Early Years (0-5yrs)
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Topic “Secondary (11-16yrs)”
Secondary school age (11-16 years)
Compliments chart
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Picture description:
Example of a compliments chart.
b and d handshapes
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description venn diagram
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description spider chart
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visual timetable strip
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Using a target sound in a single word - activities/games set 2
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| 'Jenga' 'Jenga' or similar stacking game using wooden blocks. Pictures of words containing the target sound at the appropriate place in the word: these pictures should be stuck on the blocks. | Play Jenga by the normal rules, but as you pull a block out of the stack, say the name of the picture that's on it. You take turns with the child/children - when it's your turn you say the word, when it is the child's turn, they have a go at saying it. | If your child is able to do this activity you might like to try moving on to: saying a small phrase with the target word in, e.g target word = 'car', your phrase could be, 'a red car'. Some phrase level activities can be found by clicking here.
If your child is finding this activity challenging, try the following steps: - If your child finds it challenging to say the sound, praise them for trying and say the word back with the sound used correctly for them to hear. - Talk about the sound the word starts with, e.g. 'cat' starts with a 'c' sound. - Have a go at breaking the word up for the child to copy, e.g. 'let's try and say this together, 'c' 'at'. |
| Building play 'Jenga' or other wooden blocks. Pictures of words containing the target sound at the appropriate place in the word: these pictures should be stuck on the blocks. | Build towers, walls and structures with the blocks, saying the name of the picture on the block as you add it. You take turns with the child/children - when it's your turn you say the word, when it is the child's turn, they have a go at saying it. | If your child is able to do this activity you might like to try moving on to: saying a small phrase with the target word in, e.g target word = 'car', your phrase could be, 'a red car'. Some phrase level activities can be found by clicking here.
If your child is finding this activity challenging, try the following steps: - If your child finds it challenging to say the sound, praise them for trying and say the word back with the sound used correctly for them to hear. - Talk about the sound the word starts with, e.g. 'cat' starts with a 'c' sound. - Have a go at breaking the word up for the child to copy, e.g. 'let's try and say this together, 'c' 'at'. |
| Domino line 'Jenga' or similar stacking game using wooden blocks. Pictures of words containing the target sound at the appropriate place in the word: these pictures should be stuck on the blocks. | If your child is able to do this activity you might like to try moving on to: saying a small phrase with the target word in, e.g target word = 'car', your phrase could be, 'a red car'. Some phrase level activities can be found by clicking here.
If your child is finding this activity challenging, try the following steps: - If your child finds it challenging to say the sound, praise them for trying and say the word back with the sound used correctly for them to hear. - Talk about the sound the word starts with, e.g. 'cat' starts with a 'c' sound. - Have a go at breaking the word up for the child to copy, e.g. 'let's try and say this together, 'c' 'at'. | |
| What's in the bag 'Jenga' or similar stacking game using wooden blocks. Pictures of words containing the target sound at the appropriate place in the word: these pictures should be stuck on the blocks. | If your child is able to do this activity you might like to try moving on to: saying a small phrase with the target word in, e.g target word = 'car', your phrase could be, 'a red car'. Some phrase level activities can be found by clicking here.
If your child is finding this activity challenging, try the following steps: - If your child finds it challenging to say the sound, praise them for trying and say the word back with the sound used correctly for them to hear. - Talk about the sound the word starts with, e.g. 'cat' starts with a 'c' sound. - Have a go at breaking the word up for the child to copy, e.g. 'let's try and say this together, 'c' 'at'. | |
| Post the blocks 'Jenga' or similar stacking game using wooden blocks. Pictures of words containing the target sound at the appropriate place in the word: these pictures should be stuck on the blocks. Speech sound pictures can be found by clicking this link Posting box with a wide slot. | If your child is able to do this activity you might like to try moving on to: saying a small phrase with the target word in, e.g target word = 'car', your phrase could be, 'a red car'. Some phrase level activities can be found by clicking here.
