Topic “Secondary (11-16yrs)”  

- Pictures/photos of different emotions - a printable set of emotion cards are available here.

- Situation cards - click here to print.

1. Print and cut out the resources.

2. Introduce the activity by having a quick discussion of how it's fine if different people feel differently about the same situation.

3. Take turns to choose a situation card and discuss it together. See if you can match how you would feel to the emotions symbols or pictures.

4. Some children may be able to explain why they'd feel that way e.g. "I'd be scared if I saw a spider because I don't like them'.

Photo emotions cards (e.g. LDA, Colorcards or from Flash-Pro) showing photos of Happy, Sad and Angry faces

1. Show the child the pictures and ask them to identify the emotion shown.

2. Help the child to think of alternative names for each emotion (e.g. angry = cross, annoyed, vexed, mad, cheesed off, in a bad temper etc. ...).

3. Put the pictures where the child can see them.

4. Say a sentence in a tone of voice that contradicts the message, e.g. "I'm fine, nothing's wrong with me" in a sad voice.

5. Ask the child to point to the right picture (or say its name) for the emotion you portray

6. Ask the child: "how did I say I was feeling?" and "How did I really feel?"

Group game for a minimum of three people

• Dice and shaker
• Pictures of a variety of different emotions (minimum 6), for example  Google image search;
• Two counters per person (each person needs two counters the same colour, but different from everyone else’s);
• 1-6 grid;
• Game track;
• Phrases cards.

1. Shuffle the emotions cards and put one face up in each of the spaces on the 1-6 grid.

2. Check the children/young person know what each card says and what the emotion is (remove any that are too difficult and put new cards in their place).

3. Let everyone choose a coloured counter. Everyone puts one of their counters on the “start”.

4. Choose one person to start (perhaps the adult should go first).

5. The person who starts shakes the dice in the cup, and puts the cup upside down on the table. Carefully lift up the cup and look at the dice so only you know which number is on top. Look at the emotions cards on the board to see which emotion corresponds to the number on the dice – but don’t say what it is.

6. Pick a phrase card. Read the phrase on the card, displaying the emotion you have been given. Use your voice and gestures. It’s fine to give children help in reading what the phrase is, but not in how to display the emotion!

7. The other players watch the player acting out the emotion. They decide which of the emotions the player is portraying. They put their other counter on the name of the emotion they have chosen.

8. When everyone has voted, the player who acted the emotion lifts up the cup to show which number was on the dice.

9. Check to see who chose the correct emotion. The people who chose correctly move their counter on to the next space

10. The player who acted also moves their counter on the same number of orange spaces as the number of people who guessed correctly.

11. The next player then has a turn to act. Continue until someone has reached the “finish” space.

Pictures of people talking to each other, for example:

Picture books (you may need to cover any writing on the page if this distracts the child);

Commercially produced pictures (e.g. LDA - Emotions cards, "Passages a decouvrir", etc);

Photos (e.g. family snaps, or photos you have specially prepared);

Pictures from comics and magazines;

Drawings you have done.

Pieces of paper cut into the shape of a speech bubble (you can buy speech bubble-shaped post-its from stationers such as Ryman or on-line)

Blu-tac (optional)

1. Show the child the picture you have selected;

2. Encourage them to have a good look at the picture;

3. Encourage them to talk about what is happening in the picture;

4. Encourage them to think about what the people in the pictures might be saying;

5. Stick a speech bubble on the picture so that it is coming out of each person's mouth;

6. Ask what each person is saying;

7. Write this down in the speech bubble (or let the child write it themself).

This is a preparatory activity for working on sequencing daily events. See also the following (at www.commtap.org):

Sequences three or more pictures;

Sequences three pictures with first next last;

Sequence pictures symbols words

Materials required:

Your own or commercially produced sequencing cards (e.g. Black Sheep press - see "general resources"), Colorcards - available from many educational suppliers)

FIRST/LAST template which looks like this (leaving spaces to put the pictures):

FIRST

LAST

FIRST/NEXT/LAST template, as follows (leave spaces for the pictures):

FIRST

NEXT

LAST

1. Use the first/last template to model the sequence of first and last.

2. Start with 2 picture sequences of a simple event e.g. 'rain falling' 'girl puts up umbrella'.

3. Talk about the pictures. Ask the child 'What is happening in the first picture?' Discuss the consequences of the first picture (getting wet) and what the girl does (puts up the umbrella)

4. Put the two pictures into the template: one in the FIRST column and the other in the LAST column.

5. Do this with a range of 2 sequence picture stories.

6. Turn the cards face down and take turns to turn them over and put them in the right part of the FIRST/LAST template. Can the child tell the story?

