Topic “TAP42”  

- printable picture cards - click here

1. Print and cut out 2 copies of the picture cards.
2. Lay them face down in front of you.
3. Explain to your child that a boy is called a 'he', a girl is called a 'she' but when there is more than one person we use the word 'they'.
4. Take turns at choosing two cards to see if you have a matching pair. Name the picture according to whether it shows 'he', 'she' or 'they'.
5. When you find a matching pair, you have an extra turn.
6. The winner is the person with the most pairs at the end of the game. 

- Printable subcategory dice templates

:Animals

:Food

:Household Items

- Printable subcategory cards

:Animals

:Food

:Household Items

1. Choose which subcategory you would like to focus on. Cut out and make up the dice. Cut out the matching subcategory cards.
2. Spread the subcategory cards on the surface in front of you and your child.
3. Explain to your child that you are going to take turns at rolling the dice, which ever side the dice lands on, you need to find a picture that fits into that category.
4. Name the item that you have found. If you child is finding it challenging to name items try using some of the strategies to support word finding - click here (add link)
5. Remember some items might fit in 2 or more subcategories dependent on the child's personal experience. You could use this as a discussion point.

- category dice template - click here

- printable category cards (click on each category):

     - clothes

     - animals

     - body parts

     - food

     - transport

     - toys

1. Cut out and make up the category dice. Cut out the category cards.
2. Spread the category cards on the surface in front of you and your child.
3. Explain to your child that you are going to take turns at rolling the dice, which ever side the dice lands on, you need to find a picture that fits into that category.
4. Name the item that you have found. If you child is finding it challenging to name items try using some of the strategies to support word finding - click here (add link)
5. Remember some items might fit in 2 or more subcategories dependent on the child's personal experience. You could use this as a discussion point.

Marble run;

Bricks for sharing building and knocking down a tower;

Any lotto game where pictures have to be matched;

Skittles;

Pushing cars down a run/pipe.

pictures of children taking part

1. Choose 3 - 4 of the child's peers, a mix of those they are familiar with from their class and other children they maybe would not choose to play with.
2. Demonstrate the game to the children and make sure that you use their names whilst showing their photographs. Let the children know you are not going to pick them one after the other but they have to listen to when their name is called!
3. Support turn taking initially by saying "It's John's turn... it's Fatimas's turn", it's Dylan' s turn... and pointing to the photograph and then looking for and at that child and pointing to the child.
4. When the children know what is happening choose one to lead the turns similar to what you are doing at the table top).
5. Leave the pictures of each child on the table so they can see them easily.
   
6. If the child chooses just to point to a child saying e.g. 'your turn' model the correct phrase for them, e.g. 'Fatima it's your turn, or your turn, Fatima' encouraging them to look at the child as well.
   

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

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

One or more of these:

• own photos from home or school;
• picture cards with people on.

...and if required:

• a symbol card to represent 'who' (for example a question mark next to a picture of a face).

A situation where there are other people - for example in class, in the playground.

"Who" symbol card if required.

A male doll

A female doll

2 identical sets of items, e.g. toy food, counters, any small items.

1. Explain to the child that you are going to play a game that will help them learn 'him and 'her.

2. Set out the dolls and the items. Explain that you call the male doll 'him' and the female doll, 'her'.

3. Give you child instructions - e.g. give the cup to him, give the plate to her.

4. After a few turns, ask your child to give you an instruction using the word 'him' or 'her'.

- printable him/her sorting game - click here

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).

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:

Clean teeth: get toothpaste, open lid, get brush, squeeze toothpaste onto brush, put lid back onto toothpaste, brush teeth, spit out, put brush under water, repeat, clean brush, put brush away.

Wash hands: turn on tap, rinse hands, put soap on hands, scrub hands, rinse under water, turn tap off, dry with towel.

Brush hair: get brush, brush hair, put brush away.

Deodorant: get deodorant, take off lid, spray at appropriate area, put lid back on, put away.

1. Carry out the sequence without the pictures;

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

3. Get the student to do the sequence, showing them a picture for each part of the sequence as they do it;

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 scrubbing your hands before the tap is turned on/before you have the soap, try to do this - but appear confused when this doesn't work.

3 soft toys

Plastic tea set

Plastic food

1. Have a tea party.
2. Hand out the food.
3. Point out which ones have less.
4. Ask the child to take some food away from one of the toys so that it has less.

Two bowls and fruit to cut into fruit salad

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.

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.

