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Topic “Secondary (11-16yrs)”
Secondary school age (11-16 years)
improve reading fluency speed and intonation
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Recording a story for a younger child Resources: A short book that a younger child would enjoy. It needs to be quite easy for the pupil doing the reading - at least 19 words out of 20 accurate the first time they read the book. A computer with microphone, or a tape recorder, etc. | 1. Explain that you are going to record them reading a book for a younger child to listen to. 2. Either provide or help them choose a suitable book (see left, under resources). 3. Explain that they have got to make it sound exciting, to keep the younger child interested. (You may want to model someone reading in a boring way and someone reading in an exciting way.) 4. Tell them they will have as much practice as they need to make a really good recording. 5. Ask them to read the book to you. Give them as much help as they need. Keep a note of which words they struggle with. 6. Discuss what the book was about, how characters were feeling, etc. Make sure they understand it fully. 7. Go back and remind them how to read any difficult words. Discuss what the words mean if necessary. 8. Ask them to read the book again. This time focus on how they read it. Model fluent, interesting ways of reading some of the sentences for them. 9. They re-read the book as often as needed, until they can read it fluently. 10. They record the book. Ideally they should have control of the recording process (pausing the recording, re-recording, etc). 11. They may prefer to record a page at a time, and then practise the next page again before recording that. | Some pupils learn to read quite accurately, and may improve their comprehension, but still read very slowly and without expression. Their reading is not fluent. These activities are designed to improve their fluency. An alternative to the recording activity could be simply preparing the pupil to read aloud to a younger child, perhaps a younger sibling. Another alternative is for them to write and illustrate a story themselves, and then record it. Storybook Weaver is a good ICT resource for this (available on Amazon for example). Fairy stories are particularly good for this - especially ones with people talking: "I'll huff, and I'll puff, and I'll blow your house down!". |
knows alphabetical order
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Using an alphabet rainbow to learn alphabetical order Two sets of plastic or wooden lower case letters. Keep the two sets in separate bags. An A3 landscape chart of the letters set out in alphabetical order and made into a rainbow arc using WordArt | 1. Check that the child knows all the letter names. Teach any they are unsure of. 2. Point to the chart and ask the child to read the alphabet with you. 3. Give the child one set of letters and ask them to make their own rainbow using the chart as a guide:
4. Ask the child to close their eyes and tell you the order. 5. Set out the the letters the child is able to recite in alphabetical order with the second set of letters, for example:
6. Select the next few letters which the child does not yet know the order of from the second set of letters, for example:
7. Ask the child to match the target group of letters with the first set, saying the name of each letter as they do so. For example:
8. Take the target group again, jumble them up, ask the child to put them in order again, saying the names as they do so. 9. Ask the child to close their eyes and put the letters one by one in their hand (in order) and ask them to identify the letter. Repeat, faster and faster. 10. Repeat steps 1-9 daily until they know the target set. Once the child is confident with this set of letters: 11. Add these letters to the known ones and introduce the next group of letters. Other exercises: 12. Ask the child to close their eyes and point to where they think a particular letter is in the array e.g. m. 13. Repeat 12 using a simple dictionary, high frequency word chart set out in alphabetical order, phone book, index of a topic book, library classification chart etc. | Use a record sheet. Make a plan with all the adults working with the child to teach the remaining letters. Make sure the child points with you. Do this daily. In this way you will identify which bits they know e.g. a-g. Keep a record of this by colouring in an A4 copy of the chart. This is the 'target group'. If a-g are already known, the target group may be h i j k. Remember that l,m,n,o,p is a tongue twister. This helps to show why it is important to know alphabetical order. The alphabet rainbow can be used to teach spellings and phonically regular patterns - letters are pulled out of the rainbow to build words. |
use pictures and text together to get information