7. When the child is confident using the FIRST LAST template to order 2 picture sequences move onto using 3 picture sequences and use the FIRST/NEXT/LAST template.

8. Follow the procedure for working with 2 picture sequences.

FIRST/NEXT/LAST

template

Photos of familiar aspects of school life (use a digital camera to take photos)

Pictures of activities relevant to a school day

e.g. break time, different lessons

Pictures of activities relevant to a weekend day

e.g. going to the park, going to the shops

A strip of card with Velcro on it, long enough to fit the whole sequence on it / timeline

1. Start with just one set of pictures; the school day ones will have the least variation and so should be easier.

2. Go over what the pictures are first.

3. Have the child put them in the right order on the strip to fit their own day.

4. Discuss any variation in routines, and use sequencing language such as 'before, after, first, then, next'. Refer to time for well known points, e.g. start of school, lunch time, home time. Emphasise concepts of 'morning, afternoon, evening, night'.

5. Introduce pictures of activities at home and put in order for a weekend or holiday day. When the children are confident with this, you could give them all the pictures and have them sort them out.

Pens / pencils

Paper

Glue

Scissors

Black Sheep Worksheets:

There are several relevant packs, including 'times of the day' and 'days'.

Black Sheep Press

A set of cards with shapes you are working on - say four with squares on, four with triangles on, four with rectangles on and four with circles on.

1. Place the cards face down;
2. Take it in turns to turn over two cards. Say the name of the shape on the card as you turn it over.
3. If the two cards have the same shape on it you get to keep them, otherwise you turn them back over.

Printed cards with pictures of the shapes and their names.

Selection of 2D shapes.

One large object such as a toy bus, house etc.

Several smaller objects e.g. toy animals

Prompt cards saying "left" and "right"

1. Put the large object in the centre of the table in front of the child.

2. Ask the child to identify the left side and the right side. Help if necessary.

3. Put the "left" and "right" prompt cards to the left and right of the object.

4. Give the child instructions such as "put the lion to the right of the bus"

5. Swap roles so that the child has a chance to give the instructions.

6. When the child is fairly proficient at carrying out the activity with the prompt cards, try the activity with no prompts.

Paper

Pens

Cards with pictures of two items drawn next to each other, e.g. car and cat, tree and house

Matching pairs cards.

Visual prompt for left, right, up and down like this:

↑

up

←left right→

down

↓

Printed cards with pictures of the shapes and their names.

Selection of 3D shapes.

1. Use simple 3D shapes like cube, sphere etc.

2. Make a model with them and label the different shapes you can see.

3. Match the shapes shown in the cards with the 3D shapes.

4. See if the child can name some of the shapes they can see.

5. Ask the children to use their shapes to make the same model. See if they can name the shapes as they go, and tell you where they are.

Printed cards with shapes and names.

Selection of 2D and 3D shapes.

"Calculation Lotto" resource.

Duplicate the resource if there are more than 2 players. Cut up the calculation cards.

Some children will need some visual prompts to help them remember what the mathematical vocabulary means.

1. Each child has a Lotto base board with the addition, subtraction, multiplication and division symbols.

2. Put the calculation cards face down in a pile.

3. Each player picks a calculation card from the pile and matches it to the appropriate symbol on their base board.

4. If a player can't use a calculation card because they have used up all their spaces then they return the card to a discard pile in the middle and miss their turn.

5. Other players can choose to take a card from the top of the face-down pile or from the pile of cards discarded by other players.

6. The winner is the player to cover their board first.

Examples of real greetings cards (birthday cards, fathers' day cards, etc), which have had a hand written message added.

Photocopied A4 paper or a piece of card containing a printed greeting, (e.g. 'Happy Birthday') for each pupil, and for yourself to use as a model.

Pencils, Pens, felt tip pens, crayons.

Pictures to stick on the front of the card (optional).

Glue/glue stick (optional).

1. Talk with the child about why people send each other cards. Explain you are going to write a message in a card and send it to xyz.

2. Show the pupil a real card and identify the front of the card, where the picture usually is. Read any printed words on the front of the card to the pupil. Point at each word as you read it.

3. Show the pupil which direction the card opens. Then show the pupil the printed greeting inside the card. Point at and read the greeting to the pupil.

4. Finally, show the pupil the handwritten message written in the card. Talk about the difference between the printed greeting and the handwritten message.

