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Topic “Standard 2”
Finding items/objects from subcategories
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Subcategory Dice - Printable subcategory dice templates
- Printable subcategory cards
|
| If your child is finding this task challenging, you can help by searching for an item together. It may also be useful to visit activities working on sorting items into categories - click here.
If your child is able to do this activity, when they select a card, you could ask them to think of another item that belongs to that subcategory but is not in the picture cards. |
Activities to develop finding items from different categories
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Category Dice |
| If your child is finding this task challenging, you can help by searching for an item together. It may also be useful to visit activities working on sorting items into categories - click here.
If your child is able to do this activity, when they select a card, you could ask them to think of another item that belongs to that category but is not in the picture cards.
|
Activities to develop understanding of the concepts noisy and quiet
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Musical Instruments - a selection of musical instruments - Click here for ideas of how to use household items to make musical instruments | 1. Each person chooses a musical instrument. 2. If you wish, you can use symbols alongside the words you use. Talk about noisy sounds and quiet sounds. Practice making these with your musical instrument. 3. Swap musical instruments and make noisy/quiet sounds again. 4. Play a game where you take turns at being the conductor and give the instructions of noisy or quiet for the others to follow.
| If your child is finding it challenging to grasp the difference between noisy and quiet. Choose one concept first, e.g. noisy, and use 'not noisy' as the alternative. Once you are confident that your child understands this concept you can start to teach the concept of quiet. |
| Listening Walk | If your child is finding it challenging to grasp the difference between noisy and quiet. Choose one concept first, e.g. noisy, and use 'not noisy' as the alternative. Once you are confident that your child understands this concept you can start to teach the concept of quiet. | |
| Noisy/quiet sorting game | If your child is finding it challenging to grasp the difference between noisy and quiet. Choose one concept first, e.g. noisy, and use 'not noisy' as the alternative. Once you are confident that your child understands this concept you can start to teach the concept of quiet. |
Developing the skill of sorting items into categories
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Sorting items by category - Printable category picture cards: Or use a seletion of your own real objects or pictures. | 1. Print and cut out the large category cards and the small picture cards. 2. Start by sorting items from teo different categories. 3. Place the picture cards from the categories face down. Explain to your child you are going to sort the items into groups. 4. Each take a turn at choosing a picture card, naming them item and placing it in the on the appropriate category card. 5. If your child is able to sort items into two catgories, next attemp items from three different categories. | If your child is finding this task challenging, you can help by searching for an item together.
If your child is able to do this activity, when they select a card, you could ask them to think of another item that belongs to that subcategory but is not in the picture cards. You could also move on to the activities that involve sorting items into subcategories - click here. |
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 |
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