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Everyday situation with words and a picture 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 2 and the level A questions. | 1. Choose a scenario picture. 2. Show the children the picture and let them read the story. 3. Ask the child the questions verbally. 4. Focus on questions where the child looks for the answer in the picture and just uses a little background knowledge (the LfT level A questions). E.g. 'Find one that is....', 'When did...', 'What does this do?' 'What else is a X? etc. | If a child gives a short answer, prompt them to expand it. If the child finds these questions easy ("LfT level A"), use some questions that require more working out and understanding of the context e.g. 'What will happen next?' 'How else could he do it? ("LfT level B questions"). |
recognises 20 high frequency words
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Using a race track game to practise high frequency words Set of 20+ cards with target high frequency words Dice Counters Race track or loop | 1. Read through the cards with the player(s). 2. Place the cards face down. 3. Players take it in turns to pick up a card, say 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 cards again or selecting a particular word or words to focus on. 6. Discard easy words and add new words gradually. | Children need to be able to read a range of high frequency words to develop fluency in reading. New words need to be introduced gradually. There could be several copies of each word or of selected words. Start off with a small set of words so that the child experiences lots of success. 2+ players. A short track is ideal as the game can be completed in a short time and repeated easily. If a child reads a word wrong, help them to read the word or tell them the word. Remember the game is meant to be fun! |
| Using different fonts on the computer to practise high frequency words Computer Child understands how to change font | A list of words can be obtained as above. This could be done daily. The words could be typed into boxes ready to make flash cards (2x5 per page). | |
| Sentence building to practise high frequency words Flash cards with set of words. Words which could start a sentence are provided in both capitalised and lower case form. Add one card with a full stop and one card with a question mark. Make a list of possible sentences before the session. | Teaching the words in sentence form gives them a meaningful context. Possible set of words: it, It, is, Is, dad, Dad, mum, Mum, and, off, on, big, get, can, Can Possible sentences include: It is Dad. Is it mum? Mum and dad. Keep the list of possible sentences with the words so that this can be practised daily. A duplicate set can be used for homework. This can be followed up using a programme such as Clicker (see www.cricksoft.com) on the computer. Printing a grid of words will allow the child to work on writing the sentences again independently. Add to the words gradually adding new sentences at the same time. | |
| Playing Four in a Row to help word recognition Sheet of paper as a 'board' A dice Different coloured pencils Preparing the 'board': Create a landscape page with 6 columns and 7 rows. On the first row, number each column from 1-6. Select a set of high frequency words the children have been learning to recognise, and which need reinforcing. Write the words randomly in each of the other 36 boxes - they can be repeated. The board can be photocopied for use on another day. | Children need to be able to read a range of high frequency words to develop fluency in reading. For this game, use familiar words that need more practice. Words can be changed as progress is made. For 2 or more players. You will need to decide what happens if a child reads a word wrong. Do you tell them the word? Or do they lose their go? Remember the game is meant to be fun! | |
| Pelmanism (pairs) Two sets of 10 cards with target high frequency words. Each set made on different coloured card, e.g. mum mum | Children need to be able to read a range of high frequency words to develop fluency in reading. Different pupils will manage a larger or smaller number of cards. |
use pictures and text together to get information
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Everyday situation with words and a picture 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 2 and (1) the level A questions then (2) the level B questions. This programme has questions for a range of ability levels. | 1. Choose a scenario picture. 2. Show the children the picture and let them read the story. 3. Ask the child questions verbally focusing on questions where the child must use what they can see in the picture and also some wider context to answer the questions; for example: 'What will happen next?' 'How did he...?' 'What is a ....?' 'How are these the same?' ("LfT level B" questions). | Use simpler questions to start with (e.g. the "Language for Thinking" level A questions if this publication is being used). If a child gives a short answer, prompt them to expand it. If the child finds the questions in step 3 easy ("LfT level B"), use some 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). |
identifies sentences in reading and uses full stops