Biscuits

Something to sprinkle on to them

String

Pegs

Who-what-where-what prompt sheet using symbols, colour-coded:

Who (orange)

What (i.e. objects - green)

Where (red)

What (i.e. actions - yellow)

Picture cards in separate bags or envelopes follows:

Who envelope: e.g. various people, animals, monsters, spacemen, football players

What (objects) envelope: e.g. football, car, rocket, computer, stick, box, bicycle

Where envelope: e.g. park, mountain, house, beach

What (actions) envelope: e.g. jump, sleep, fly, fall, cry, drive

You could also use the Commtap Symboliser for PowerPoint to get picture symbols for these items.

1. Pick a card from each envelope and peg them onto the string.

2. Make up a simple story which has everything on the string in it.

3. Have the child recap the main parts of the story to you, using the prompt sheet.

4. Take it in turns to make up the story, but have the child do the retell of it every time.

A familiar story, and key pictures of who, where, what and what happened in the story. (You might be able to photocopy this from a book).

Who-what-where-what prompt sheet using symbols, colour-coded:

Who (orange)

What (i.e. objects - green)

Where (red)

What (i.e. actions - yellow)

You could use the Commtap Symboliser for PowerPoint to get symbols.

A wind up toy (e.g. Simon the Sheep)

Pictures of things it might see or do on its walk

Who-what-where-what prompt sheet using symbols, colour-coded:

Who (orange)

What (i.e. objects - green)

Where (red)

What (i.e. actions - yellow)

You could use the Commtap Symboliser for PowerPoint to get symbols.

Who-what-where-what prompt sheet using symbols, colour-coded:

Who (orange)

What (i.e. objects - green)

Where (red)

What (i.e. actions - yellow)

You could use the Commtap Symboliser for PowerPoint to get symbols.

Marble run game;

Waiting cards.

1. Set up the track and pass the marbles round the children.
2. When everyone has had one go say 'Who's turn next?' You want the children to name the next child in the circle and to pass the marbles with as little prompting as possible.
3. Some children may need handover hand modelling to pass the marbles.
4. The target child may need to hold a waiting card to support waiting for their turn.

Box of song cards with a name/picture for each song that could be chosen.

1. Give the song card box to one child.
2. They choose a song;
3. All sing a short bit of the song.
4. Encourage them to offer the box to the next child to choose a song.

Variety of stickers - for example of cartoon characters, cars, animals etc.

Pot of bubbles liquid.

One drum or other instrument. Or, on drum or other instrument for each child.

Game

Waiting cards

Marble run;

Bricks for sharing building and knocking down a tower;

Any lotto game where pictures have to be matched;

Skittles;

Pushing cars down a run/pipe.

1. Choose a patient friend!
2. Demonstrate the game to both children.
3. Support turn taking by saying "It's John's turn... it's Fatimas's turn".
4. You may need to support the child to maintain turn taking.

Bag

Set of objects which the child understands the names of

1. Take the objects out of the bag one at a time, for each item say to the child "It's a [name of object]" for example "It's an apple". Look to the child for confirmation that it's an apple (as if you are not quite sure). Then, with certainty, say "Yes, it's an apple";

2. After a few items, start to get the occasional item wrong (use exactly the same not-quite-sure facial expression you used before). E.g. "It's a pencil" (but it's a toy car). Can the child tell you that it isn't? If not, have a look at the item again and pretend to suddenly realise you were wrong, say "(oh) No, it's not a pencil. It's a car.

3. Repeat.

Two toy animals or dolls (each with a name)

(Optional) things that the dolls can use, e.g. tea set

Selection of highly motivating toys

Squeeze ball/sponge

1. Sit the children in a circle and take toys out of a bag. The child is allowed first choice of toys on the first occasion that toys are taken out of the bag but on subsequent occasions will have to wait. A squeeze ball or sponge may help a child to wait by giving the child something to fiddle with while they wait.

2. While the child is waiting for a go with a desirable toy praise good waiting.

3. Gradually extend the time the child must wait.

'First......then' card - example

Desk equipment e.g. glue, scissors, rulers.

A short 'story' specially written to explain the behaviour that is wanted in the situation.

Marble run

Waiting cards (as required)

1. Set up the track and pass the marbles round the children. When everyone has had one go say 'Who's turn next?' You want the children to name the next child in the circle and to pass the marbles with as little prompting as possible. Some children may need handover hand modelling to pass the marbles.

2. The target child may need to hold a waiting card to support waiting for their turn.

A bag with a selection of appealing toys inside.