Search
User login
Page 31 of 936 results
List of pages (most recent first)
Describe and look for things and actions in story books and pictures. Put cards in the box, take turns to fish for a picture, say/sign what is fished out. One person hides a piece of paper (with a picture of a fish on it) under one of the cards whilst everyone else has their eyes closed. The children take it turns to guess under which card the fish is hidden - they must say the names of the...
Go round each student, asking them what their favourite food is - write it down and/or do a very rough sketch of it as you go; One student has a ball, they choose another student and say the other student's name and what their favourite food is - for example "Tom - you like burgers". They then pass the ball to that student. Use the prompt card if necessary.
Go round each student in turn asking what they have done today - e.g. "what did you do this morning": ideally one or two things each. Write and/or sketch something (very roughly!!) under each student's name on the sheet of paper (you can use this as a prompt later). After all students have said something, pretend to have "forotten" what they'd said - ask individual students to remind you, for...
Agree with 3 familiar people that the child is going to start greeting them by saying ‘Hello’. Explain to the people you have selected that the child is learning to greet another person and there are a number of steps to this. Explain that the child will get a sticker reward for starting to say ‘hello’. Ask the people you have selected to respond to the child’s greeting by making eye contact and...
Talk through the "I like/ I don’t like" board with the child. Start with a picture of food – as most children have clear ideas about what foods they like and dislike! Choose a food picture and show the child, asking "X, do you like broccoli?" Attach the picture to the correct side of the board, depending on the child’s response. Once the child has responded for 6-8 pictures, review...
1. Lay the word "is" on the table in front of the child. Put the word "the" to the left of this, with a gap in between them. Check that the child can read both words; 2. Put one of the noun cards into the gap between the words "the" and "is"; 3. Put one of the adjective cards after the word "is"; 4. Read the sentence to the child (e.g. "the monster is green"); 5. Encourage the child to make up...
Work in an environment that has as little visual distraction as possible. Talk to the person and attract their attention by moving around the flashing light or other object. Once the person is looking at the item establish visual tracking (move it around a little so that they can follow it with their eyes). When visual tracking is established bring the item up towards your eyes so that the...
1. Use any toy which you need to post or press a key or push a part to make something happen e.g. rolling marbles down a kitchen roll holder, catching fish with a magnet and putting into a pond, press a button and the toy pops up. Set the toy up and take turns to have a go. 2. Play round and round the garden type games. Start the game and pause before the exciting end part and wait for the child...
This is a list of some sources of information, support and resources in the UK. You can edit this page, or you could create another page for organisations in your country.
1. Sit in the kitchen at an empty table and say you want to make a cup of tea - but you don't know what to do (or have forgotten what to do); 2. See if the person suggests getting something - e.g. teabag or cup. If the person suggests something, e.g. teabag, ask where you can find it. See if they can tell you - e.g. "cupboard" - but if not, give then some suggestions - e.g. "in the cupboard or in...
Support Commtap to keep it online
Thank you for visiting Commtap.
Please read this message as it is extremely important.
- Visitor donations mean we can continue to host over 1,000 free activities to support speech, language, and communication development.
- Visitor donations mean we can continue to provide free resources to address a wide range of communication needs, including limited speech or language, interaction challenges, and needs associated with conditions such as developmental language disorder, autism, and cerebral palsy.
- Visitor donations mean we can continue to provide resources to support the work of speech and language therapists, teachers, teaching assistants, parents, and carers.
- Visitor donations mean we can continue to provide the free key word sign dictionary (bks.org.uk) which has over 2,000 Makaton and Signalong signs.
We know that not everyone is able to afford to pay to access these resources, however, if you can, please make a donation to keep the site going.
Thank you
Google ads on this page are provided by Google Adsense - and their presence does not imply any endorsement by Commtap. Report a problem with an ad on this page. Log in (for free) to avoid seeing Google ads.