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Topic “Concepts”
Number action rhymes
Below are some action number rhymes which you can use to develop children’s understanding of numbers and also encourage them to initiate and continue the song/interaction with you.
Remember to sing these songs a few times with your child and show them how to move their hands/body by modelling it yourself.
understand and use less for quantity
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Less food 3 soft toys Plastic tea set Plastic food |
| Avoid working on "less" and "more" together as there is a risk that the child may confuse them. When the child is able to use "less" and "more" on separate occasions in separate activities, you can then use both together in this activity - e.g. ask "More/less banana here?" and so on. |
| Fruit Salad Two bowls and fruit to cut into fruit salad | You could do this activity at snack time - sharing some fruit between two or more children. | |
| Using "less" with various materials See-through plastic cups Materials to put in them, for example: water beans sand pegs bricks pens Optional: symbol for 'less' - this can help to reinforce the concept for some children. If you don't already have one, you can get a symbol for "less" through the Commtap Symboliser. | You need to make the learning very visible. Allow the child to explore materials and give time to respond to questions. Give lots of opportunity for repetition. Provide a central group of items against which 'less' can be compared. Avoid working on "less" and "more" together as there is a risk that the child may confuse them. When the child is able to use "less" and "more" on separate occasions in separate activities, you can then use both together in this activity: use three beakers, have more in one beaker and less in another (than the central beaker). | |
| Sharing out materials Materials, for example: beans sand pegs bricks pens Symbol for 'less' 2 different coloured sheets If you don't already have one, you can get a symbol for "less" through the Commtap Symboliser. | Avoid working on "less" and "more" together as there is a risk that the child may confuse them. When the child is able to use "less" and "more" on separate occasions in separate activities, you can then use both together in this activity: use three sheets, have more in one sheet and less on the other (than the central sheet). | |
| Biscuit decorating Biscuits Something to sprinkle on to them | Avoid working on "less" and "more" together as there is a risk that the child may confuse them. |
use adjectives to describe and classify objects
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Classify the object 1
| 1. Decide on a common category e.g. "things which are round" or "things which are red". 2. Help the child to sort the items into 2 groups according to whether they fit the category or not (i.e. a 'red' group and a 'not red' group). | |
| Classify the object 2 A selection of common objects (you could use pictures instead) 2 sorting rings (draw two overlapping circles on a large sheet of paper if these are not available)
Category labels (optional) | 1. Decide on two common categories e.g. "things which are round" and "things which are red". 2. Place the sorting rings on the table so that they overlap. 3. Explain that one ring is for items that have one feature (e.g. "round"). Explain that the other ring is for items that have the other feature (e.g. "red"). Explain that where the rings overlap, is where things that have both features go (see diagram on the left). Items which do not fit either category are left outside the rings. 4. Add labels if you are using them. 5. Help the child to sort the items into groups according to which category they fit. | To make this activity more difficult, you could sort according to three categories. |
| Spider chart
| Example of a spider chart:
| |
| What's in the bag?
| ||
| Nicknames No materials required | Works well as a group activity - could be used as an ice-breaker. | |
| I spy adjectives No materials required. | ||
| Books
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sort items by property and function
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Categories Challenge Picture cards. These can be related to class topic vocabulary | Have each adult and child in the group take it in turns to make the cards into 2 groups (or 3 if necessary). The cards in each group must all share a property or a function e.g. made of metal / transport (encourage the children not to base their groups purely on appearance). Write down the categories that are thought of, so that the children can review them. | This is a very flexible activity, which can be used for a very wide range of vocabulary. If the children can read, you could use written words rather than pictures. |
| Shopping List Flash cards with possible properties and functions written on them (e.g. hard, rough, things you wear, things you use to cut with, things you can read, etc.) A dice | If 6 items is too challenging, use a 1 - 3 dice. You could also extend the activity by having the other children in the group add more items to a group. You could stick the flash card into a notebook, and write / draw each item that is thought of around it. Each time you do the activity you will be building up a bank of words linked into categories. | |
| Add One Assorted picture cards. (They can be linked to class topic vocabulary. Make sure there are cards from a range of different categories) | This activity should only be used with vocabulary items the children are familiar with. When the children have a number of cards, it will be easier if they can make more than 3 groups. If they are finding it challenging, remove the time pressure. This means that each child has as long as they need to make 2 or 3 groups. When each child has finished, everyone then takes an additional card. | |
| Semantic Links This activity requires the purchasing of a commercial programme. SLTs/specialist teachers - help to further develop this sheet by providing an example or description of alternative resources to use in this activity. Worksheet from Semantic Links programme - available from Stass Publications Choose one with 3 choices. |
sort materials by properties and function
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Object properties race track game Pictures of everyday objects from classroom or home, or real objects. Cards with words and symbols of actions e.g. cut, stretch, squash Dice Counters You can create cards with symbols for actions using the Commtap Symboliser for PowerPoint. | Explain that you are going to be thinking about things you see around you, and what you can do to them. Discuss each of the action cards, and model each action. E.g. stretch - stretch a rubber band Lay the picture cards out in a simple race track. Put the action cards up where you can all see them. Take turns to throw a dice and move round the track. Turn over the picture card you land on and say which one of the actions can be done to that object. The first person to the end of the track wins. | It is important to check the child understands the actions, and knows what the objects are. |
| Object properties card sorting game Cards with words and symbols of actions Bag / box Pictures of objects from school, or home / real objects Sandtimer You can create cards with symbols for actions using the Commtap Symboliser for PowerPoint. | It is important to check the child understands the actions, and knows what the objects are. | |
| Actions with everyday objects Pictures of everyday objects from classroom or home, or real objects. Cards with words and symbols of activities e.g. eat, draw You can create cards with symbols for actions using the Commtap Symboliser for PowerPoint. | ||
| Object properties four in a row game Pictures of everyday objects from classroom or home, or real objects. Cards with words and symbols of activities e.g. eat, draw Counters in 2 colours - 10 each. You can create cards with symbols for actions using the Commtap Symboliser for PowerPoint.
