natural | |
| Chain story surprise Paper Pen or pencil Cards with possible story characters on them (optional) | Some children will prefer to have a character given to them to write about. You may need a prompt card with 'will / going to' written out to remind the children to use the future tense. |
to use because in sentences
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Story cards Flashcards with the target word written on each one (because). Short sequences of 2 or 3 cards which make up a short story. | Tell the children that this activity is to practise using longer sentences. Introduce 'because' on the flashcards and explain that it helps us to make longer sentences. Sequence the cards into the right order as a group. Place the flashcard near the pictures. Have the children think of a sentence (two if necessary) about the pictures, which uses 'because'. Write down each sentence. | This activity can easily be adapted to use class topic work and stories. You may need to use a sentence frame to support the children to make sentences at first. A sentence frame for this activity can be in three parts, for example:
The children can change the parts in the first and last boxes to make new sentences. |
| Book Summaries As the activity above, but use a short book the children are familiar with. Flashcards with the target word written on each one (because). | It is better if the book has a lot of pictures to help the children follow the story. You could use just one page of a book, or one short section, if the book is longer than a few pages. You may need to use a sentence frame to support the children to make sentences at first. | |
| Photo Captions Photos from magazines or photos of the children engaged in activities Flashcards with the target word written on each one (because). | You may need to use a sentence frame to support the children to make sentences at first. | |
| Talk for a minute Flashcards with the target word written on each one (because). Pictures of actions or events Timer (if you don't have one, use a watch with a second hand) | You may need to use a sentence frame to support the children to make sentences at first. You can vary the time, to make it either longer or shorter. |
To indicate own needs.
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Help card Laminated 'I need you to help me' card | Use the card during classroom tasks. Introduce it as something that reminds us to ask for help when we need it. Make it a 'reward' to have the card for an activity. Tell the child who has the card for that activity, that they can ask anyone for help by showing them the card. Give them a target to use it at least once. Praise the child for using the card. | |
| Sabotaged class activities | Some children are shy of 'correcting' adults, so make sure they know it is ok to tell you can't do the activity. You may find it useful to 'prime' the children and tell them that you might give them an impossible instruction to check if they are listening. You may need to provide the children with a model sentence to use when they let you know that they cannot carry out your instruction. | |
| Shopping Game
| There are commercial games which are similar to this, many of them lotto games. Have the children work in pairs,, so that they must ask each other to collect the pieces they need. |
Predict what might happen next in a social story
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Think of the ending Sequencing cards (focus on social situations) Card with large question-mark on it. | 1. Explain to the children that you are going to see the beginning of a story or something that happened, and that they need to think about what the ending could be. 2. Show them the first 2 or 3 cards in the sequence (this depends on how many cards are in the sequence). 3. Show the question mark at the end and discuss what might happen next. 4. Help the children to think about different scenarios: you could write these down or draw them. 5. Finally look at the final cards in the sequence to see what the author decided on. | |
| Talking about situations Large picture showing a situation: for example a developing argument; a child standing alone whilst other children are playing in a playground. Sets of prompt pictures showing possible outcomes from the situation - for example: child seeks to join in play and is accepted/is rejected, child goes off on his own etc. | ||
| Flip Book A4 ring-binder folder (if you have one with 4 rings this is better, but 2 rings will do.) A5 paper / A4 cut in half Pictures of an event, A5 size |
To find out information about someone by asking questions
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Interview - Prompt questions - Record sheet | 1. Have the children think about questions we can ask each other to find about each other. 2. Have the children interview each other, using the prompt questions. 3. Have them report back to the group on the child they interviewed. | |
| News This is appropriate on a Monday, or after a holiday. Paper Pen | You could have each person choose someone who is not in the group (either an adult or another child) to ask. | |
| Who thinks that? Blank flashcards Pens Paper Questions prompt sheet | Suggested questions for flashcard answers: -What do you like to watch on TV -What is your favourite food? -What is your favourite toy? -What do you like to do when you play with your friends? -What do you like to eat for breakfast? -Where would you like to go at the weekend? -Who lives at your house? -How do you get to school? etc! | |
| How are you feeling today? Feelings / emotions chart (chart containing a range of emotions). Question prompts |
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. |
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 100 to 200 words long (2 -4 paragraphs) and/or contain between four and six 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 , 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. |
| Unfamiliar instructions | At first it will be necessary to tell the child they are going to be asked to retell the instruction to you before they hear the instruction. If the child finds it challenging, help them to use a visual cue. This could be chunking the information on their fingers for shorter instructions, or making notes on a piece of paper or on a white board for longer ones | |
| Audio Stories Short stories on tape or CD Clips of a favourite TV or computer programme | To make this more difficult, ask questions where the child needs to infer information from what he/she heard, rather than just remembering the right phrases. |
identify feelings from situations and tone of voice
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| How would you feel if....? Pictures of facial expressions showing the feelings:
(If you don't have these resources use pictures from magazines or books). | 1. Show the children the pictures of the facial expressions 2. Talk about what the 'feeling' is that corresponds to the picture 3. Talk about other words that mean the same as the feeling words (e.g. happy/ glad, angry/ mad) 4. See if the children can think of any other feeling words 5. Describe a situation and get the children to identify the appropriate feeling 6. E.g. 'you saw a spider in the bath', 'David Beckham was coming to your school', 'you found 10', 'you failed a test' 'you saw a fight in the playground', 'your homework was easy' | If the children cannot identify the feelings that correspond to the pictures talk about the feelings by describing situations where you would feel that way. Also encourage the children to think of times that they have felt that way. To make the task more challenging, remove the visual cues (i.e. the pictures showing the facial expressions). Another way to make it more challenging is to introduce different feeling words (e.g. proud, anxious, embarrassed, bashful, etc). |
| How do I really feel.......? Pictures of facial expressions showing the feelings:
(If you don't have these resources use pictures from magazines or books). | Really stress to the children to listen to the voice rather than the words Get the children to show you different voices for the feelings of happy, sad, angry and excited Try to get the children to identify how people in the classroom are feeling (e.g. the teacher, their friends) |
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