Topic “Primary (5-11yrs)”  

Flashcards with a target word written on each one (because, to, when, while).

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 the words on the flashcards and explain that these help us to make longer sentences.

Sequence the cards into the right order as a group.

Choose one of the target words and place that flashcard near the pictures.

Have the children think of a sentence (two if necessary) about the pictures, which uses the target word. Write down each sentence.

As the activity above, but use a short book the children are familiar with.

Flashcards with a target word written on each one (because, to, when, while).

Photos from magazines

Or

Photos of the children engaged in activities

Flashcards with a target word written on each one (because, to, when, while).

Flashcards with a target word written on each one (because, to, when, while).

Pictures of actions or events

Timer (if you don't have one, use a watch with a second hand)

Pictures of different foods

(e.g. ice-cream, grapes, apple, pizza, burger, crisps, coffee)

1. Talk about what miming is (i.e. pretending to do something without talking);

2. Show the children a mime of you pretending to eat an item of food;

3. Let the children take turns taking a picture and miming how they would eat it;

4. Let the other children in the group try to 'guess' what the food is.

Cards with different situations on them (e.g. walking the dog, digging a hole, putting on lipstick, washing your hair, playing the piano, flying a kite, roller skating, climbing a ladder, riding a horse, shaving, chopping wood)

"Let's Mime" cards can be purchased from 'Winslow'

(sales@winslow-cat.com) these have pictures,

or make your own by writing the description on a card.

A simple activity, e.g. paper folding

A framework to support the recall of the steps to do the activity (e.g. worksheet divided into boxes)

Pen

Prompt sheet for sequencing language (first, next, then, last, after, before, finally, etc)

1. Explain that you are going to do _____ (your activity), and then write down what you did so that someone else would know how to do it.

2. Show the children the framework, so they can be thinking about the steps in the activity.

3. Do the activity.

4. Have the children record what they did, in a sequence of steps. They could draw or write. Have the prompt sheet where they can see it, to remind them of key sequencing words.

A framework to support the recall of events (e.g. worksheet divided into boxes)

Pen

Prompt sheet for sequencing language (first, next, then, last, after, before, finally, etc)

A story that is short enough for the children to work with the whole story (i.e. a few paragraphs).

A framework to support the recall of events (e.g. worksheet divided into boxes)

Pen

Prompt sheet for sequencing language (first, next, then, last, after, before, finally, etc.)

Paper, coloured pens, a barrier so that children can't see what each other is doing

.

1. Each child has an identical picture, for example a picture of a house with a car outside and a couple of people. The children cannot see their partner's drawing.
2. They take it in turns to tell the other child to colour something in, for example 'colour the windows red', 'colour the wheels brown' and so on. (The child needs to understand two key words for each of these instructions).
3. After each instruction, compare the drawings to see if the description was understood.

Variations:

Children tell each other what to draw - for example 'draw a big red car', 'draw a monster on top of the roof'.

You can use two sets of identical miniatures, and use instructions like 'put the man on the block and put the bike next to him'.

'Where's Wally?' pictures, or something similar (a particular person or object hidden in a large detailed picture)

Photocopies of each picture you are going to use

Pictures of a situation with an absurdity in it, e.g. wearing a raincoat at the beach. (Colour Cards by LDA publish a set of these).

Paper

Coloured pens

Simple obstacle course

Blindfold

- synonym picture cards and words - click here to print

- You could also make up some of your own picture/word cards - click here for word list.

1.Cut out the picture cards and word cards. Explain to your child that you are going to talk  about "synonyms".

2. Explain that the word 'synonym' means two different words that have the same meaning.

3. Give an example of a common synonym e.g. 'woman' and 'lady'. Show the picture card and the two written words.

4. See if you can match all the words to the correct pictures.

- Thesaurus

- Find it! template - click here to print

Digital camera or camera phone to take a video clip

3 characters e.g. plastic worms

First Next Last 'podium' drawn on a sheet of paper (optional) or medals (optional)

First, next, last prompt sheet

1. Set up a race course, and talk about beginning and end.

2. Have the child help you make the worms race, and film this.

3. Watch the film clip back and have the child describe the race and who came first, next, last.

4. Put the worms on the podium in the right places, or award each worm the right medal if you have them.

Digital camera or camera phone to take a video clip

Pictures of actions the child can do (optional)

First next last prompt sheet

A wind up toy (e.g. "Simon the Sheep")

Pictures of things it might see or do on its walk

A prompt card of first next last / beginning middle end

A sandwich assembly play kit (e.g. from the Early Learning Centre).

Or you could use real bread and fillings (make the sandwiches small so you can have a few goes)

Pictures of the key parts (bread, cheese, tomato, lettuce, butter etc)

First next last prompt sheet

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 1 and the level C questions. This programme has questions for a range of ability levels.

1. Choose a scenario picture.

2. Show the children the picture and read the story to them.

3. Focus on questions that require more working out and understanding of the context, e.g. 'What will happen if he...?' 'Why is it made of that?' 'If you were X, what would you say / do?' 'Why can't he?' (LfT level C questions).

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!

Paper

Pen or pencil

Cards with possible story characters on them (optional)

Further activities on www.commtap.org:

Use future tense when making plans and telling stories

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.

Diary - either published or a blank workbook.

Pen or pencil

Sheet with boxes labelled "...will...", "...am..." and "...have / did...":

A short story, with the ending missing (either cut off, or photocopy the story but blank out the ending)

Paper

Pen or pencil

A set of sequencing cards (either a published set, or you can make your own by photocopying a sequence of pictures of any event).

Paper

Pen or pencil

Cards with possible story characters on them (optional)

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.

As the activity above, but use a short book the children are familiar with.

Flashcards with the target word written on each one (because).

Photos from magazines or photos of the children engaged in activities

Flashcards with the target word written on each one (because).

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)

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.

• Pictures of dishes - e.g. baked potato with beans and salad;
• Pictures of the ingredients to make each dish.

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.

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.

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

- 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.

This is appropriate on a Monday, or after a holiday.

Paper

Pen

Blank flashcards

Pens

Paper

Questions prompt sheet

Feelings / emotions chart

(chart containing a range of emotions).

Question prompts

- 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.

- irregular plural picture cards - click here to print.

1. Explain to your child that you are going to talk about plurals - this is where there it more than one item.

2. Explain that for lots of items, we add an 's' on the end of the word to indicate more than one, e.g. 'one cat, two cats'.

3. Explain that some words use a different ending. Look through the picture cards together and talk about hte different words.

- irregular plural picture cards - click here to print.

- Irregular plurals lotto - click here to print