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Topic “Secondary (11-16yrs)”
Secondary school age (11-16 years)
write simple sentences
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| The daily sentence Paper / pencil or pen (and grip if needed) Scissors Story book or picture (optional) (Optional, if available: Clicker grid with the words from the child's sentence in random order. The programme Clicker is available from: www.cricksoft.com.) | 1. Child / adult generate a meaningful sentence orally that is made up of words which are easy to sound out or are high frequency. This could be just 3-4 words to begin with. This could be based on the child's 'news' or a sentence from a book or a sentence based on a picture. 2. Child / adult rehearse the sentence together orally - especially checking that it makes sense. 3. Adult scribes - and writes the words as the child repeats each word slowly. Child watches the adult writing (adult adds capital letter / full stop). 4. Child reads the sentence. Adult ensures child can read all the words. 5. Child writes the sentence without looking at the adult's version. (Adult helps with spellings as appropriate and gives prompts if a word is missing - depending on the needs of the child.) 6. Adult cuts up their (adult's) copy of the sentence into separate words and mixes the words up. 7. Child attempts to re-assemble the sentence. 8. Child reads the re-assembled sentence and checks it makes sense and compares it to the sentence they wrote before. Child makes corrections if any are needed. 9. Child writes a final 'best' copy in a book. | This activity assumes that the child has: basic writing skills e.g. forms letters and can write & spell simple words, can speak in sentences and can identify sentences in reading. It links reading and writing. Focus is on construction of a sentence, so help can be given with spellings where necessary. When repeated every day the adult can reduce the amount of support given gradually (in step 5). Sentences can be gradually extended - simple connectives e.g. 'and' could be added Further activities: Choose a keyword to work on in reading / spelling. Use ICT - use the words from the child's sentence in a Clicker grid - child can work on writing sentences independently by clicking on each word in the correct order. Child could practice writing the sentences to adult's dictation at the end of the week - and compare to sentences made before. Child could take the book of sentences home to practice reading - and draw pictures to illustrate each sentence. |
distinguish letter b from letter d in writing
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| b and d fingers No resources needed other than pupil's hands. | 1. Make sure the pupil can recite the first 4 letters of the alphabet in the correct order, without hesitating: a b c d. 2. Make sure they know that the alphabet is written from left to right. If not, practise this with moveable letters. 3. Show them how to make a b shape with their left hand. The tips of the thumb and forefinger touch to form the rounded part of the b. The other fingers go straight up to form the upright part. 4. Show them how to make a d shape in the same way with the right hand. 5. They then recite the first four letters of the alphabet. When they say b, they hold up their left hand in the shape of a b. When they get to d, they hold up their right hand in the shape of a d.
|
With this technique, children will not need to rely on anyone or anything else to help them check which way each of these letters faces. All they need to remember is to hold up their left hand first - but if they know the alphabet goes from left to right this is unlikely to be a problem. Encourage them to see what they are doing inside their head, so that as they grow older, they do not have use their hands. |
| Reducing capital B Pencil, paper and rubber, or whiteboard and dry-wipe pen | 1. Ask pupil to write a capital B. 2. Slowly rub out the top curve of the B. 3. Show them how this finishes up as a lower case b. 4. Ask them to do this for themselves 2 or 3 times. 5. Ask them to shut their eyes and see the top of the B fading out inside their head. | Many children have no difficulty with capital B and D. This technique uses capital B to help them remember lower case b. |
| Writing b and d with the correct sequence of strokes Handwriting programme, pencil and paper | When written properly, b and d are not exact mirror images of each other. If they start with 'lead in strokes', they look more different still. It is important children do not form either letter as a stick and a separately drawn circle. | |
| 'c, d' Pencil, paper and rubber, or whiteboard and dry-wipe pen | This is a technique for remembering how to write d. They can remember the sequence 'c, d' either because the letters come in that order in the alphabet, or because it's what you put in a CD player. | |
| b and d drawing of bed Paper and pencil, or other drawing/colouring equipment. | For this activity to be helpful, pupils need to recognise that bed starts with a /b/ sound and ends with a /d/ sound. After they have used the picture of the bed for a while, encourage them to see it inside their head. | |
