Topic “Other understanding”  

• Any lesson
• Laminated cards - each big enough to fit a word on
• Dry- or wet-wipe marker

1. Identify the key words used in a lesson - the words that are used often. These could be the names of repeated actions such as "roll", "count", (knock) "over"; or names of items such as "flour", "butter", "sugar". You could do this before the lesson, or during the lesson as you go along.
2. Write one word on each laminated card.
3. For actions: around the time when the action is done (by anyone), show the child(ren) the corresponding word  and label it.
4. For objects: have the word next to the item (e.g.next to some flour in front of a child). When you get the flour, or do something with the flour, point to the card and say the word: do this as part of your natural talking e.g. "You're mixing the flour" or "Let's get some flour" (point to the words in bold).

Camera to make the picture sequences (or alternatively you can draw them or use a commercial resource).

Resources as appropriate to carry out a simple sequence

Examples of sequences (with suggested steps to make pictures for):

Putting on a jumper (get jumper, put head through, put arms through);

Drinking a drink (jug and cup, pour water into the cup, drink it)

Peeling and eating a piece of fruit (fruit, peel fruit, eat it)

Sitting down and eating dinner

Drawing a picture (pencil and paper, child drawing, finished picture)

Looking at a book (get it, open it, look at it)

1. Carry out the activity without the pictures;

2. Do it again, showing the relevant picture for each part of the activity as you do it;

3. Get the child to do the sequence, tell them what to do by showing them a picture for each part of the sequence;

4. Get them to show you what to do by giving you a picture for each part of the sequence. Try to do exactly as the picture you are given indicates, for example if they give you a picture of someone blowing bubbles without having given you the step for opening the bubbles container, try to blow the bubbles anyway (and act being disappointed when you don't get any bubbles).

Sheet of paper with 3 boxes drawn on them for yesterday, today and tomorrow.

A counter.

Optional: sets of symbol cards or pictures showing a variety of activities - including activities the student may have done.

You can create symbols cards using the Commtap Symboliser for PowerPoint.

1. Talk about each day, one at a time. Get the student to draw or write things they have done or will do in each box. Use the picture symbols if the student is having difficulty coming up with things.

2. When you have finished, explain that there is going to be a quiz. Describe an activity and the student must say if they did it yesterday, did it today or will do it tomorrow.

3. Have them step the counter over onto the right day.

Set of three pictures - one showing a picture of a child, one showing a picture (preferably of the same person!) at a similar age to the student and one a picture of an older person. These could be photographs or drawings.

Choose three ages which are appropriate/relevant for the student.

Large 'thought clouds ' on A3 or A4 paper:

Sticky tape

Pens

Picture symbol prompts if required.

You can create symbol prompts using the Commtap Symboliser for PowerPoint.

Calendar

Pens

Any activity or set of activities where the student might use a schedule or have a visual timetable.

You can create a visual timetable/schedule using the Commtap Symboliser for PowerPoint.

Optional - something to record the students responses on (e.g. paper/pen) which can later be used as a prompt;

Soft ball or beanbag.

1. Go round each student, asking them what their favourite food is - write it down and/or do a very rough sketch of it as you go;
2. One student has a ball, they choose another student and say the other student's name and what their favourite food is - for example "Tom - you like burgers". They then pass the ball to that student. Use the prompt card if necessary.

Optional - way of recording students responses - e.g. paper/pen, whiteboard/marker

1. Go round each student in turn asking what they have done today - e.g. "what did you do this morning": ideally one or two things each.
2. Write and/or sketch something (very roughly!!) under each student's name on the sheet of paper (you can use this as a prompt later).
3. After all students have said something, pretend to have "forotten" what they'd said - ask individual students to remind you, for example "Karen, what did Abdul do?" - use the prompt sheet if necessary.

Optional - way of recording students responses - e.g. paper/pen, whiteboard/marker

Soft ball or beanbag

Written word with a picture

Written sounds for beginning/ end of each word

Visuals for the story

Dictionary (maybe)

Ideas you can use to help word learning - you do not need to use all of them, and some will work better than others for different children.

1. Introduce the written form of the word;

2. Say the word to the child and ask for repetition;

3. Ask the child to clap syllables on your or their hands, use prompting if necessary. Or alternatively they could tap the syllables out on pictures of drums (say four arranged in a row);

4. Ask if any other words rhyme with this new word (think of examples yourself) - you could take this in turns in a group;

5. Ask for beginning and ending sounds;

6. Tell the child a short story or anecdote, including the word as the main feature if possible - or work with the child to work a story out;

7. Give an explicit definition (school dictionary maybe - some dictionaries are more helpful than others for this!) and give context(s) preferably first one being the one used in the story as it’s familiar but make sure to offer other contexts;

8. Ask the child if they can put the word in a sentence/ tell a short story including the word;

9. If ability allows, ask the child if they know of any word which means a similar thing.