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Put out the number cards with 1, 2, 3 on them, and match objects to the numbers; Count the objects onto the cards, count the objects off the cards and into a box or bag; Make towers of 1, 2, 3, bricks counting as you go. Give the instruction 'Knock down 3 bricks' etc. Turn the number cards face down and take turns to select one. If the card says '2' that person has 2 cars/marbles/items to fish...
Collect lego pieces that are all the same size and colour - add one lego piece that is different. Sort the lego into bowls and use the symbols of 'one' and 'lots' to label the bowls. Ask the child to give you 'one' or 'lots' and give as much help as needed to ensure success. Reward the child for completing the activity even if you have given lots of help. Do the same sorting activity with lots of...
Make a tower of 3 bricks and another identical one of 2 bricks. Hand the child the third brick needed for the smaller tower and help the child complete the tower. Say 'Look...the same' and point to the 2 towers. Compare the towers and count the bricks. Increase the height of the towers and the number of the bricks the child has to add to make the towers the same. Make your tower and then say '...
1. Sing 2 Green Speckled Frogs. Use lots of animation 2. Stick one/two green speckled frog pictures on your finger/s to illustrate the song 3. Can the child copy your actions with speckled frogs on his/her finger/s 4. If the child does not want frogs on her/his fingers stick them to the desk in front of the child and point to or touch the frogs right number of frogs as you sing 5. Do this...
1. Give the child one frog at a time to place on the log. 2. You count the frogs. 3. Start playing the recording and do the actions to the rhyme. 4. Let the child move the frogs from the log into the pond at the correct part of the song and reward with a spray from the water spray. 1. Play the recording and/or sing the song. 2. Encourage the child to do the actions with a physical prompt, verbal...
1. Each child has a Lotto base board with the addition, subtraction, multiplication and division symbols. 2. Put the calculation cards face down in a pile. 3. Each player picks a calculation card from the pile and matches it to the appropriate symbol on their base board. 4. If a player can't use a calculation card because they have used up all their spaces then they return the card to a discard...
Find a quiet place to work and sit opposite the child. Get the child's attention by calling their name or stroking a cheek or clapping your hands. Present pairs of food items the child must choose from (one desired and one less desired item). Put them on a small tray and place the items as far apart as possible. At first give choices between favoured and hated food items e.g. crisps and raw...
(1) In a train /station area can the child write for tickets e.g. '2 tickets please' or ' tickets to London'. The message can be posted or given to the station manager/train driver. The child may need a model to copy the phrase at first or you can write half the phrase for the child and allow the child to finish the writing on their own. (2) In a pretend caf can the child order a meal e.g. write...
1. Stick the chosen picture into a book. 2. Draw short lines under the picture to stand for the letters of the picture. 3. Help the child select letter tiles or alphabet cards to put on the lines. Can you do some of the letters and the child finishes off the last letter? 4. Can the child copy the letter tiles to write about the picture? 5. As the child becomes familiar with the activity make 2...
1. Show the child a story with the miniatures; 2. Get child to redo the story using the miniatures; 3. With the child make simple drawings for each key part of the story (the drawings do not need to be works of art); 4. Cut the pictures up and get the child to put them back in the right order; 5. Check if the story still works if you follow the sequence of pictures. The stories can also be...
1. Place the counters and board on the table. 2. Ask the child to tell you a word (any word at all) then together add more examples of single words 3. Tell the child that you will now say two or more words in a row, which they will have to repeat and count the number of words. 4. Ask child to repeat what you say. They push a counter into a box as they say each word. Model this as much as...
1. Look at the picture. Talk about what is happening. Ask some easy to answer questions. 2. Stick the picture in a book to take home and say 'Tell me what to write and you can show Mum'. Prompt for a description as above e.g. 'Yes... ball... Beckham kicks the ball' Prompt for 2/3 word phrases as above.
1. Read stories about children who are going shopping. 2. Explain that when we put the hats/dressing up clothes on we will be pretending to be getting ready to go shopping/be the shop keeper. 3. Model what you want the child/children to do. Put a hat or other dressing up clothes on. Ask the child/children to help you to choose 2 of the foods you are going to buy from the shop. 4. Tell the...
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...
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...
1. Choose a favoured book and photocopy the most important pages (about 4). Fold the photocopy to hide the text and photocopy again so that you have a picture with a blank space for writing. 2. Share the book with the child. Show the child the photocopies and discuss the pictures. 3. Write down a short phrase that the child has used to describe the picture in the blank space over the picture. 4....
Stick the photo or the cut out picture onto a clean page. Draw a border round the picture and fill with zigzag marks as 'decoration'. The child may need to follow the dots to do this. Colour over the zigzags to make a picture frame for the 'book' Label the photo or picture e.g. 'Child's name jumping.' 'Child's name toy car'. You write the 'jumping' or 'toy car' and leave a space for the child to...
Cut pictures from catalogues that you know interest the child, stick one picture onto a page and spend some time looking and talking about the picture e.g. say 'What's that?' Use the child's words to write a label under the picture. Make up a small book of favourite things which can be shared with a teacher or a parent. Can the child take this to an adult and show them with comments on the...
Stick a large piece of paper onto an open wall. Allow the child (or works well as a group activity as children will imitate each other) to go up to the wall and freely scribble onto the paper. Use wax crayons to rub over objects: coins, letter stencils, ridged cardboard etc. placed under a sheet of paper. Ask the child to draw around their own hands with fingers spread out and around objects,...
Help the child copy round the letters of their name. Play a game matching the letter shapes to the drawn letter shapes of the child's name. Reward and praise all attempts. Can the child arrange the letters of their name without copying a written template? Set out most of the letters of the child's name so that to start with they have only to complete the last 2 letters - then the last 3 letters...
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