5. Point at and read the handwritten message to the pupil. Explain that we write the word 'To' and the other person's name above the printed greeting. Explain that we write the word 'from' and our own name under the printed greeting.

6. Tell the children you are going to draw a picture / stick a picture on the front of your card and write a message inside it.

7. Demonstrate drawing a picture on the front of the card.

8. Open your card. Point at and read the printed greeting inside the card with the pupil.

9. Model writing the first part of the message (To xyz) above the printed greeting. Emphasise the initial sound of each word as you slowly write it.

10. Model writing the second part of the message, (from and your name) underneath the printed greeting.

11. When you have finished writing your message, encourage the child to read it back with you as you point at the words.

12. Give the child their own piece of paper/card and 'read' the printed greeting inside with them.

13. Tell the child s/he is going to make their own card. Decide with the child who they are going to send the card to.

14. Ask the child to show you where they are going to draw the picture.

15. Ask the child to show you where they are going to write 'To xyz' inside the card.

16. Ask the child to show you where they are going to write 'From' and their own name inside the card.

17. Ask the child to draw a picture / stick a picture on the front of their own card and write their message inside the card. If necessary you could make another card yourself alongside the pupil to remind them where to write the message.

Photocopies of main pictures from a favoured book

Writing pens

1. Choose a favoured book and photocopy the most important pages (about 4). Fold the photocopy to hide the text and photocopy again so that you have a picture with a blank space for writing.

2. Share the book with the child. Show the child the photocopies and discuss the pictures.

3. Write down a short phrase that the child has used to describe the picture in the blank space over the picture.

4. Make a dotted copy of the short phrase and help the child to over write this

5. You may need to use special pen grips to support he child writing.

6. The child can colour the picture after the writing as a reward.

7. You can make a short book like this and the child can make a cover page with a title and his own name.

Photos and pens

Materials

Sheet of paper, filled in as a 'board'

A dice

Different coloured pens

Preparing the board

Create a landscape page with 6 columns and 7 rows.

On the first row number each column from 1-6.

Select the short vowels (e.g. a, e, i, o, u, y) or vowel digraphs (e.g. ay, ai, ee, ea, oi, oy) that the children need to reinforce.

Next to each number write a different vowel or vowel digraph that the children need to reinforce.

1. Establish the sound of each vowel (or vowel digraph) with the players.

2. Give each player a different coloured pen.

3. The first player rolls the dice and chooses any of the empty boxes in the column that corresponds to the number on the dice.

4. They write a word containing whichever short vowel or vowel digraph is at the head of that column. For example, if they throw a 3 and the 3 column is 'ee' they could write the word see. They write it in their own colour, underline the vowel or vowel digraph and read the word out loud.

5. No one else can now use that box.

6. Each player has one throw per turn.

7. If one of the columns becomes full and the player throws that number they are allowed one more throw. If it's still the same number they cannot write a word during that go.

8. The winner is the first person to get 4 words in a row either horizontally, vertically or diagonally.

9. If there is a time issue it can be 2 or 3 in a row.

Set of 20+ cards with target high frequency words

Race track or loop

Dice

Counters

1. Read through the words with the player(s).

2. Place the cards face down.

3. Players take it in turns to pick up the card, use S.O.S. to spell the word, throw the dice and move around the board.

4. Winner is the first person to finish.

5. Repeat the game after reading through all the words again.

6. A spelling 'test' could be introduced when the child thinks he is ready to try this.

A short list of words the child is finding particularly difficult to remember - 'tricky words'

Whiteboard and pen

A4 paper

Thick marker pen

Paper and pencil or pen for pupil to use.

1. Ask the pupil to visualise (see inside their head) something familiar: e.g. their TV and what's on top of it, beside it, etc; or their kitchen.

2. Write words in large unjoined lower case letters in thick felt tip on A4 paper - maybe important bits in a different colour or larger.

3. Hold the word up in front of the pupil.

4. Discuss visual features (e.g. two o's looking out of the middle of the word school).

5. Pupil shuts eyes and tries to 'see' the word.

6. Ask 'What colour are the letters?' 'Change the colour' 'What's the first letter?' What's the last letter?' 'Put the letters inside a picture' etc.

7. If the pupil gets something wrong, ask him/her to have another good look.

8. The pupil writes the word down, and checks it is correct.

9. It may help visual recall if the pupil looks up towards his/her top left when trying to remember the word.

Paper - A4 size or larger

Thick felt tip

Pencil and extra paper to write on

Pencil and paper, or whiteboard and dry-wipe pen