| To make this easier, put cards up where you can see them showing a range of activities to choose from. |
understand why questions in context and respond
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| The Disastrous Day A Playmobil figure or similar Small world objects - some of them broken | 1. Explain that you are going to tell a story about the toy. 2. Tell a story about what the toy does in the day. Lots of things go wrong because the objects are broken e.g. 'want to go to work in the car but it won't move.' 3. Whenever there is a problem for the toy, ask the child 'why?' e.g. 'why won't the car move?' Answer: 'because there is no wheel!' | Give the child a turn at telling the story too. |
| Freddy's Travels A toy character (called Freddy) Pictures of different locations, e.g. beach, mountains One or two items which go with each location e.g. bucket and swimming costume for the beach | ||
| Animal Adventure Pictures of different locations with different 'hazards' or things of interest e.g. a jungle with a river and dinosaurs Two toy animals (wind up toys are ideal) | Use your imagination! | |
| Problem solving Equipment to demonstrate an everyday problem and discuss it. Some examples of equipment you could use: Torch or toy with no batteries; Cup with a hole in it; Dry pasta; Pen with no nib and in; Broken pencil; Dry pen with no lid. | You will need to think of a problem in advance - see the list in the materials column. This activity is ideal to do throughout the child's day, whenever there is a problem to be solved! |
Same and different
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Identifying a group of identical things as the same and a final object as different A group of identical objects e.g. red lego bricks/coloured beakers/paint brushes and an object that is quite different. Pictures of identical things e.g. lots of pictures of apples/shoes from the computer. Or photo copy something a number of times Contrast with a different computer image or photo copied item. | Put out the identical objects one at a time and say 'Red lego, red lego' etc 'Look...........the same.' Use a sign/symbol/word to label the things as 'Same'. Make a show of the item that is different. Label as 'Different' with sign/symbol/word. Follow the same procedure with pictures as for working with objects. | Its easier to identify something as different when it is very different from others in the group Extend understanding of this concept to everyday e.g. comment on children who have the same anorak/shoes/dinner and then contrast with a child who is different. |
| Barrier games Colouring -in pictures of house/car/child/snowman etc | ||
| Snap Set of snap cards. |
Language of order in space eg first last middle end
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Sammy Snake's Shopping Toy snake (or some other character) Basket 3 each of fruit, vegetables, cooked foods. Whiteboard and pen | 1. Set out the food in a row of 3, each different type on a different table. 2. Explain to the children that Sammy Snake is hungry, but doesn't know the names of the foods. He needs them to listen to what he says and go and get him the food he wants, in the basket. 3. The children take it in turn to go shopping with the basket. Sammy gives instructions e.g. 'I want the first fruit and the last vegetable'. 4. The children can take a turn to be Sammy. | |
| Monkey's Washing Monkey (or some other character) Washing line Pegs Some clothes (dolls clothes are good) | If any of the children have fine motor difficulties, you will need to help them with the pegs. You can also leave 3 pegs on the line to help with this. | |
| Wind up toys race 3 wind up toys 'beginning' 'middle' 'end' written on cards and finishing line ribbon First next last written on pictures of gold silver and bronze medals | Make sure the course isn't too long! You may need to help the children wind up the toys. You could keep score - e.g. how many times each toy came first / last. You could video them with a digital camera to add interest if necessary, or to use later. This activity will also help to build the link between order in space and order in time: the first toy over the line (time) will also be the first toy in the line of toys (space). | |
| Visual Timetable The visual timetable used in class, or in your small group / 1:1 session | This is not an activity in itself, but is easy to do when you are using the visual timetable. By doing this activity you are helping to build the link between order in space - the order of the items on the visual timetable - and order in time - the order in which the items are actually done. | |
| Life cycles Pictures sequences of simple animal life cycles First next last, beginning middle end prompt card / frame | This activity helps to build the link between order in time - the order in which simple events happen - and order in space - the order in which you put the steps in these events down on paper using the pictures. For more activities to build links between a sequence of pictures and events, see: sequences three pictures showing a practical activity and picture sequencing". |
Before and after in time
