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Topic “Other expressive”
Counts to 3
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Matching 1, 2, 3, objects to pictures representing 1, 2, 3, objects Large laminated cards with the number 1 and one black square and the number 2 and 2 black squares etc (large number cards - Word document); Sets of objects e.g. pens, cars, bricks; Tidy up bag/box. |
| Give lots and lots of chances to practice this skill. Use the number cards until the child is able to count to 3 most of the time to ensure feelings of success. Give a model if the child struggles and reward attempts as well as success with praise. |
| Fun games Marble run or garage and car run or magnetic fishing game; 1, 2, 3, cards. |
| |
| Drawings of faces Colouring pens; Paper. | See if the child can tell you how many things to draw. You could give them a choice, for example, should I draw 1, 2 or 3 spots? | |
| Monster faces Colouring pens; Paper. | ||
| Stickers Soft toys. | ||
| Count things in the everyday environment |
Leaves spaces between words in own writing
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Counting the number of spoken words Packet of counters Board with six square boxes - in a horizontal grid Lists of short phrases and sentences e.g. from 'Sound Linkage' (P. Hatcher, available from www.amazon.co.uk ) p.21 help me (2) she shouted (2) I can't get down (4) | 1. Place the counters and board on the table. 2. Ask the child to tell you a word (any word at all) then together add more examples of single words 3. Tell the child that you will now say two or more words in a row, which they will have to repeat and count the number of words. 4. Ask child to repeat what you say. They push a counter into a box as they say each word. Model this as much as necessary - and give as much help as needed to begin with. | This can be done 1-1, in a pair or very small group. Progression: Give the correct number of counters for each phrase or sentence to start with - then try giving more counters than necessary (harder). Speak slowly to begin with then progress towards normal speaking speed. The child could begin to use fingers to count rather than the counters. This activity also helps children to improve their auditory memory as they have to remember and repeat the phrases. |
| Point to separate words in reading, noticing the spaces between the words A suitable text Optional - 'Magic finger' puppet or a small stick or ruler | Before this activity: If working 1 to 1 or with a small group, a link can be made with the activity ("counting the number of spoken words") above. As the adult reads the text aloud, the child can move a counter over each word on the page as it is spoken. This activity could be done while using a big book with the whole class and the 'target' child is asked to help the teacher by using a stick or ruler to point at each word as it is read aloud. Instead of using their finger the child could use a finger puppet, ruler or stick to help focus their attention on pointing. Older children could have a small sticker placed on their index finger nail. | |
| Write words as separate units Flat ice-lolly sticks - painted ice-lolly sticks (can be bought in supermarkets) - using a stick ensures that the spaces between the words are even. Or: If a child has smaller writing try using a smaller tool than an ice-lolly stick to place between words. | Also links to: "EW L1b write simple sentences" on www.commtap.org - (the daily sentence /cut up sentences). The cut up sentences could be done before this activity where the words as separate units are on separate pieces of card. The ice-lolly stick could be placed in between each card to emphasise the space. Keep the sentences short - and don't worry about the spelling - the teaching point is about the spaces between the words as the words are separate units. Follow-up activity - using ICT: Type the child's sentences into Word without spaces between the words. Ask the child to read their work and press the space bar in between the words to make the spaces. Print out the best copy. |
Be aware that writing can convey meaning
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Writing a list to go shopping and pretending to use money Stories that involve going shopping, e.g. The Shopping Basket by John Burningham. Real food/plastic food/pictures of food. A clear label for each piece of food. Notebooks and pencils. Pretend toy till and money if easily available but not essential (optional). Hats/dressing up clothes and bags for shopping (optional). | 1. Read stories about children who are going shopping. 2. Explain that when we put the hats/dressing up clothes on we will be pretending to be getting ready to go shopping/be the shop keeper. 3. Model what you want the child/children to do. Put a hat or other dressing up clothes on. Ask the child/children to help you to choose 2 of the foods you are going to buy from the shop. 4. Tell the children you are going to write a shopping list to help you to remember. As you write the objects down, say the name of the item then exaggerate the sounds within the words e.g. r-i-ce, ch-ee-se. 5. Show the children your list and read it back to them. 6. Choose a child to be the shopkeeper. Go to the shop and 'buy' your 2 things. Pretend you have forgotten what to buy so you need to read your list to remind you. 7. Take off your hat/dressing up clothes. The child/children dress up and write down at least 2 of the things they want to buy from the shop in their notebook. They can copy from the labels. 8. Child/children go to the 'shop' and 'read' what they want from their notebook to the shopkeeper and then 'buy' it using plastic or pretend money. | This could be at the beginning of the session or you could make sure that you have read stories on the days preceding the session so the children are familiar with the idea of shopping lists. The activity is designed for pupils who may have missed early play/writing experiences and may work better in a group. You will need to be comfortable with the room you are working in. It could be a classroom or a group room, depending on the circumstances. Don't worry if the words you are writing are too 'difficult' for them to write at this stage. The important thing is for the children to have a go. This activity links reading and writing activities for the children. You can use toy or pretend money and just 'exchange' the coins for the shopping or you could involve some basic maths (each item costing 1p or 2p) depending on the ability of the pupil or group. Encourage the child/children to say the word and write down any sounds they hear in it. Don't worry about correcting their spelling at this stage. Make the activity fun. Next time you do this activity you can ask them to choose something that is not labelled and have a go at writing it. See 'Writing simple sentences using key words' (below). |
| Write simple sentences using the key words 'I' and 'like' 2 white cards with the words 'I' and 'like' written on them and 1 piece of card with 'I like' written on it. Whiteboard or individual books made with 2 sheets of A4 paper folded in half. Pencils Scissors/glue Pictures of food that can be cut up e.g. from magazines. It would help the child if you had made a little book in advance to show. | This activity could be used in a 1-1 or in a small group setting. Encourage them to take care as they will be reading these books to others when they are finished. Emphasise using finger spaces between words if necessary. Some children may have underdeveloped motor skills and may need adapted scissors or assistance in cutting. Use prewritten labels for words and encourage the children to say the whole word and listen for the sounds in it when writing. This project could take one or several sessions to complete depending on the needs of the group. It could be followed up with another book, e.g. about animals or games. See also Clicker for sentence construction activities. |
Write a message using own name and 1 or 2 words
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Greetings Cards 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. | This activity could be done with an individual pupil or with a small group of up to 6 pupils in total. Many different types of cards could be made as appropriate e.g.
