Topic “Understanding of Language/Comprehension”  

2 sets of moveable letters, or letters printed clearly on cards

1. Make sure the child knows the concept of 'same' and 'different' (if not, this can be taught using objects, or pictures of objects).

2. Choose 2 letters that do not look or sound similar (e.g. s and m).

3. Put one of each letter in front of the child.

4. Hold a second copy of one of the letters, and say 'Look, this is the same as this'. Put the letter down next to its pair.

5. Give the child the extra letter, and ask 'Which is the same?' they should put the letter down next to its pair.

6. If the child does not know, or does it wrong, model again.

7. Repeat with the second extra letter.

8. Ask the child to match the letters 3 or 4 times in this way, or until they are clear which pairs of letters are the same.

2 sets of moveable letters, or letters printed clearly on cards

2 sets of moveable letters, or letters printed clearly on cards

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.

A sheet with columns labelled with 'when', 'who', 'what', 'where'

Use a recent event and the 'wh' recall sheet and fill this out with the child e.g. a trip to the swimming bath - fill in a word or two to describe when the event took place, who went, what the event was and where it took place. The event can then be recalled by reading across the columns.

This technique can be used to recall a recent book or game in the playground, or cooking lesson.

Scrap book

Photos from home or a school trip

Home made book of daily life photos with home made text

1. Use a camera to take everyday photos of the child sitting running eating etc. Include photos of objects and familiar adults in the child's school life e.g. the dinner hall, the playground, groups of scissors/ pens/ school teacher etc.
2. Make a book of the photo one to a page.

Book as above

Photo book as above

(A home made photo book using photos from home or photos taken through out the school day is very motivating for children who are just starting to look at books).

A quiet comfortable place to read.

1. Sit with a child on either side of you and encourage the children to take it in turns to turn over the book pages.
2. As you look at the book point to interesting pictures and comment e.g. "Look... cat drinking" "Look... big bus"
3. Keep your language simple and repetitive. Try to repeat exactly the phrases used to describe an object so that children get lots of opportunity to learn.
4. Can you take a child's finger to point to the thing you are talking about?
5. When a child is used to this procedure can you point to a picture and start off describing it using the usual phrase e.g. "Look... cat dr... " Will the child complete the phrase and eventually produce the whole phrase independently?
6. Can the child take it in turns to point to items in the book with a friend and take it in turns to comment on what they see. You may need to prompt by saying 'Look... what's this?'

Copies of some pictures in the book - for example some objects in the book -coloured and cut out.

A quiet comfortable place to read

'Wh' words on symbol cards

• Who
• What
• Where
• When

You can make symbol cards using the Commtap Symboliser for PowerPoint.

'Wh' words on symbol cards

• Who
• What
• Where
• When

You can make symbol cards using the Commtap Symboliser for PowerPoint.

Template of the child's name.

Cardboard

Sandpaper

Shiny paper

1. Cut out the letters of the child's name in crinkly cardboard/ sandpaper.

2. Match the letters you have cut out to a template of the child's name.

3. Praise the child for matching.

4. Help the child trace their name with their finger over the cardboard/sandpaper letters.

5. At the end say the whole name and point to it making sure the child is focused on the name.

Computer

Scissors

Stickers etc

Paper clips

Magnetic fishing rods

More computer printouts of the child's name.

Plain black and white printouts of a name that is much longer/shorter then the target child's name

Photos of the child doing things;

Plain paper book or paper to make one.

1. Print out the photos;
2. Stick in them into a book;
3. With the help of the child, write a simple sentence for each picture;
4. Use the chi
5. Take photos of the child doing things;
6. ld's name in all / most sentences e.g. "Abdul is eating chips";
7. Practice "reading" the story, encouraging the child to point to the text and find their own name.

Appealing book - if possible without text.

1. Sit near the child and take turns to talk about a page in the book.
2. When it's your turn name and point to the pictures using 1 or 2 words.
3. When it's the child's turn, help them to point if needed and give them the name of the picture: say "Look... car, big car."
4. Help the child to point again and say 'look... ca..." Leave the phrase unfinished - can the child complete the phrase for you? If not say it for them as they would if they could.

Appealing book photocopied -

Blu tac

'wh' words (who, what, when, where) on symbol cards

You can make question symbol cards using the Commtap Symboliser for PowerPoint.

1. Share an attractive book with the child. Point to the pictures talk about what is happening in the picture, what the characters are doing etc

2. Let the child become very familiar with the book

3. Ask questions about the story and pictures and use one of the 'wh' word symbols to help focus the child's attention e.g. 'who is eating?' and show the 'who' symbol, or 'where is Spot hiding' and show the 'where' symbol. Help the child with model answers if needed. E.g. 'Look Spot is hiding here...under the rug.'

A 'wh' word retell sheet

A familiar 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.

Pictures of familiar objects and their printed labels e.g. Picture of a dog and the label 'dog'

Maybe borrow a book from home which the child likes and photocopy and then use as a picture resource .

1. Cut out or photocopy 5 pictures of items the child is familiar with. E.g. animals/food items/objects or people from Peter and Jane books.

2. Print labels for the items

3. Give the child one picture and one label.

4. Put the two together - point to the print and read it.

Set of picture cards representing everyday objects.

Objects to match the things on the cards.

For the picture cards, you could use photos, or create using symbols

1. Start with the child's most familiar/favoured objects. Choose 2 and the two matching pictures. Match the object to the picture and say 'Look........sock/pen/flower it's the same'

2. Can the child put the object on a picture given 2 pictures and 2 objects.

3. Reward any success.

4. Start to increase the number of objects and pictures to 3 then 4 but go slowly.

5. Play a game by putting out 3 cards face down and 3 matching objects . Take it in turns to turn over a card and select the matching object

6. Use a puppet and see if the child can help the puppet match objects and cards.

7. Get a selection of cards of things in the room can you walk around with the child and find objects to match the cards

Reward!

Picture books

1. Get 2 simple books with clear pictures. Or choose flap or pop-up books. Offer the child a choice. The book the child reaches for or looks at is considered the child's choice.

2. Get comfortable with the child and look at the first picture. Use lots of animation in your voice and lift the flap or move the pop-up feature or point to an item on the page and name it at the one word level e.g. 'Look...........apple!' or 'Look...........monkey'.

3. The child may not want to continue very long with this ......a few minutes attention is OK. Finish the activity on a good note even if you have only liked at one or two pictures.

Ask parent for family photos from home

Two different attractive books

1. Hold the two books for the child to choose from where the child can see but a distance apart - it is easier to make a choice if objects are not too close.

2. If necessary help the child to choose by following the child's eye gaze and then guiding their hand to that book. Say 'You want this one.'

A chosen book

Somewhere comfortable and pleasant to read together

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 3 (the child reads the story) and the level A questions.

1. Choose a scenario.

2. Let the child read the story.

3. Ask the child questions verbally focusing on questions where the child looks for the answer in the text and just uses a little background knowledge, e.g. 'Find one that is....', 'When did...', 'What does this do?' 'What else is an X? etc. ("LfT level A questions").