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Do the actions Imagination! | Play Simon Says, but change the rules. The important thing is not 'Simon' or 'no Simon' it is to get the actions right. Make sure you use the concepts 'before' and 'after' in the instructions and that the children do the steps in the same order that you do them. E.g. 'touch your head after you jump on the spot'. | At first you should choose to either work on "before" or "after". Once the children respond to each concept appropriately when used individually, use them contrastively, i.e. mix instructions containing "before" with others containing "after". Initially you may need to provide plenty of model responses yourself, you may need to build up the sentence to show how they work: for example say "jump on the spot", then "touch your head after you jump on the spot". Make sure the child listens to the whole instruction before doing it. Make sure that you give each instruction in one go, and not as several short ones. |
| What happened? | Initially provide the sentence to the student in a written format so that they can re-read the sentence and then circle what happened first in one colour and what happened second in another colour. If the student has difficulties with reading these sentences, put a picture symbol above each part of the sentence, for example someone eating a sandwich above "I ate my sandwich", an appropriate symbol for "after" and a picture symbol for "I finished my drink". Software is available for creating sentences like this, for example: https://symboliser.commtap.org. As the student becomes more confident provide the sentence with no visual support. |
Activities to develop the use of prepositions 'in', 'on' and 'under' in a short phrase.
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Hide the toy - Animal pictures or toys - Toy furniture: table, chair, bed. | 1. Place the furniture in front of the child. 2. Ask the child to tell you what to do with an animal of their choosing if they are able to use three word phrases. If they can only use two word phrases, select the toy for them and ask them to tell you where to put it. e.g. under table / on bed (two word level); cat under table / sheep on bed (three word level)
| Allow the child to explore materials and give time to respond to questions. Respond to however the child manages to get their message across (for example if they just point): you may need to demonstrate what you want the child to do using the appropriate language (e.g. "under (the) table"). After the child is familiar with the objects - you can make the task more difficult (and communicative) by putting a screen between the objects and the child whilst they give you an instruction. |
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understand and use prepositions behind in front
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Behind with easily available objects Cup, box, pencil, ruler (you could substitute different objects if you prefer) prompt cards showing the required positions of the items (optional) | 1. Tell the child that you are going to put the pencil behind the cup - put the objects in the right places. 2. Next tell them that you are going to put the pencil behind the box. 3. Put the pencil and ruler in different places, describing what you are doing. Repeat a number of times as necessary putting different objects behind other objects. 4. Then explain it's the child's turn to put the object in the right place. Say "put the pencil behind the box". If the child gets it right, say, "well done, the pencil is behind the box". If s/he gets it wrong, show them where the pencil goes. 5. Carry on giving the child instructions. 6. Let the child have a turn to give the instructions so s/he practices use the words. If the child finds it difficult to think of what to say, make a set of prompt cards. | Make sure that you sit next to the child when you work on these prepositions - this will make sure that what's "behind" for you will also be behind for the child Each time you describe what you are doing or you ask the child to carry out an action, stress the preposition word so they can hear what the important word in that sentence is. At first you should usually work on contrasting prepositions, such as "behind" and "in front" separately, as working on them together when they are both new to the child can cause the child to be confused between the two. |
| "In front" with easily available objects Materials as above | ||
| Behind and "in front" with easily available objects | Make sure that you sit next to the child when you work on these prepositions - this will make sure that what's "behind" for you will also be behind for the child Each time you describe what you are doing or you ask the child to carry out an action, stress the preposition word so they can hear what the important word in that sentence is. Do this activity only after you have worked on the prepositions separately. | |
| Hide and seek with miniatures Miniature people (such as Playmobil) or Teddy, Doll Places for the miniature people to hide, for example toy furniture, bricks, toy car, book etc. | The more enthusiastically you act his out the better. This game can be highly motivating. | |
| Picture description Several paired pictures showing the same person, animal or object behind and in front of an object (e.g. a cat behind a bin and a cat in front of a bin; a person behind a chair and a person in front of a chair, etc.) Pencil and paper or white board and pen | This activity is particularly useful for children who are mixing up the words "behind" and "in front". Make sure that the child understands that you are expecting a quick sketch, rather than a very careful drawing that would take a long time to execute. |
Understand and use more for quantity