| Bat and ball Pencil, paper and rubber, or whiteboard and dry-wipe pen | This technique helps them remember which way round the b is. The pupil will need to be aware that the words bat and ball both start with a /b/ sound. Don't worry if your drawing is not great art! Repeat on several different days. |
To develop vocabulary around a specific topic
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Topic books - Ring binder and paper or some blank exercise books - Topic pictures | 1. Choose a topic - this can either be curriculum related (at school) or around an activity you will be doing e.g. a trip to the seaside (at home). 2. Explain that you are going to think about all the words you need to talk about that topic. Aim for 5-6 words. 3. Think about what sort of things you will see and do. You could write these down - let your child think of as many as they can. 4. Together look for pictures to stick in the book for each word. 5. Write down the word for each picture and fill in a word web template. 6. Put the word webs together to make a book that you can use to discuss your topic. | |
| Bingo - Bingo cards - each with a list of your topic related words on it - you may wish to put a picture/symbol alongside each picture. - A set of definitions of the words (descriptions of what the words mean). | ||
| Alphabet Game | The category cards in this game are general - you may like to add more speicifc ones related to the topic you have been working on. | |
| Topic Trees / Mind Maps - Blank sheet of paper - Pens - Cards with different topics on them (optional) | You can use a different colour for each set of branches. | |
| What is that Word? Game |
To develop question skills
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Flowchart questions Use one of the pre-made flowcharts or use the blank flowchart to make your own one. You can find these charts on www.commtap.org: Template for creating your own question flowchart: Blank 3 question challenge Pre-made flowcharts: The Animal Challenge, The Food Challenge Labels to write the answers on | Write one answer per sticky label. Stick one of the labels to the back of the child / children. Using the questions on the flowchart, they must work out what the word on their back is. | It works well if you have one answer 'spare' so that each child needs to ask the questions to work out what their word is. |
| Guess who? Game | ||
| '20 Questions' Object cards (optional) | Emphasise that they are working out the answer, not guessing it. It is useful to have prompt questions, or categories on cards for the children to use. E.g. questions such as: How big is it? What colour is it? What do we use it for? Categories can include: animals, toys, furniture. | |
| 'I Spy' with a difference | It is useful to write on a whiteboard what you have found out. Use this to remind the children of what you already know and what you need to find out. |
Plan steps in a familiar activity eg make a sandwich
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Cooking Basic kitchen equipment - dependent on what you make. Whiteboard or paper Pen Camera (optional) | 1. Choose something very simple which the children are familiar with, e.g. making toast. 2. Explain to the children that you are going to make toast, and that they are the 'teacher'. They need to tell you exactly what to do, in steps. 3. Ask them what the steps are, and write or draw them on the paper or whiteboard. Do not correct their answers. 4. Carry out the steps exactly as they have told you. Allow them to identify any errors and to correct them. 5. Record the accurate stages at the end of the activity. 6. Photos of the stages of the activity can be used as a sequencing task as well. | Make it fun! It is not a test and exaggerating the errors when you are doing them will allow the children to spot them more easily. |
| Photo sequencing Photos taken in the activity above Paper Scissors Glue | If you are making e.g. tea, there will be some acceptable variations - do you put the milk in before or after the tea? | |
| Going to the shops Paper Pen Shop! Some money | ||
| Planning steps in familiar routines Paper Pen Whiteboard | To make this easier, give them a number of steps they have to fill in, or pictures to sequence. These tasks are very useful for children who find it difficult to organise themselves. |
To be able to name items from different categories
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Think of a... Game - category dice - click here to print or - category cards - click here to print - if you do not have a printer you could make your own. - normal dice (optional) | 1. Print and cut out the catgeory cards and/or dice. You can make your own if you do not have access to a printer. 2. Explain to your child you are going to play a game where you think of items from different categories, e.g. 'animals' - you might say 'cat'. 3. Choose either the category dice or cards to play with. 4. Roll the dice or choose a card. The person has to name an item from that category. If the same category comes up later in the game, you need to think of a different item. You may want to keep a list of the items that have been named as a reminder.