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Recognising sentences in reading Write or type lines of text - perhaps from books the child has read. Some of these should be complete sentences. Some of them should be unfinished sentences so they don't make sense. Start all with a capital letter, but leave out the full stop from all of them. Cut out each line of text so each one is on a separate card or piece of paper. (You could keep an extra copy with the correct punctuation added as a model.) Examples: The boy is in bed At the weekend It is time to go My house is in a Easylearn produce prepared texts in a book called 'First Stop' | 1. Child / adult read aloud through a selection of lines of text. 2. Child identifies which are complete and make sense (i.e. which lines are full sentences) and which are not. 3. Child sorts the lines of text into two groups - ones that are complete sentences and ones that are not. 4. Adult models re-reading the lines and adding the punctuation - full stops only at the ends of the complete sentences. 5. If the child is ready - let them work on adding full stops at the ends of complete sentences. | The purpose of this activity is for the child to recognise that a sentence has to make sense (and that it isn't just the punctuation that shows it's a sentence). This could be done one to one, in a pair or in a small group e.g. four children. Child could check work from a model prepared earlier. This links to 'cut up' sentences in reading / writing - child reads the words and sequences them to form a sentence. |
| Identifying sentences and sentence boundaries in longer texts and adding full stops / capital letters Four slightly longer texts than in the "recognising sentences in reading" activity, e.g. of about 3-4 lines, which you have written out or typed without punctuation. Example: it was a hot day the children were making a sandcastle it was really big Easylearn produce prepared texts in a book called 'First Stop' | The purpose of this activity is for the child to recognise that a sentence has to make sense (and that it isn't just the punctuation that shows it's a sentence). This could be done one to one or in a pair -or small group e.g. four children. Punctuation Kung Fu (described in the book Could Do Better by Phil Beadle, www.philbeadle.com), where each punctuation mark is accompanied by a kung fu movement and a noise, could be introduced as part of this activity. This links to 'cut up' sentences in reading / writing activities - child reads the words and sequences them to form a sentence. |
To follow sequenced 4 to 5 key word instructions
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Barrier Worksheets A picture to colour - enough copies for everyone doing the activity, and for the adult too. Colouring pens / pencils A big book or folder to make a barrier | Explain that this activity is to practise listening, so the child must listen carefully. You will only say the instruction once. Give the child / children a sheet (one for everyone) and take one yourself. Put the barrier up, so that the child cannot see your picture. Give an instruction telling them to colour part of the picture, and colour it yourself. Make sure the instruction has at least 4 key words, and involves doing one thing before something else. E.g. if you have a picture of a robot you could say: 'Colour the robot's head blue and then colour two shoes red.' The words underlined are the key words, and there are 2 steps to the instruction. When you have all finished that instruction, hold up your picture, so the children can check if they got it right. | The activity is designed so that the child has to listen to, understand and remember an instruction of 4-5 key words. If you break the instruction up into the different steps, the child will be working with several short instructions instead of one long one. E.g. 'colour the robot's head blue. And then colour two shoes red.' is two instructions not one. Make sure the child listens to your whole instruction before s/he starts to carry it out. There is automatic feedback in this activity, as the child will be able to see from your picture if s/he got it right. If s/he got it wrong, s/he will be able to see what the instruction actually was. Topic vocabulary from e.g. a science topic or a history topic could be used, and simple worksheets created using software such as Clicker or Communicate in Print (see www.commtap.org for links to suppliers of this software). |
| Barrier Patterns 2D shapes in several different colours Something to use as a barrier | Make sure you say the pattern as one instruction and don't break the instruction up into the different steps. Otherwise the child will be working with several short instructions instead of one long one. E.g. 'A blue circle. A red square. And a triangle' is 3 short instructions. Make sure the child listens to your whole instruction before s/he starts to carry it out. You can use almost anything to make patterns - compare bears, mini beasts, small world toys etc. Pictures of topic vocabulary could be printed out and cut to make cards. The barrier pattern could then be made using a pattern of pictures. E.g. 'fire, fire, bucket of water, diary, diary' (linking to the Fire of London topic). | |