If your child is finding this activity challenging, try the following steps: - If your child finds it challenging to say the sound, praise them for trying and say the word back with the sound used correctly for them to hear. - Talk about the sound the word starts with, e.g. 'cat' starts with a 'c' sound. - Have a go at breaking the word up for the child to copy, e.g. 'let's try and say this together, 'c' 'at'. | |
| Skittles 'Jenga' or similar stacking game using wooden blocks. Small ball or marble. Pictures of words containing the target sound at the appropriate place in the word: these pictures should be stuck on the blocks. Speech sound pictures can be found by clicking this link
| If your child is able to do this activity you might like to try moving on to: saying a small phrase with the target word in, e.g target word = 'car', your phrase could be, 'a red car'. Some phrase level activities can be found by clicking here.
If your child is finding this activity challenging, try the following steps: - If your child finds it challenging to say the sound, praise them for trying and say the word back with the sound used correctly for them to hear. - Talk about the sound the word starts with, e.g. 'cat' starts with a 'c' sound. - Have a go at breaking the word up for the child to copy, e.g. 'let's try and say this together, 'c' 'at'. |
Understanding and hearing the difference between noisy (voiced) and quiet (voiceless) sounds
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Understanding the concepts of noisy/quiet | 1. Before working on the activities below, make sure your child has an understand of the concepts of noisy/quiet. Click on link under materials section for activities relating to these concepts.
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| Noisy/Quiet Speech Sounds - printable noisy/quiet symbols - sound picture cards - you may have a set of phonic cards given to you by your speech and language therapist or education setting (e.g. Jolly Phonics, Nuffield Dyspraxia Resources) - Use these resources if you have them. If you do not have a set of phonic resources you can use click here to for a printable resource. - optional - you could use noisy/quiet characters from Mr Men books by Roger Hargreaves. | Once your child is able to recgonise the differene between noisy and quiet sounds you can move on to: 1. Listening to the difference between sounds in words 2. To add link - production of sounds | |
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Identifying and saying the correct sound blend at the beginning of words
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Stick it - A piece of paper for each of the blend sounds you are working on, e.g. for 's' blends you would have 'sc/sk' 'sl' 'sm' 'sn' 'sp' 'st' 'sw' - Glue/Blu-tac - Pen/pencil - Feely-bag/ other container - A selection of picture cards with words starting with your target blends/clusters - this will either be 's' blends, 'l' blends or 'r' blends - click here for printable picture cards. | 1. Help the child to write a different sound blend in the centre of each sheet of paper. 2. Put all the pictures in the feely-bag or container. Shake it to mix them up. 3. Ask the child to pull one picture out of the feely-bag. 4. Ask them to say the name of the picture. Give them a clue if they are not sure what the picture shows. Model the correct pronunciation if the child says it wrong. 5. Ask the child to stick the picture on the correct piece of paper according to the blend at the start of the word. (Use Blu-tac if you want to be able to re-use the pictures). 6. Repeat until all the pictures have been used up. | If the child finds it hard to hear the cluster at the start of the word when they say it themselves, you could say it to them. If they still find it hard, say the word with a short break after the cluster, e.g. "sk...irt". If the child mispronounces the word say the word both correctly and the way the child says it, and ask them which is the correct one e.g. "is it 'stooter' or 'scooter'?" |
sort items by property and function
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Categories Challenge Picture cards. These can be related to class topic vocabulary | Have each adult and child in the group take it in turns to make the cards into 2 groups (or 3 if necessary). The cards in each group must all share a property or a function e.g. made of metal / transport (encourage the children not to base their groups purely on appearance). Write down the categories that are thought of, so that the children can review them. | This is a very flexible activity, which can be used for a very wide range of vocabulary. If the children can read, you could use written words rather than pictures. |
| Shopping List Flash cards with possible properties and functions written on them (e.g. hard, rough, things you wear, things you use to cut with, things you can read, etc.) A dice | If 6 items is too challenging, use a 1 - 3 dice. You could also extend the activity by having the other children in the group add more items to a group. You could stick the flash card into a notebook, and write / draw each item that is thought of around it. Each time you do the activity you will be building up a bank of words linked into categories. | |