| To make the game harder, when you roll the category dice, or choose the category card, roll a normal dice to give you a number of item to name from that partiucalar category. |
| How many can I think of? - Pen and paper | Count up the number of suggestions the child has made. Next time you do the activity, the child can try to beat their score. |
Activities and strategies to develop a student's ability to ask for clarification/help/repetition
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Barrier games - 2 identical black and white pictures. - Pens/pencils - A barrier (e.g. a large book) | 1. Play a barrier game:
2. Give a confusing instruction so that the others need to ask for clarification. For example, ask them to colour something that is not on the sheet, to use a colour that is not available. 3. Watch their reaction - if the student lets you know that the instruction is impossible, praise them for this. If the student does not say anything, ask them if there is a problem and talk about hte words that they could use to let you know. | |
| Alien game - Picture of an alien - Some everyday objects |
to use complex sentences
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Story cards 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. | This activity can easily be adapted to use class topic work and stories. You may need to use a sentence frame to support the children to make sentences at first. An example of a sentence frame:
The children can change the parts in the first and last boxes to make new sentences. |
| Book Summaries 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). | It is better if the book has a lot of pictures to help the children follow the story. You could use just one page of a book, or one short section, if the book is longer than a few pages. You may need to use a sentence frame to support the children to make sentences at first. | |
| Photo Captions Photos from magazines Or Photos of the children engaged in activities Flashcards with a target word written on each one (because, to, when, while). | You may need to use a sentence frame to support the children to make sentences at first. | |
| Talk for a minute 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) | You may need to use a sentence frame to support the children to make sentences at first. You can vary the time, to make it either longer or shorter. |
sequence steps in an activity or events in a story
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Do and review 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. | You can make this simpler by having descriptions already written on squares of paper, and having the children put them in the right order. You may also need to talk through what they have just done before they start recording it. Possible activities to use include: Paper folding, such as making aeroplanes or hats Other craft activities Cooking, e.g. making a cup of tea or making toast Simple science experiments |
| News 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) | You could also have them work in pairs and report each other's news. Reporting on special events in school, e.g. school trips, is also a good opportunity to practise this skill. | |
| Book review 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.) | To make this simpler, have the events of the story either written on sheets of paper, or relevant pictures copied. Have the children take it in turns to put them in the right order. A framework may still be needed to support this. |
communicate precise information to another person
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Barrier games Paper, coloured pens, a barrier so that children can't see what each other is doing . |
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'. | Start with simpler pictures and move on to more complicated ones. Using pictures where there are several similar objects means that instructions need to be more precise: E.g. a big blue square, a little blue square, a big blue star, a little blue star, and red versions of these shapes too means that all 3 details are needed. |
| 'Where's Wally?' '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 | You will need to help the first child find the target first! | |
| What's wrong picture 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 | ||
| Obstacle Course Simple obstacle course Blindfold | Change some parts of the obstacle course before each person has a turn, so that they have not memorised it. This could be played as a team activity. This can also be played using small world figures and miniature objects. You could also do this activity without the blindfold - the guider is (secretly) given a point to guide the other child to. They then give instructions which can only contain directions (forward, left, right, backward, stop, number of steps). |
Activities to develop vocabulary through the use of synonyms
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| What are synonyms? - 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. | |
| Find it! Thesaurus Activity - Thesaurus | You could create your own dictionary of key words by collecting the sheets together and making them into a book. This could then be used as a reference for writing. Focussing on new words that are being introduced as part of a topic would be helpful. This will help increase your child's understanding of the topic and increase the vocabulary they are able to use to discuss their learning. |
