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Topic “Primary (5-11yrs)”
Primary school age (5-11 years)
List of common synonyms
Some common synonyms:
| Woman | Lady |
| Road | Street |
| Rug | Mat |
| Flower | Bloom |
The Chute
The chute is a special/fun posting box which is designed for posting cards with something on each side. You post it with one side facing up, and it pops out of the bottom showing the other side. You could use this for phonology work for example, having picture cards with the initial sound written on the back. The pupil says the initial sound for the picture, posts the card and checks if they were right from the card when it comes out the bottom.
How to make the chute
You will need:
The Chute
Picture:
Picture description:
The chute - a special kind of posting box.
Diagram of the Chute
Picture:
Picture description:
Diagram of the chute - a special kind of posting box.
Simple topic maintenance
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| My interests |
| |
| Topic introduction
| ||
| Talk about it
| Optional:
| |
| Likes and dislikes Something to record the students responses on (e.g. paper/pen) which can later be used as a prompt; Soft ball or beanbag. | To make it harder, you can go around again asking for favourite drinks - so that everyone now has to remember a food and a drink for each student when they pass the ball (e.g "Tim - (you like) carrot cake and tea"). You could use favourite games, favourite places to go, etc. instead. | |
| What have you done today? Way of recording students responses - e.g. paper/pen, whiteboard/marker; Soft ball or beanbag. |
Strategies for eliciting single words/short phrases/gestures
| Activity name/materials | Instructions | Comments |
| Wrong picture names! Materials: Set of pictures of everyday objects - these should be cards that the child knows the names of |
Strategies for eliciting single words/short phrases/gestures
various contributors
Created 3 October 2014; updated 27 August 2015.
Select a picture on an eye gaze frame
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Picture pairs Plastic perspex sheet with hole in the middle, around 40cm x 30cm (e.g "E-tran frame"); Two sets of everyday picture cards - or whatever the student is interested in. |
| If the student has difficulties, you can try pointing it at each position on the frame - starting from their top left and working across and down - say "is it here" at each position ("no!") - until you get to the right position, say "yes" "here's the....". Say "look at the....", then ask them and say "where was the....?" - taking your eyes slowly to the position - trying to take the student's eyes with you. When you get there, take it off, pretend to eat it (for example) and then put it on the "done" pile with the other card. More ideas about this here from Call Scotland. Going further When a student can do this with one picture, try adding more pictures on the frame (distractor pictures). Start with two, then three/four (one on each corner), then gradually up to seven (each corner and the middle of each side except the bottom side. Put the target card - the one you are working on - in one of the positions you are using. |
| Find the picture/item Plastic perspex sheet with hole in the middle, around 40cm x 30cm (e.g "E-tran frame"); Two sets of everyday picture cards - or whatever the student is interested in. | If the student has difficulties, you can try pointing it at each position on the frame - starting from their top left and working across and down - say "is it here" at each position ("no!") - until you get to the right position, say "yes" "here's the....". Say "look at the....", then ask them and say "where was the....?" - taking your eyes slowly to the position - trying to take the student's eyes with you. When you get there, take it off, and pretend to eat it/drive it etc. More ideas about this here from Call Scotland. Going further When a student can do this with one picture, try adding more pictures on the frame (distractor pictures). Start with two, then three/four (one on each corner), working up to seven (each corner and the middle of each side except the bottom side. Put the target card - the one you are working on - in one of the positions you are using. | |
| Confirmation using a "special spot" Plastic perspex sheet with hole in the middle, around 40cm x 30cm (e.g "E-tran frame"); Two sets of everyday picture cards - or whatever the student is interested in. | The idea of this activity is for the student to learn how they can confirm a choice. It is necessary to have some way of them confirming a choice because:
All these will make it difficult to be sure what they are trying to communicate. The "special spot" (which could for example be a red circle stuck in the bottom middle of the frame) can be a point that a student to look to to:
|
Responds to who what and why
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| The who/what/why sheet 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. |
|
Responds to why questions
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Emotions picture cards 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. |
| |
| Why is it.... One or more pictures showing scenes - for example someone running away, a hot beach. Or... Pictures in a book. | ||
| A desirable and a non-desirable toy Two toys one desirable and one not. |
Responds to what questions
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Familiar picture books
|
| WARNING: it can become a habit to keep asking a child "what's that" whenever you see a picture (a phenomenom that might be called "What's that-ing") - so use in moderation - and, in other situations, try leaving long pauses for a child to tell you about a picture rather than asking a specific question. When the child is able to understand this question, you could try taking it in turns so that they get a go at asking you "what's that?". |
| Silly questions One or more of these:
... and if required: "What" symbol card |
Responds to who questions
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Familiar picture books
|
| Teach these concepts using repeated phrases and matching them as much as possible with the relevant symbol. Allow thinking time. Reward any attempts. |
| Photos of people One or more of these:
...and if required:
| You may need to give the child a language model before he/she can ask a 'who' question. | |
| Who is around? A situation where there are other people - for example in class, in the playground. "Who" symbol card if required. |
Activities to develop the pronouns 'him' and 'her'.
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Play with dolls 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'. | Before woring on him/her, make sure your child can understand and use he/she - click here for activities to develop these concepts. |
| Him/her sorting game |
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