Topic “TAP36”  

• 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).

- hot/cold sorting game - click here to print

1. Choose a selection of picture cards to sort - print and cut these out along with the hot/cold symbols.

2. Explain to your child that you are going to sort the pictures into whether the item is hot/cold.

3. Take turns at choosing a picture and sorting it on to hte correct symbol. Name the picture as you sort, e.g. 'ice cube is cold'.

4. You could use a turn taking game alongside sorting to make the activity fun.

- hot/cold clothing sorting game - click here to print

- Washing machine template - click here to print. You could stick the template onto a cardboard box and cut out a slot to post the clothing cards in to.

- Clothing picture cards - click here to print.

- Print and cut out the washing machine template and clothing cards.

- Lay out the clothes cards in front of you. Explain to your child that you need to put the washing in the machine and that they can help.

- Give instructions containing 3 key words (size+colour+clothing item), e.g. wash the big red hat, wash the small green socks.

- After a few turns, encourage your child to give you an instruction. 

- Location picture cards - click here to print

- Alien picture cards - click here to print

- Pirate 3 key word activity - click here to print

- A box

- Big/little animal picture cards - click here to print.

1. Print and cut out the big/little animal picture cards.

2. Explain to you child that you are going to ask them to place the animals in different places.

3. Lay out a selection of big and little animals in front of your child - make sure you have the big and little version of each animal.

4. Give instructions containing a preposition, e.g. put the big sheep under the box, put the little cow next to the box.

Prepostion words you could use: in, on, under, being, in front, next to.

- A room with different furniture or items such as baskets/boxes where you can hide objects.

- Objects/toys (e.g. ball, car, doll etc)

- 2 different soft toys, e.g dolly/teddy

- 2 plates

- baskets

- Play food items

1. Put teddy and dolly in front of your child.

2. Give teddy a plate and a basket, then give dolly a plate and a basket

3. Lay a selection of play food out for your child to see.

4. Give instructions to your child, e.g. "put the banana on teddy's plate", or "put the bread in dolly's basket".

5. After a few turns, see if your child is able to give you an instruction.

- 2 boxes or baskets

- a selection of objects

- Optional big/little symbols - click here to print

1. Print and cut out the big/little symbols if you wish to use them. 
2. Talk to your child about big/little objects and show them the symbols.
3. Explain you are going to have a hunt and find obejcts that are big/little and sort them into boxes.
4. Look around the area you are in - for the first few goes, you choose an object you can see and tell your child whether it is big/little and place it in approriate box.
5. After a few turns, encourage your child to choose an object and and talk about whether it is big/little, and place it in the correct box.

- Picture cards to sort - click on links below to print:

- big/little animals

- big little food

- big/little transport

- Big/little picture symbols - click here to print

- Male female sorting symbols and pictures - click here to print

- You could also use photographs of family members, pictures from magazines/newspapers.

1. Collect together a variety of pictures showing different male and female people.
2. Cut out the sorting symbols - choose which ones you are going to start with. Some children find it easier to start with one concept at a time, e.g. boy/not boy rather than boy/girl, and adding the opposite concept once confident with the ones that have been worked on. Choose the words you are going to use with your child and stick with the same words for all the activites, e.g. boy/girl, male/female.
3. Place your pictures in a pile. Take turns at choosing a picture and sorting it into the correct pile. 
4. If your child sorts the picture into the wrong pile, talk it through with them and model placing the picture on the correct pile.
5. Play a turn taking game alongside sorting to make the activity fun.

- he/she plus action picture cards - click here to print

1. Print and cut out the he/she pictures. Choose one each of an action, e.g. don't have both the boy and girl running.

2. Spread the pictures out in front of you. You may like to play a turn taking game alongside using the pictures.

3. Ask the child a question, e.g. "who is cooking?"

4. The child points to the correct picture and says, for example, "he is" or "he is cooking".

5. You can sort the pictures into a pile of he/she.

A male doll

A female doll

A selection of different objects e.g. cup, ball.

- he/she plus action picture cards - click here to print

- he/she plus action picture cards - click here to print

- He/she lotto game boards - click here to print.

• A familiar picture book;
• If required, a symbol card to represent 'what' (for example a question mark).