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| More food 3 soft toys plastic tea set plastic food two bowls and fruit to cut into fruit salad | Have a tea party. Hand out the food. Point out which ones have more. Ask the child to give some food to one of the toys so that it has more. Make fruit salad. In two bowls. Cut up fruit for the 2 bowls and ask "More banana here? Can the child tell you what to put in each bowl using more? | Avoid working on "less" and "more" together as there is a risk that the child may confuse them. When the child is able to use "less" and "more" on separate occasions in separate activities, you can then use both together in this activity - e.g. ask "More/less banana here?" and so on. |
| Various materials See-through plastic cups Materials to put in them, for example: water beans sand pegs bricks pens Symbol for 'more' If you don't already have a symbol for "more" you can find one in the Commtap Symboliser. | You need to make the learning very visible. Allow the child to explore materials and give time to respond to questions Give lots of opportunity for repetition Provide a central group of items against which 'more' can be compared. Avoid working on "less" and "more" together as there is a risk that the child may confuse them. When the child is able to use "less" and "more" on separate occasions in separate activities, you can then use both together in this activity: use three beakers, have more in one beaker and less in another (than the central beaker). | |
| Sharing out materials Materials, for example: water beans sand pegs bricks pens Symbol for 'more' 2 different coloured sheets If you don't already have a symbol for "more" you can find one in the Commtap Symboliser. | Avoid working on "less" and "more" together as there is a risk that the child may confuse them. When the child is able to use "less" and "more" on separate occasions in separate activities, you can then use both together in this activity: use three sheets, have more in one sheet and less on the other (than the central sheet). | |
| Biscuit decorating Biscuits Something to sprinkle on to them | Avoid working on "less" and "more" together as there is a risk that the child may confuse them. |
Understand and use larger
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Drawings Drawings of houses and stick man families | Draw pictures of houses with windows and say 'Look...this house has 10 windows...it is larger/bigger. Draw stick man families and say 'Look...5 children here - this family is larger.' | Avoid working on larger with a contrasting word (such as smaller) until the child is confident with 'larger'. Contrasting concepts taught together can be confusing for the child. Once the child is confident with both larger and smaller (from work in separate activities on separate occasions) you can incorporate both concepts in this activity. |
| Washing up Dirty dishes Sink/bowl Water/detergent | Avoid working on larger with a contrasting word (such as smaller) until the child is confident with 'larger'. Contrasting concepts taught together can be confusing for the child. Once the child is confident with both larger and smaller (from work in separate activities on separate occasions) you can incorporate both concepts in this activity. | |
| Objects Play dough, dried beans | Avoid working on larger with a contrasting word (such as smaller) until the child is confident with 'larger'. Contrasting concepts taught together can be confusing for the child. Once the child is confident with both larger and smaller (from work in separate activities on separate occasions) you can incorporate both concepts in this activity. |
Activities to develop understanding of the concepts front and back
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Draw a picture - Paper and drawing materials - Object that looks different at the front/back. | 1. Ask you child to look at the item in front of them and draw a picture of it. 2. Now turn the object around and ask them to take a look at it from the back, and to draw it again. 3. Talk about the pictures using the words "front" and "back" in your descriptions. Ask your child to say which ones show the back of the figure and which ones the front. | |
| Jump on board game |
Understand and use prepositions
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Physical Activities Materials to use can include: playground equipment, furniture, boxes, hoops, bean bags etc | Show the child how they can be 'on', 'in', 'under' etc these objects. When they are doing an action, say where they are, for example, 'you're under the slide', 'you're on the swing', 'you're under the blanket'. You can extend this by giving the child instructions containing the prepositions you are working on. | |
| Hide and seek with toy animals Table, chair, box, teddy, doll | While the doll is not looking, get the child to hide the teddy somewhere by giving them an instruction for example 'put him under the chair'. (Work on no more than two or three prepositions at a time). The doll comes back and asks questions such as 'Is he on the chair', 'Is he under the table' Give the child an opportunity to say where to hide the teddy. Give them a forced alternative, for example 'shall we put him in or under the box' using a sign for each preposition or physically showing the two positions of the teddy along with each word. | |
| Lotto game Lotto cards containing pictures of things in different positions, for example teddy on the table, teddy under the table etc. | ||
| Tea party Dolls, tea-set | ||
| Obstacle course for example: hoops, table, chair | ||
| Giving a puppet instructions puppet, objects such as spoon, cup, brush etc. | ||
| Tidy up | ||
| Nursery Rhymes |
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