| Add One Assorted picture cards. (They can be linked to class topic vocabulary. Make sure there are cards from a range of different categories) | This activity should only be used with vocabulary items the children are familiar with. When the children have a number of cards, it will be easier if they can make more than 3 groups. If they are finding it challenging, remove the time pressure. This means that each child has as long as they need to make 2 or 3 groups. When each child has finished, everyone then takes an additional card. | |
| Semantic Links This activity requires the purchasing of a commercial programme. SLTs/specialist teachers - help to further develop this sheet by providing an example or description of alternative resources to use in this activity. Worksheet from Semantic Links programme - available from Stass Publications Choose one with 3 choices. |
sort materials by properties and function
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Object properties race track game Pictures of everyday objects from classroom or home, or real objects. Cards with words and symbols of actions e.g. cut, stretch, squash Dice Counters You can create cards with symbols for actions using the Commtap Symboliser for PowerPoint. | Explain that you are going to be thinking about things you see around you, and what you can do to them. Discuss each of the action cards, and model each action. E.g. stretch - stretch a rubber band Lay the picture cards out in a simple race track. Put the action cards up where you can all see them. Take turns to throw a dice and move round the track. Turn over the picture card you land on and say which one of the actions can be done to that object. The first person to the end of the track wins. | It is important to check the child understands the actions, and knows what the objects are. |
| Object properties card sorting game Cards with words and symbols of actions Bag / box Pictures of objects from school, or home / real objects Sandtimer You can create cards with symbols for actions using the Commtap Symboliser for PowerPoint. | It is important to check the child understands the actions, and knows what the objects are. | |
| Actions with everyday objects Pictures of everyday objects from classroom or home, or real objects. Cards with words and symbols of activities e.g. eat, draw You can create cards with symbols for actions using the Commtap Symboliser for PowerPoint. | ||
| Object properties four in a row game Pictures of everyday objects from classroom or home, or real objects. Cards with words and symbols of activities e.g. eat, draw Counters in 2 colours - 10 each. You can create cards with symbols for actions using the Commtap Symboliser for PowerPoint.
| To make this easier, put cards up where you can see them showing a range of activities to choose from. |
identify and discuss errors made by others
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| What's wrong pictures What's wrong pictures (e.g. LDA, Colorcards) Pen and paper | 1. Choose a picture (or let the child choose one). Both people look at it. Take it in turns to describe the picture and say how it should look. Make sure you have a new picture to describe each time. 2. Take it in turns to choose a picture, which you keep hidden from the other person. Describe the picture while the other person tries to draw it based on your description. Compare the drawing to the original picture and say how the picture should look. If the drawing does not look very much like the picture, say why this went wrong. | |
| Did I get it right? Large composite pictures (e.g. "passages a decouvrir"). Score sheet (2 columns - one with your name at the top, the other with the child's) Pen | Some children find it extremely difficult to correct adults, even if the adult's mistake means the child gets something wrong (for example colouring a banana blue because the adult passed the wrong pen). You may need to reassure the child that it's ok to correct you. |
Take turns in activities with an adult eg on computer
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Taking turns on the computer Computer 2 chairs simple computer programme e.g. a painting programme | Set up the computer with your chosen programme Sit next to the child Show the child how to take turns by: Saying 'My turn' ........'Your turn' etc Support this by using gesture/points Depending on the level of difficulties the child is having, you may also need to do the following: Use a visual timetable with your name in a (drawn) box and then the child's name in a box, then your name in a box and so on i.e. make a list of the turns with names written in boxes For example:
As you take a turn, cross off one of the boxes with your name in it As the child takes a turn help him/her to cross off one of his/her names in a box. | It is important to take a turn even if the child finds sharing very difficult. Start by taking a very short turn for yourself and letting the child have a longer turn. As the child begins to understand that his/her turn will come around again you can lengthen the time of your turns. You can use similar strategies for taking turns in other activities. |
| Taking turns with a computer game. Computer game and two chairs Egg timer |
Developing the skills to understand and express different emotions
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Talking about different emotions - Photographs of different people showing different emotions - you could get these from magazines, newspapers or by internet search. - Emotion symbols - click here to print. - Paper and pens | 1. Look through the photographs together - talk about what feelings or emotions the person is showing - you may have different answers from each other. Talk about why they may be showing emotions. 2. Can you match the symbols to the emotions. Talk about the differences you notice in peoples' faces. 3. Can you think of times when you felt this emotion - use the paper and pens to write this down. Compare your experiences. | You may want to start with basic emotion words such as happy, sad, cross and excited, before introducing more complex emotion words. |
| Feeling Dictionary - Exercise book/note pad/sheets of paper - Emotion symbols - click here to print. You can draw your own if you prefer. | Definitions: Happy: This is when I feel good about something. I might smile or laugh. Sad: This is when I don't feel good about something. I might cry. I might show I feel this way by being cross. Angry / cross: This is what I feel when something is not fair, or is bad. I might feel like shouting or punching or doing something to someone. Bored: This is when I'm not interested in what is happening, and just want it to finish. I might sigh, or lean my head on my hand. Upset: I might feel like this when something is not fair, or when someone is unkind. I might cry, or feel like shouting. Frightened / scared: This is what I might feel if I don't know what is happening, or if I am unsafe. I might cry, or scream, or just try not to move. I might want to find someone I know, like my mum or my teacher. Surprised: this is what I feel when something good happens that I didn't expect. I might smile, open my eyes wide, and say something like 'wow'! Excited: This is what I feel when I know something good is going to happen soon. I might smile, move around, and keep thinking about what is going to happen. | |
| If you're happy and you know it... - Emotion symbols (click here to print)or feelings Dictionary (see above) - Time-line of a day | You could choose a different feeling each day to work through the timeline. You could also display the timeline, and encourage the child / children to identify how they are feeling at different parts of the day. |
Appropriate touch and proximity
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Proximity game | Have the children stand facing each other in pairs. Tell them to walk forward until they feel they're the right distance away. Discuss how close you can be to others. | Don't let it turn into a boisterous ' bumping into each other game' |
| Brainstorm Photos of familiar people e.g. adults leading the group, class teacher/s, head teacher, all children in the group, other children from the children's class/es, etc. photos of unfamiliar people e.g. child, baby, man, woman, police officer, shopkeeper/ market stall holder, bus driver, person at ticket booth at station etc. - from Flash-pro or internet image search | ||
| Colouring activity Outline drawing of the body e.g. from "pictures, please" or "language steps" for each child red and green pens/pencils | It's ok if children colour different areas, as they may feel differently about being touched e.g. most girls will say they don't want to be touched on their chests, but boys may say it's ok |
Adjust language in different social contexts
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| What you would say Photos of familiar people e.g. adults leading the group, class teacher/s, head teacher, all children in the group, other children from the children's class/es, etc. Photos of unfamiliar people e.g. police officer, shopkeeper/ market stall holder, bus driver, person at ticket booth at station etc. - from Flash-pro or internet image search. Comment suggestion cards: comment cards can say things like: Hello Hi, mate How old are you? What's your name? How are you? What do you want? Please can you be quiet Shut up Get out of the way! Get lost! Can you help me, please? Good morning Excuse me Oi, you! Are you a boy or a girl? Alright? | 1. Put the photos where the children can see them and check they can identify who every one is. 2. Have a child pick a comment card and decide which people they could say it to and which people they couldn't 3. children can suggest other comments |
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