Topic “TAP42”  

A variety of stickers or a variety of small pieces of fruit

Explain that each child will choose a sticker/piece of fruit to give to another person in the group.

Give each child an opportunity to do this

- Sorting by location picture cards - click here to print

1. Print and cut out the resource.

2. Choose how many categories your child is going to sort - it may be best to start with 2 or 3, before making it harder by adding extra categories.

3. Shuffle the items to be sorted. Each take a turn at choosing an item, naming it and placing in the correct location.

4. If your child is finding challenging to name items, use some of the strategies in the word finding information sheet linked above.  

- Paper

- Glue

- A selection of pictures from your chosen category.

- Printable category cards

- Printable category picture cards:

- animals

- body parts

- clothes

- food

- toys

- transport

Or use a seletion of your own real objects or pictures. 

1. Print and cut out the large category cards and the small picture cards.

2. Start by sorting items from teo different categories.

3. Place the picture cards from the categories face down. Explain to your child you are going to sort the items into groups.

4. Each take a turn at choosing a picture card, naming them item and placing it in the on the appropriate category card.

5. If your child is able to sort items into two catgories, next attemp items from three different categories. 

- Animal pictures or toys

- Toy furniture: table, chair, bed.

1. Place the furniture in front of the child.

2. Ask the child to tell you what to do with an animal of their choosing if they are able to use three word phrases. If they can only use two word phrases, select the toy for them and ask them to tell you where to put it.

e.g. under table / on bed (two word level);

cat under table / sheep on bed (three word level)

Cup,

box,

pencil,

ruler

(you could substitute different objects if you prefer)

prompt cards showing the required positions of the items (optional)

1. Tell the child that you are going to put the pencil behind the cup - put the objects in the right places.

2. Next tell them that you are going to put the pencil behind the box.

3. Put the pencil and ruler in different places, describing what you are doing.

Repeat a number of times as necessary putting different objects behind other objects.

4. Then explain it's the child's turn to put the object in the right place. Say "put the pencil behind the box". If the child gets it right, say, "well done, the pencil is behind the box". If s/he gets it wrong, show them where the pencil goes.

5. Carry on giving the child instructions.

6. Let the child have a turn to give the instructions so s/he practices use the words. If the child finds it difficult to think of what to say, make a set of prompt cards.

Materials as above

Miniature people (such as Playmobil) or Teddy, Doll

Places for the miniature people to hide, for example toy furniture, bricks, toy car, book etc.

Several paired pictures showing the same person, animal or object behind and in front of an object (e.g. a cat behind a bin and a cat in front of a bin; a person behind a chair and a person in front of a chair, etc.)

Pencil and paper or white board and pen

3 soft toys

plastic tea set

plastic food

two bowls and fruit to cut into fruit salad

Have a tea party.

Hand out the food. Point out which ones have more. Ask the child to give some food to one of the toys so that it has more.

Make fruit salad. In two bowls. Cut up fruit for the 2 bowls and ask "More banana here? Can the child tell you what to put in each bowl using more?

See-through plastic cups

Materials to put in them, for example:

water

beans

sand

pegs

bricks

pens

Symbol for 'more'

If you don't already have a symbol for "more" you can find one in the Commtap Symboliser.

Materials, for example:

water

beans

sand

pegs

bricks

pens

Symbol for 'more'

2 different coloured sheets

If you don't already have a symbol for "more" you can find one in the Commtap Symboliser.

Biscuits

Something to sprinkle on to them

Drawings of houses and stick man families

Draw pictures of houses with windows and say 'Look...this house has 10 windows...it is larger/bigger.

Draw stick man families and say 'Look...5 children here - this family is larger.'

Dirty dishes

Sink/bowl

Water/detergent

Play dough, dried beans

Plastic shapes

Soft toys

Beakers

Use squares, circles, rectangles etc and play hiding games under soft toys or beakers. As the child or you 'find ' the item label it, for example: 'Look...a circle.'

Plastic shapes

Post box

Bag (optional)

Dotted pictures of shapes

Pencil, colouring pencils or crayons

A post box (optional)

Play dough, plasticene or similar.

"under"

3 common containers e.g. cup, box and hat

Small toy e.g. car/ball

Teddy

Encourage the child to close their eyes and hide the toy 'under' one container

While the child is trying to find the toy model the word 'under'. "Is it under the hat", "Is it under the box"

When the child finds the toy encourage them to say where it is.