Key vocabulary to focus on may include the words: To Mum, Dad (optional) Love (optional) from (optional) Child's name This may be an opportunity to introduce the idea of using capital letters in writing. If your pupil is not ready for this yet, you could just use lower case letters, except for names. If the pupil has directionality difficulties, you could play a game where you deliberately open the card up incorrectly and encourage the pupil to correct you. You may want to put the card in an envelope and model writing the person's name on the front of it. Although the child may need to copy the words 'To' and 'from' from your card, make sure that they don't copy your name in 'from xyz' section and that they write their own name. |
Copies underneath writing l to r
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Describing a picture from a book 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. | Keep the writing activity as fun as possible by using only short phrases and having reward breaks. Keep writing activities relevant by matching them to appealing pictures or photos. |
| Writing to describe child's own photos Photos and pens | ||
| Writing to describe picture cards |
Produce meaningful print signs or symbols
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Produce meaningful print Photos of the child doing everyday activities Drawings by you or the child of daily activities e.g. playtimes plants grown, food eaten. Pictures of favoured toys or toys the child owns Pencil grips | Stick the photo or the cut out picture onto a clean page. Draw a border round the picture and fill with zigzag marks as 'decoration'. The child may need to follow the dots to do this. Colour over the zigzags to make a picture frame for the 'book' Label the photo or picture e.g. 'Child's name jumping.' 'Child's name toy car'. You write the 'jumping' or 'toy car' and leave a space for the child to write his name. You may need to provide dots for the child to overwrite his/her name. Use a painting or drawing the child has done. Write most the child's name for them.........can the child finish the name off? The child may respond to being able to choose a 'special pen' to write his/her name Make Christmas cards or birthday cards or thank you cards. As before, do most of the writing inside yourself leaving the child to finish off some/all of his/her name. Reward all attempts. | Short work sessions Using a really short pen can help a child to hold the pen correctly or use a pen grip. This work can be collected into a 'book' to take home or read to others. |
| Computer | ||
| Child's drawings or paintings etc Letters of the child's name written large and cut out individually. |
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. |
Sequences three or more pictures
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Picture sequencing Ready made picture sequence cards, for example 'And then' (published by Schubi), pictures taken from a storybook. Sources of picture sequences: | Step 1 1. Start with three cards: the three cards can make up a whole story, or be part of a longer one; 2. Tell the story with the cards introducing each card one by one; 3. Get the child to have a go at retelling the story. Step 2 Using the same cards, this time give the child the cards all mixed up - the child needs to put the cards back in the right order and tell the story. Step 3 1. Using three cards which the child hasn't seen before, mix them up and give them to the child to try and work out the story; 2. When the child has put them in an order that he or she is happy with (not necessarily the right order) get him/her to tell you the story (see 'comments' column for ideas of what to do if the cards are in the wrong order) Step 4 Continue with more cards from the same story if the whole sequence is more than three steps long. Step 5 Try working with longer sequences. | To work on this activity, the child must understand the concept that a sequence of pictures can relate to a story, if not, do the activities in the sheet called "sequences three pictures showing a practical activity" which introduces this concept. If the pictures are in the wrong order, the child may notice this when they try to tell back the story. If not, ask questions to prompt the child to rethink how they've ordered the pictures. For example, if picture 1 shows a girl next to her snowman, picture 2 shows the sun melting it, and picture 3 shows the girl crying, but the child has got pictures 2 and 3 swapped around, you could ask about the second picture 'why is she crying?' and look confused. If you can physically act out the sequence this may also help. The idea is to try and get to the point where the child gets the pictures in the right order with the minimum amount of assistance from you. Try to avoid the situation where you need to physically re-arrange the pictures (if you keep needing to do this despite using prompting, then the sequence is probably too difficult). |
Use and understand photos of self with text
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Photo album of child's daily life Home made book of daily life photos with home made text |
| Photos need to be of familiar people activities and objects. Keep spoken and written descriptions of the photos short. When talking about the photos repeat photo descriptions using the same phrase as the written phrase. |
| Sharing a photo book with a child Book as above | ||
| Using the text in the photo book Photo book as above |
Show curiosity about book content
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Sharing a book Two attractive books - maybe pop-up or flap books. | 1. Start by offering the child a choice of the 2 attractive books. Take as a choice the child reaching for a book or looking at a book. 2. Find a nice place to sit and open the book so the child can see the pages easily 3. Point to an object and name it - use lots of animation in your voice. 4. Direct the child attention if needed. 5. Use lots of repetition when you look at a book 6. Make 'reading' sessions short but enjoyable. | The object is to develop spontaneous interest in books. The child may want only to look at one book or to look at lots in a row , all of which is fine so long as it is a shared activity. Keep the language you use to talk about the books to 2 word phrases. E.g. 'big apple', 'red bus' etc. |
| Answers basic two-key word questions about the book | Keep language simple Keep it fun Keep it short. |
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