| Simon Says Imagination! | Make sure the child listens to the whole instruction before doing it. Make sure that you give the instruction as one long one not several short ones. |
Recall key information from a story
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Stories that the child isn't familiar with. Stories could be taken from reading books, or from picture sequence cards. (For example 'And then' published by Schubi). | Read chunks of the story to the child, or tell the story from the sequence cards. The chunks should be around 100 words long (a couple of paragraphs) and/or contain between two and four things that happen. (Use shorter chunks if this is too long for the child). Ask the child to retell the chunk you have read. The child could also be asked to reconstruct the story using drawing, using miniatures (e.g. playmobil), selecting and ordering cards from a set of picture sequence cards. For the child to gain more information from stories and explanations at other times he/she will be assisted by the use of visuals to support this, and also by being asked a question before hearing the story or explanation so that he/she has something to focus his/her listening on. | If the child has difficulties you can help him/her to recall the story using the following: Ask a question relevant to the key information in the story. For example, suppose this was part of the story: "Lucy rode her red bicycle down the hill. At the bottom she couldn't stop and fell straight into the fish pond..." Relevant questions would be 'What did Lucy do', 'What happened to Lucy at the bottom of the hill': avoid asking questions about details which aren't particularly relevant to the story such as 'What colour was Lucy's bike?'; Ask the child the question then re-read the part of the story which contains the answer to the question; Show him/her part of the story using pictures. Try to guide the child to recall the information with the minimum amount of prompts necessary. Try to avoid the situation where you need to say what the answer is. If you keep needing to do this despite using the ideas above then the story is probably too hard. |
First next middle last in sentences
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Barrier Worksheets A picture to colour - enough copies for everyone doing the activity, and for the adult too. Colouring pens / pencils A big book or folder to make a barrier | Explain that this activity is to practise listening, so the child must listen carefully. You will only say the instruction once. Give the child / children a sheet (one each) and take one yourself. Put the barrier up, so that the child cannot see your picture. Give an instruction telling them to colour part of the picture, and colour it yourself. Make sure the instruction uses 'first', 'next, 'middle', or 'last'. E.g. if you have a picture of a robot you could say: 'First colour the robot's head blue and next colour two shoes red.' Or 'colour the middle robot red and blue.' When you have all finished that instruction, hold up your picture, so the children can check if they got it right. | Make sure the child listens to your whole instruction before s/he starts to carry it out. There is automatic feedback in this activity, as the child will be able to see from your picture if s/he got it right. If s/he got it wrong, s/he will be able to see what the instruction actually was. Topic vocabulary from e.g. a science topic or a history topic could be used, and simple worksheets created using software such as Clicker or Communicate in Print (see www.commtap.org for links to suppliers of this software). |
| Barrier Patterns 2D shapes in several different colours Something to use as a barrier | If the child is struggling, break your instructions down into shorter chunks. Make sure the child listens to your whole instruction before s/he starts to carry it out. You can use almost anything to make patterns - compare bears, mini beast pictures/models, small world toys etc. Pictures of topic vocabulary could be printed out and cut to make cards. The barrier pattern could then be made using a pattern of pictures. E.g. 'fire, fire, bucket of water, diary, diary' (linking to the Fire of London topic). | |
| Simon Says Imagination! Cue sheet for 'first', 'next', 'last', 'middle' (optional) | If the child is struggling, make your instructions shorter. Make sure the child listens to the whole instruction before doing it. It may help to have a cue sheet with 'first', 'next', 'middle', 'last' written on it and a diagram or symbol. | |
| Origami A very simple origami shape. See: http://www.origami-instructions.com/origami-for-kids.html http://www.tammyyee.com/origami.html Paper for folding. Cue sheet for 'first, next, last, middle' (optional) | If the child is struggling, make your instructions shorter. Make sure the child listens to the whole instruction before doing it. It may help to have a cue sheet with 'first', 'next', 'middle', 'last' written on it and a diagram or symbol. Model the instructions as you say them. |
understanding idioms