1. Ask "what" questions about familiar pictures in books. For example, ask 'What is this?';
2. Model the answer if the child has difficulty answering, for example "What's this?". You could also use a "what" symbol card when you ask questions - pointing to it when you use the word 'what'.

One or more of these:

• own photos from school or home;
  
• pictures of things.
  

... and if required:

"What" symbol card

Describe and look for things and actions in story books and pictures.

pictures with paper clips attached, magnetic fishing rods, 'pond' e.g. a flat box

Put cards in the box, take turns to fish for a picture, say/sign what is fished out.

Eight picture cards, small piece of paper with a fish drawn on it

Pictures of everyday objects, background pictures (Black Sheep Sentence Builder and Narrative Packs have some good ones)

Pictures of everyday objects from class and outside. A blank jotter book

Pictures of everyday objects from class and outside

Computer

2 chairs

simple computer programme e.g. a painting programme

Set up the computer with your chosen programme

Sit next to the child

Show the child how to take turns by:

Saying 'My turn' ........'Your turn' etc Support this by using gesture/points

Depending on the level of difficulties the child is having, you may also need to do the following:

Use a visual timetable with your name in a (drawn) box and then the child's name in a box, then your name in a box and so on i.e. make a list of the turns with names written in boxes

For example:

As you take a turn, cross off one of the boxes with your name in it

As the child takes a turn help him/her to cross off one of his/her names in a box.

Computer game and two chairs

Egg timer

Attractive and non attractive food stuffs

1. During snack time have crisps/fruit etc on table and raw onion.

2. Offer raw onion. Model shaking head and saying 'no' and 'I don't like it' when raw onion is offered. Praise child for making appropriate refusal and then offer more attractive food. Model saying 'yes' appropriately.

3. When the child is used to this activity can you offer an unattractive food and wait for a short time before offering an attractive food?

4. Incorporate another adult in this activity who can model accepting and rejecting in a good way and a bad way. Can the child comment on the adult's behaviour and say if it is good or bad accepting/rejecting behaviour.

Warm clothes

Cool clothes

Broken or very babyish toys

Popular toys for the child's age group

Playground

1 or 2 other children

1. When your child comes to you, talk about what the other children in the playground are doing.

2. Ask your child what looks 'fun'.

3. When your child decides say to them "Let's go and join them".

4. Take your child over and encourage them to join in with your support.

5. Next time, repeat steps 1 to 4 but after you've encouraged them to join in, stand back and let them play independently.

6. Next time, repeat steps 1 and 2 and then say "Let's go and ask to join in."

7. Take the child over and encourage them to say "Can I play" and then let them play independently.

8. Next time, repeat 1-2 and then say "you go and ask 'can I play'. I'll watch from here".

Another child

An easy errand

Sit 2/3 children round a table

Prepare the things to eat in advance e.g. biscuits on a plate broken into small bits and juice and mugs near to hand.

Offer the child the plate of biscuits and support taking one piece only. Say 'Good choosing'.

Move onto next child.

Follow same routine for drinks.

Fun toys

Drum

A choice of 2 simple turn-taking games such as:

lotto,

marble run,

bricks or cups to stack,

simple inset jigsaw puzzle,

colouring activity.

1. Choose a fairly able classmate to work with the child.

2. Show the child the two activities you have selected and ask him to choose one of them.

3. Take both children and the activity into a quiet location.

4. Set up the activity.

5. Show the children how to play the game if it is unfamiliar.

6. Encourage the children to take turns by prompting with "Ernest's turn", "Masoud's turn".

- Draw string bag

- Sets of objects, for example:

Groups of pens, cars, Lego bricks.

- You could also use objects which differ markedly in texture, for example six normal pieces of paper and a piece of sandpaper.

If you do not have obejcts available you could print out and use a selection of category cards below:

     - clothes

     - animals

     - body parts

     - food

     - transport

     - toys

1. Put a group of objects/pictures into a bag and add one clearly different object/picutre.

2. Take turns taking things out of the bag and saying/signing what they are.

3. Comment on the item that is different, for example "look... this is the odd one out" or "this is different" (look surprised, puzzled, make an exclamation).

- Odd one out pictures - click here to print