Swap roles the child now has a turn to hide the toy. Using a teddy or another child, pretend teddy is closing his eyes/or ask other child to close eyes and ask the child "Where shall we hide it?" The child then has to say where.

Class room furniture

PE furniture

Playground furniture

Play games in a small group sitting on the chair and sitting under the table, crawling on a mat or carpet and crawling under a table or chair. Comment on what the child is doing e.g. 'Look......you are on the mat' or 'Look........you are under the table'

Can the child give instructions about who must go under or on a piece of furniture?

This activity is much more fun in a PE setting or a playground if you can arrange it.

Small plastic animals or Playmobil people.

Boxes and containers to hide the small toys.

- Paper and drawing materials

- Object that looks different at the front/back.

1. Ask you child to look at the item in front of them and draw a picture of it.

2. Now turn the object around and ask them to take a look at it from the back, and to draw it again.

3. Talk about the pictures using the words "front" and "back" in your descriptions. Ask your child to say which ones show the back of the figure and which ones the front.

- Front/back sorting game materials - click here to print

3 soft toys

plastic tea set

plastic food

two bowls and fruit to cut into fruit salad

Have a tea party.

Hand out the food. Point out which ones have more. Ask the child to give a piece of plastic food to one of the toys so that it has one more - say that it has got "one more".

Make fruit salad. Use two bowls. Cut up fruit for the two bowls and ask 'One more piece of banana here? Can the child tell you what to add to each bowl using 'one more'?

3 soft toys

Plastic tea set

Plastic food

Two bowls and fruit to cut into fruit salad

Have a tea party.

Hand out the food. Point out which ones have less. Ask the child to take away a piece of plastic food from one of the toys so that it has one less - say that it has got "one less".

Make fruit salad. Use two bowls. Cut up fruit for the two bowls and ask 'One less banana here? 'Can the child tell you what to take out of each bowl using 'one less'.

Number line

"Counts to 3" activities sheet on www.commtap.org.

Materials as described on this sheet.

Use materials and activities described in this activities sheet.

Extend the activities to go up to the number 5.

Examples of real greetings cards (birthday cards, fathers' day cards, etc), which have had a hand written message added.

Photocopied A4 paper or a piece of card containing a printed greeting, (e.g. 'Happy Birthday') for each pupil, and for yourself to use as a model.

Pencils, Pens, felt tip pens, crayons.

Pictures to stick on the front of the card (optional).

Glue/glue stick (optional).

1. Talk with the child about why people send each other cards. Explain you are going to write a message in a card and send it to xyz.

2. Show the pupil a real card and identify the front of the card, where the picture usually is. Read any printed words on the front of the card to the pupil. Point at each word as you read it.

3. Show the pupil which direction the card opens. Then show the pupil the printed greeting inside the card. Point at and read the greeting to the pupil.

4. Finally, show the pupil the handwritten message written in the card. Talk about the difference between the printed greeting and the handwritten message.

5. Point at and read the handwritten message to the pupil. Explain that we write the word 'To' and the other person's name above the printed greeting. Explain that we write the word 'from' and our own name under the printed greeting.

6. Tell the children you are going to draw a picture / stick a picture on the front of your card and write a message inside it.

7. Demonstrate drawing a picture on the front of the card.

8. Open your card. Point at and read the printed greeting inside the card with the pupil.

9. Model writing the first part of the message (To xyz) above the printed greeting. Emphasise the initial sound of each word as you slowly write it.

10. Model writing the second part of the message, (from and your name) underneath the printed greeting.

11. When you have finished writing your message, encourage the child to read it back with you as you point at the words.

12. Give the child their own piece of paper/card and 'read' the printed greeting inside with them.

13. Tell the child s/he is going to make their own card. Decide with the child who they are going to send the card to.

14. Ask the child to show you where they are going to draw the picture.

15. Ask the child to show you where they are going to write 'To xyz' inside the card.

16. Ask the child to show you where they are going to write 'From' and their own name inside the card.

17. Ask the child to draw a picture / stick a picture on the front of their own card and write their message inside the card. If necessary you could make another card yourself alongside the pupil to remind them where to write the message.

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)

Going to the door and lining up

Sitting down and eating dinner

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

Bubbles (unscrew lid, remove wand, blow bubbles)

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).