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1. Print and cut out the resources. 2. Introduce the activity by having a quick discussion of how it's fine if different people feel differently about the same situation. 3. Take turns to choose a situation card and discuss it together. See if you can match how you would feel to the emotions symbols or pictures. 4. Some children may be able to explain why they'd feel that way e.g. "I'd be scared...
1. Show the child the pictures and ask them to identify the emotion shown. 2. Help the child to think of alternative names for each emotion (e.g. angry = cross, annoyed, vexed, mad, cheesed off, in a bad temper etc. ...). 3. Put the pictures where the child can see them. 4. Say a sentence in a tone of voice that contradicts the message, e.g. "I'm fine, nothing's wrong with me" in a sad voice. 5....
Explain to the child / children that you are going to tell them a story. They need to tell you what the characters did that was good and what was not good. Tell the story, and repeat it. Discuss. Talk about what the characters could do differently. Explain that you are going to act out the story you have just been talking about / talked about last time. Act it out as you originally told it....
1. Shuffle the emotions cards and put one face up in each of the spaces on the 1-6 grid. 2. Check the children/young person know what each card says and what the emotion is (remove any that are too difficult and put new cards in their place). 3. Let everyone choose a coloured counter. Everyone puts one of their counters on the “start”. 4. Choose one person to start (perhaps the adult should go...
Explain to the child that you are going to practise deciding if people are being good friends or not. Explain that they need to watch / help to act out the story and then you will talk about it. Act out one of the story scripts together. Have the child say if the characters (or one specific character) are being good friends or not, and why. Ask them what the characters could do differently....
1. Show the child the picture you have selected; 2. Encourage them to have a good look at the picture; 3. Encourage them to talk about what is happening in the picture; 4. Encourage them to think about what the people in the pictures might be saying; 5. Stick a speech bubble on the picture so that it is coming out of each person's mouth; 6. Ask what each person is saying; 7. Write this down in...
1. Put the reward toys into a bag and keep them only for reward times. 2. Make the laminated strip and the symbols and keep them in the bag with the reward toys. 3. When the child sits to do a work activity take out the laminated strip and put the 'work' and 'reward' symbols on the strip e.g.: WORK (replace this word with your symbol) REWARD (replace this word with your symbol) WORK (replace...
Put out the identical objects one at a time and say 'Red lego, red lego' etc 'Look...........the same.' Use a sign/symbol/word to label the things as 'Same'. Make a show of the item that is different. Label as 'Different' with sign/symbol/word. Follow the same procedure with pictures as for working with objects. Give identical colouring-in pictures to two children. If possible don't let them see...
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...
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...
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). 1. Cut out the pictures and place them face down in a pile. 2. Take...
Play games linking these together and pulling them apart. Who can build the biggest tower? Can the child put pegs on the puppet's hand/nose/arm etc? Can the child rescue the puppet from the clothes peg monster which has covered the puppet in pegs? Can the child be the clothes peg monster and cover the puppet in pegs? Can the child use tweezers to pull off bits of cotton wool and hide them/put...
1. Use the first/last template to model the sequence of first and last. 2. Start with 2 picture sequences of a simple event e.g. 'rain falling' 'girl puts up umbrella'. 3. Talk about the pictures. Ask the child 'What is happening in the first picture?' Discuss the consequences of the first picture (getting wet) and what the girl does (puts up the umbrella) 4. Put the two pictures into the...
1. Start with just one set of pictures; the school day ones will have the least variation and so should be easier. 2. Go over what the pictures are first. 3. Have the child put them in the right order on the strip to fit their own day. 4. Discuss any variation in routines, and use sequencing language such as 'before, after, first, then, next'. Refer to time for well known points, e.g. start of...
Place the cards face down; Take it in turns to turn over two cards. Say the name of the shape on the card as you turn it over. If the two cards have the same shape on it you get to keep them, otherwise you turn them back over. 1. Use simple 2D shapes like square, circle etc. 2. Make a model, and label the different shapes you can see. 3. Match the shapes shown in the cards with the 2D shapes. 4...
1. Set out the food in a row of 3, each different type on a different table. 2. Explain to the children that Sammy Snake is hungry, but doesn't know the names of the foods. He needs them to listen to what he says and go and get him the food he wants, in the basket. 3. The children take it in turn to go shopping with the basket. Sammy gives instructions e.g. 'I want the first fruit and the last...
Play Simon Says, but change the rules. The important thing is not 'Simon' or 'no Simon' it is to get the actions right. Make sure you use the concepts 'before' and 'after' in the instructions and that the children do the steps in the same order that you do them. E.g. 'touch your head after you jump on the spot'. Provide the student with a sentence with 'before' or 'after' and they have to...
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)
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...
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? Compare amounts of water in a full cup to a half full cup of water say 'Look ...this is more' Pour dried beans...
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