predict infer and analyse from a picture and story
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Everyday situation with a picture and a story 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). | Use some simpler questions to start with (LfT Level A and B if you are using this publication). If a child gives a short answer, prompt them to expand it. If the child finds these questions easy, move on to having them read the story rather than you telling it. Go back to using simpler questions and move up through question levels again. |
use past and future tense when telling stories
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Spot the story 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! | Praise children for using a past or future tense as appropriate. Use simple sequencing cards at first. Later you could use more complex ones, e.g. social sequences. |
| Chain story surprise (past and future) Paper Pen or pencil Cards with possible story characters on them (optional) | Some children will prefer to have a character given to them to write about. You will need a prompt card with 'did', 'has', 'had', 'was' and also a prompt card with 'will / going to' written out to remind the children to use the past and future tense. | |
| See also Further activities on www.commtap.org: |
use future tense when making plans and telling stories
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| News time 'frame' 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. | In some cases it will feel more natural to use "going to" than "will" (for example, "The boy is going to eat the apple" rather than "The boy will eat the apple"), you should always use (and encourage) the form which feels the most natural. The child could write what they have written under each heading, or draw a picture. |
| Diary Diary - either published or a blank workbook. Pen or pencil Sheet with boxes labelled "...will...", "...am..." and "...have / did...":
| This is an ongoing activity to be used with an individual child or a group of children (each child would have their own diary). In some cases it will feel more natural to use "going to" than "will" (for example, "The boy is going to eat the apple" rather than "The boy will eat the apple"), you should always use (and encourage) the form which feels the most natural. | |
| Complete the manuscript A short story, with the ending missing (either cut off, or photocopy the story but blank out the ending) Paper Pen or pencil | This activity is best if it is not a story the child is familiar with. You may need to use a prompt sheet to remind the children to use the future tense: Sheet with boxes labelled "...will...", "...am..." and "...have / did...":
In some cases it will feel more natural to use "going to" than "will" (for example, "The boy is going to eat the apple" rather than "The boy will eat the apple"), you should always use (and encourage) the form which feels the most natural. You can have the group make up two or three different endings for the same story and make a 'choose your ending' book. | |
| Sequencing Cards A set of sequencing cards (either a published set, or you can make your own by photocopying a sequence of pictures of any event). | Use sequences appropriate to the age of the child. Any sequence with a twist at the end will be enjoyed by the children! You may need to use a prompt sheet to remind the children to use the future tense: Sheet with boxes labelled "...will...", "...am..." and "...have / did...":
In some cases it will feel more natural to use "going to" than "will" (for example, "The boy is going to eat the apple" rather than "The boy will eat the apple"), you should always use (and encourage) the form which feels the most natural | |
| Chain story surprise Paper Pen or pencil Cards with possible story characters on them (optional) | Some children will prefer to have a character given to them to write about. You may need a prompt card with 'will / going to' written out to remind the children to use the future tense. |
to use because in sentences
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Story cards 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. | This activity can easily be adapted to use class topic work and stories. You may need to use a sentence frame to support the children to make sentences at first. A sentence frame for this activity can be in three parts, for example:
The children can change the parts in the first and last boxes to make new sentences. |
| Book Summaries As the activity above, but use a short book the children are familiar with. Flashcards with the target word written on each one (because). | It is better if the book has a lot of pictures to help the children follow the story. You could use just one page of a book, or one short section, if the book is longer than a few pages. You may need to use a sentence frame to support the children to make sentences at first. | |
| Photo Captions Photos from magazines or photos of the children engaged in activities Flashcards with the target word written on each one (because). | You may need to use a sentence frame to support the children to make sentences at first. | |
| Talk for a minute 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) | You may need to use a sentence frame to support the children to make sentences at first. You can vary the time, to make it either longer or shorter. |
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