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| DIY Idioms dictionary Copies of idioms pictures, for example from Black Sheep press "Speech Bubbles" pack School exercise book Pen/pencil, scissors, glue The following books may also be useful: "Red Herrings and White Elephants: The Origins of the Phrases we use Every Day" by Albert Jack (Metro Publishing, 2004) "Idioms at work" by Vera McLay (Language Teaching Publications, 1987) | Explain that you are going to do some work on idioms. Explain that idioms are phrases that mean something different to what the words mean individually. Give a few examples that you think the student might already know (e.g. "pain in the neck", "get lost") Using the exercise book, let the student make a title page for their book, saying "Idioms Dictionary" and giving a definition of an idiom - you can help the student compose their own definition Let the student choose one idioms picture, cut it out and stick it in the book. Discuss with the student the literal meaning of the idiom, as well as what it actually means. Have the student write a definition of the idiom in the book, next to the picture. Also have them write a sentence using the idiom in context. Continue to build up the collection of idioms over time. | The two books listed give many more examples of idioms, the student can continue to build up their bank of idioms after all the pictures have been used. Some people find it easier to understand idioms if they know where the phrase comes from. "Red Herrings and White Elephants" gives the story behind many idioms - you may need to explain each one to the student. |
| Can you remember? This activity requires the purchasing of a particular commercial product. Please help to further develop this sheet by providing an example or description of alternative resources to use in this activity. Flash cards made from the idioms pictures from Black Sheep press "Speech Bubbles" pack | You could also work through the Speech Bubbles pack for more practice. | |
| Bingo This activity requires the purchasing of a particular commercial product. Please help to further develop this sheet by providing an example or description of alternative resources to use in this activity. Idioms pictures from Black Sheep press "Speech Bubbles" pack of cards showing the meaning of the idioms. | Best as a group activity |
Listen plan and carry out instructions
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Listen, Plan, Do, Review Sequence Simple paper folding activity, e.g. paper plane, hat, box | Talk through the activity with the children, and how to fold the paper. Demonstrate for them. Support them to record the steps they need to take to do the activity themselves. Let them fold their own models. Review the steps they needed to do, and look at their finished models. | This is suitable for small group work. To vary the activity, use different tasks, ensuring that you follow the Listen, Plan, Do, Review sequence. |
| Class based activities For example: To listen to an explanation in class, e.g. of a science investigation, and to plan the steps they need to take to complete it. | Encourage the child to use strategies, e.g. making notes, counting steps on their fingers, checking with the demonstration if they are doing all the steps. |
Recall key information from a story
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Stories that the child isn't familiar with. Stories could be taken from reading books, or from picture sequence cards. (For example 'And then' published by Schubi). | Read chunks of the story to the child, or tell the story from the sequence cards. The chunks should be 100 to 200 words long (2 -4 paragraphs) and/or contain between four and six things that happen. (Use shorter chunks if this is too long for the child). Ask the child to retell the chunk you have read. The child could also be asked to reconstruct the story using drawing, using miniatures (e.g. playmobil), selecting and ordering cards from a set of picture sequence cards. For the child to gain more information from stories and explanations at other times he/she will be assisted by the use of visuals to support , and also by being asked a question before hearing the story or explanation so that he/she has something to focus his/her listening on. | If the child has difficulties you can help him/her to recall the story using the following: Ask a question relevant to the key information in the story. For example, suppose this was part of the story: "Lucy rode her red bicycle down the hill. At the bottom she couldn't stop and fell straight into the fish pond..." Relevant questions would be 'What did Lucy do', 'What happened to Lucy at the bottom of the hill': avoid asking questions about details which aren't particularly relevant to the story such as 'What colour was Lucy's bike?'; Ask the child the question then re-read the part of the story which contains the answer to the question; Show him/her part of the story using pictures. Try to guide the child to recall the information with the minimum amount of prompts necessary. Try to avoid the situation where you need to say what the answer is. If you keep needing to do this despite using the ideas above then the story is probably too hard. |
