Topic “TAP68”  

Stories the child is unfamiliar with. They can be extracts from reading books or made up.

Photocopy of the story (optional)

1. Explain to the child that they are going to tell a story. You are going to tell it first and then it will be their turn.

2. Tell the story. It should be about 150 - 200 words. Make sure that there is enough detail in the section you have chosen or in the story you have made up.

3. Have the child tell the story back to you, or to another child.

4. Look at the photocopy of the story together and highlight all the details the child remembered (optional).

Story, description or explanation the child is unfamiliar with.

Photocopy of this (optional)

Story, description or explanation the child is unfamiliar with.

Photocopy of this (optional)

Pens and paper or whiteboards

Curriculum topic activities

A4 paper

Thick marker pen

Paper and pencil or pen for pupil to use.

1. Ask the pupil to visualise (see inside their head) something familiar: e.g. their TV and what's on top of it, beside it, etc; or their kitchen.

2. Write words in large unjoined lower case letters in thick felt tip on A4 paper - maybe important bits in a different colour or larger.

3. Hold the word up in front of the pupil.

4. Discuss visual features (e.g. two o's looking out of the middle of the word school).

5. Pupil shuts eyes and tries to 'see' the word.

6. Ask 'What colour are the letters?' 'Change the colour' 'What's the first letter?' What's the last letter?' 'Put the letters inside a picture' etc.

7. If the pupil gets something wrong, ask him/her to have another good look.

8. The pupil writes the word down, and checks it is correct.

9. It may help visual recall if the pupil looks up towards his/her top left when trying to remember the word.

Paper - A4 size or larger

Thick felt tip

Pencil and extra paper to write on

Pencil and paper, or whiteboard and dry-wipe pen

Pictures of different foods

(e.g. ice-cream, grapes, apple, pizza, burger, crisps, coffee)

1. Talk about what miming is (i.e. pretending to do something without talking);

2. Show the children a mime of you pretending to eat an item of food;

3. Let the children take turns taking a picture and miming how they would eat it;

4. Let the other children in the group try to 'guess' what the food is.

Cards with different situations on them (e.g. walking the dog, digging a hole, putting on lipstick, washing your hair, playing the piano, flying a kite, roller skating, climbing a ladder, riding a horse, shaving, chopping wood)

"Let's Mime" cards can be purchased from 'Winslow'

(sales@winslow-cat.com) these have pictures,

or make your own by writing the description on a card.

A simple activity, e.g. paper folding

A framework to support the recall of the steps to do the activity (e.g. worksheet divided into boxes)

Pen

Prompt sheet for sequencing language (first, next, then, last, after, before, finally, etc)

1. Explain that you are going to do _____ (your activity), and then write down what you did so that someone else would know how to do it.

2. Show the children the framework, so they can be thinking about the steps in the activity.

3. Do the activity.

4. Have the children record what they did, in a sequence of steps. They could draw or write. Have the prompt sheet where they can see it, to remind them of key sequencing words.

A framework to support the recall of events (e.g. worksheet divided into boxes)

Pen

Prompt sheet for sequencing language (first, next, then, last, after, before, finally, etc)

A story that is short enough for the children to work with the whole story (i.e. a few paragraphs).

A framework to support the recall of events (e.g. worksheet divided into boxes)

Pen

Prompt sheet for sequencing language (first, next, then, last, after, before, finally, etc.)

Paper, coloured pens, a barrier so that children can't see what each other is doing

.

1. Each child has an identical picture, for example a picture of a house with a car outside and a couple of people. The children cannot see their partner's drawing.
2. They take it in turns to tell the other child to colour something in, for example 'colour the windows red', 'colour the wheels brown' and so on. (The child needs to understand two key words for each of these instructions).
3. After each instruction, compare the drawings to see if the description was understood.

Variations:

Children tell each other what to draw - for example 'draw a big red car', 'draw a monster on top of the roof'.

You can use two sets of identical miniatures, and use instructions like 'put the man on the block and put the bike next to him'.

'Where's Wally?' pictures, or something similar (a particular person or object hidden in a large detailed picture)

Photocopies of each picture you are going to use

Pictures of a situation with an absurdity in it, e.g. wearing a raincoat at the beach. (Colour Cards by LDA publish a set of these).

Paper

Coloured pens

Simple obstacle course

Blindfold

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 and the level B questions).

1. Choose a scenario.

2. Let the child read the story.

3. Ask the child the questions verbally.

4. Focus on the questions where the child must use what they can see in the picture and also some wider context to answer the questions ("LfT level B questions"). E.g. 'What will happen next?' 'How did he...?' 'What is a ....?' 'How are these the same?

Simple paper folding activity, e.g. paper plane, hat, box

Talk through the activity with the children, and how to fold the paper.

Demonstrate for them.

Support them to record the steps they need to take to do the activity themselves.

Let them fold their own models.

Review the steps they needed to do, and look at their finished models.

For example: To listen to an explanation in class, e.g. of a science investigation, and to plan the steps they need to take to complete it.

None

1. Have the children sit in a circle;

2. Introduce the game by giving a demonstration of how to play;

3. Go around the circle - each child says 'I went to market and bought...' each child has to recall the items the children before them have said and then add another item;

4. Talk about trying to help memory by repeating the information in their heads as they are waiting for their turn to recall the list.

None

A range of interesting items or topic vocabulary items

OR

Pictures of topic items or items interesting to the children

Puppet

Instructions the puppet can do, written out on cards

OR

Whiteboard and pen

Judge's card with 'great' on one side and 'almost' on the other.

None