Topic “Conversation skills”  

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

- Pictures/photos of different emotions - a printable set of emotion cards are available here.

- Situation cards - click here to print.

1. Print and cut out the resources.

2. Introduce the activity by having a quick discussion of how it's fine if different people feel differently about the same situation.

3. Take turns to choose a situation card and discuss it together. See if you can match how you would feel to the emotions symbols or pictures.

4. Some children may be able to explain why they'd feel that way e.g. "I'd be scared if I saw a spider because I don't like them'.

Story script

- see "Robert's Friend" (https://en.commtap.org/additional-resource/roberts-friend), or make up your own story (two main characters and two others - one of the main characters wants to play with their friend the whole time, and they fall out).

Explain to the child / children that you are going to tell them a story. They need to tell you what the characters did that was good and what was not good.

Tell the story, and repeat it.

Discuss. Talk about what the characters could do differently.

Puppets / paper figures

Story script used above

A3 sheet of paper

pens

Flash cards (optional)

Puppets (optional)

Laminated card 'I would like to play a game with...'

Sticky notes

Pen

Some simple games

Timer (optional)

1. Define child's sitting space with carpet tile or tape. Always use the same space for big book time. (This might not be necessary for all children).

2. Start with short periods of shared sitting and listening to a story and build up to longer times. Using an egg timer may help to establish the idea of good sitting initially. When good sitting is established the timer can be removed.

3. If asking a question about the shared book to a group always use the child's name to alert him/her to a question - even a question addressed to the whole class.

4. Start by asking questions you know the child can answer.

5. If necessary focus the child's attention by taking his/her hand and pointing to/touching the relevant part of the book

6. Allow the child a chance to pre-read the big book so that events are already familiar.