Topic “English”  

- 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

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

Soft ball or beanbag.

1. Go round each student, asking them what their favourite food is - write it down and/or do a very rough sketch of it as you go;
2. One student has a ball, they choose another student and say the other student's name and what their favourite food is - for example "Tom - you like burgers". They then pass the ball to that student. Use the prompt card if necessary.

Optional - way of recording students responses - e.g. paper/pen, whiteboard/marker

1. Go round each student in turn asking what they have done today - e.g. "what did you do this morning": ideally one or two things each.
2. Write and/or sketch something (very roughly!!) under each student's name on the sheet of paper (you can use this as a prompt later).
3. After all students have said something, pretend to have "forotten" what they'd said - ask individual students to remind you, for example "Karen, what did Abdul do?" - use the prompt sheet if necessary.

Optional - way of recording students responses - e.g. paper/pen, whiteboard/marker

Soft ball or beanbag

Use something that the person may be visually attracted by, for example:

• Flashing light;
• Any favoured object;
• Hair band with a visually interesting item e.g. Christmas bands.

1. Work in an environment that has as little visual distraction as possible.
2. Talk to the person and attract their attention by moving around the flashing light or other object.
3. Once the person is looking at the item establish visual tracking (move it around a little so that they can follow it with their eyes).
4. When visual tracking is established bring the item up towards your eyes so that the person is looking towards your eyes.
5. If the person makes eye contact then give lots of verbal encouragement by saying "hello" smiling etc.

Written word with a picture

Written sounds for beginning/ end of each word

Visuals for the story

Dictionary (maybe)

Ideas you can use to help word learning - you do not need to use all of them, and some will work better than others for different children.

1. Introduce the written form of the word;

2. Say the word to the child and ask for repetition;

3. Ask the child to clap syllables on your or their hands, use prompting if necessary. Or alternatively they could tap the syllables out on pictures of drums (say four arranged in a row);

4. Ask if any other words rhyme with this new word (think of examples yourself) - you could take this in turns in a group;

5. Ask for beginning and ending sounds;

6. Tell the child a short story or anecdote, including the word as the main feature if possible - or work with the child to work a story out;

7. Give an explicit definition (school dictionary maybe - some dictionaries are more helpful than others for this!) and give context(s) preferably first one being the one used in the story as it’s familiar but make sure to offer other contexts;

8. Ask the child if they can put the word in a sentence/ tell a short story including the word;

9. If ability allows, ask the child if they know of any word which means a similar thing.

- Sensory toys and materials for messy play (e.g. trays with sand/ cornflour and water/jelly).

- The best toys are those that the child can manipulate easily to produce a result.

1. Guide your child's hands and visual attention to toys/trays of material(s) that they can touch and look at.

2. Let your child explore the toys/materials in the tray and encourage them to investigate all their properties, stimulating all of the child's senses as far as possible (colour, smell, texture).

3. You may need to draw the child's attention back to the activity if the child becomes distracted. Use your voice to regain their attention (e.g. a drawn out "ohhhh!", or an intake of breath).

- Ball / dark cloth

- Your voice - to sing simple nursery rhymes that have an element of anticipation built in such as "Round and round the haystack, like a little mouse, one step, two step and into his little house".

- A selection of word webs you have already completed with the word in the middle covered.

- Post it notes

1. Choose a word web and cover the attributes of the word with post it notes as well as the word in the centre. 

2. Explain to your child/student that you will take the post it notes off one by one and they have to try and guess the word that is hiding.

3. See how quickly they are able to guess the word.

Blow some bubbles to get the child's attention / Blow a balloon up and then let the air out to make a noise.

Get ready to do the activity again, but wait for the child to indicate that they want some more.

Bricks or stacking beakers.

Small bucket

Sand in a sand pit

Spade

Small animal to hide at the bottom of the bucket.

Several containers

Large amount of bottle tops (or other similar material)

• water tray or washing up bowl;
• containers of various sizes;
• sponges;
• apron(s).

1. Try actions that the child might enjoy, for example squeezing out the sponge, pouring water over their hands, flicking a little bit of water towards the child;

2. Stop and wait;

3. Look for any sign that the child might want the action repeated, this could be looking, smiling, a slight movement. For some children the only indication they might make is not moving their hands away;

4. Repeat the activity.

Hand held battery operated fan.

One or materials with different textures, for example:

• rough and smooth textures;
• shaving foam;
• play dough (you can make your own play dough very cheaply - see https://www.instructables.com/id/Easy-Affordable-Play-Dough/)
  

Musical instruments, for example:

• percussion instruments,
• battery operated musical toys.

Any toys which have a quick response, e.g. a jack in a box.

- A piece of material - this could be a blanket, a muslin, a cloth, a scarf.

1. Sit down with your child.
2. Call your child's name to encourage them to look at you.
3. Hold up the cloth between yourself and your child so that you cannot see each other's faces. Make a noise to help your child anticipate what will happen, e.g. "ooooo".
4. Pull the cloth down and say "boo" maintaining eye contact with your child.
5. Wait for a response, e.g. your child smiling and then say "more" and repeat the activity.