| Unfamiliar instructions | At first it will be necessary to tell the child they are going to be asked to retell the instruction to you before they hear the instruction. If the child finds it challenging, help them to use a visual cue. This could be chunking the information on their fingers for shorter instructions, or making notes on a piece of paper or on a white board for longer ones | |
| Audio Stories Short stories on tape or CD Clips of a favourite TV or computer programme | To make this more difficult, ask questions where the child needs to infer information from what he/she heard, rather than just remembering the right phrases. |
identify feelings from situations and tone of voice
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| How would you feel if....? Pictures of facial expressions showing the feelings:
(If you don't have these resources use pictures from magazines or books). | 1. Show the children the pictures of the facial expressions 2. Talk about what the 'feeling' is that corresponds to the picture 3. Talk about other words that mean the same as the feeling words (e.g. happy/ glad, angry/ mad) 4. See if the children can think of any other feeling words 5. Describe a situation and get the children to identify the appropriate feeling 6. E.g. 'you saw a spider in the bath', 'David Beckham was coming to your school', 'you found 10', 'you failed a test' 'you saw a fight in the playground', 'your homework was easy' | If the children cannot identify the feelings that correspond to the pictures talk about the feelings by describing situations where you would feel that way. Also encourage the children to think of times that they have felt that way. To make the task more challenging, remove the visual cues (i.e. the pictures showing the facial expressions). Another way to make it more challenging is to introduce different feeling words (e.g. proud, anxious, embarrassed, bashful, etc). |
| How do I really feel.......? Pictures of facial expressions showing the feelings:
(If you don't have these resources use pictures from magazines or books). | Really stress to the children to listen to the voice rather than the words Get the children to show you different voices for the feelings of happy, sad, angry and excited Try to get the children to identify how people in the classroom are feeling (e.g. the teacher, their friends) |
two part instructions with before after
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Simon Says Prompt card with 'before' and 'after' on it (optional) Whiteboard Whiteboard marker | 1. Explain to the children that you are going to play Simon Says and practise doing things 'before' or 'after' something else. 2. Play the game, giving instructions such as 'pat your head before you jump', 'After you clap your hands, turn around'. Write the instruction on your whiteboard as you give it (use simple drawings if a child has reading difficulties). 3. Show the children the whiteboard so that they can check if they got the action right. | Use simpler instructions before trying harder ones. So, give the actions in the order the child will do them, before giving them in a different order. E.g. 'clap your hands before you nod your head' 'after you clap your hands, nod your head' If the child can do this try 'Before you clap your hands, nod your head. 'Nod your head after you clap your hands.' |
| Barrier Worksheet Copy of a worksheet picture to colour in for each person Coloured pens or pencils (if possible, the same set of colours for each person. It could just be 3 or 4 colours) Prompt card with 'before' and 'after' | Again, use simpler instructions, where the steps are in the order the child must do them, before more difficult ones where the child must do them in a different order (see above). | |
| Listen and draw Paper pencils Prompt card with 'before' and 'after' | Again, use simpler instructions, where the steps are in the order the child must do them, before more difficult ones where the child must do them in a different order (see above). |
activities to develop prediction skills
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Guess what's going to happen. Use simple sequence cards. | Present the first picture in the sequence to the child. Describe the situation to the child and ask him/her what they think is going to happen. Encourage the child to discuss any prediction and discuss any other options that might happen. Once you have discussed this outcome then show the second picture. | Remember to reinforce during the discussion that there could be lots of different outcomes. This activity can also be done in small groups, encourage all the children to make attempts to predict possible outcomes. |
| What would happen if...? Use situation cards. | This activity can be done in small groups. Give all the children an equal opportunity to contribute to the discussion. Remember to reinforce during the discussion that there could be lots of different possibilities. | |
| Predicting from sentences | If the child is having difficulties identifying the outcome then use the key word to give a clue e.g. Mark has a spade. What do we do with a spade? |
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