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1. Show the child a symbol of the computer and lead the child to the computer holding the symbol for the child to see. 2. Model clicking on the mouse to make a change to the computer screen. 3. Comment on the change. E.g., 'Look... its gone red.' 4. Gradually give the child less and less help to click with the mouse. 5. Print out some of the screens that the child has made by using the mouse. 6....
1. Establish the sound of each vowel (or vowel digraph) with the players. 2. Give each player a different coloured pen. 3. The first player rolls the dice and chooses any of the empty boxes in the column that corresponds to the number on the dice. 4. They write a word containing whichever short vowel or vowel digraph is at the head of that column. For example, if they throw a 3 and the 3 column...
1. Read through the words with the player(s). 2. Place the cards face down. 3. Players take it in turns to pick up the card, use S.O.S. to spell the word, throw the dice and move around the board. 4. Winner is the first person to finish. 5. Repeat the game after reading through all the words again. 6. A spelling 'test' could be introduced when the child thinks he is ready to try this. 1. Select a...
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...
1. Child closes eyes - selects feely letter or magnetic letter from a bag (or water tray). 2. Child guesses letter by feeling the shape. (Make sure they holding it the right way round.). 3. Child opens eyes & watches while adult models using forefinger to trace over the shape of the letter saying the sound - child copies. 4. Child makes the shape of the letter using play dough and / or in...
1. Child / adult generate a meaningful sentence orally that is made up of words which are easy to sound out or are high frequency. This could be just 3-4 words to begin with. This could be based on the child's 'news' or a sentence from a book or a sentence based on a picture. 2. Child / adult rehearse the sentence together orally - especially checking that it makes sense. 3. Adult scribes - and...
1. Make sure the pupil can recite the first 4 letters of the alphabet in the correct order, without hesitating: a b c d. 2. Make sure they know that the alphabet is written from left to right. If not, practise this with moveable letters. 3. Show them how to make a b shape with their left hand. The tips of the thumb and forefinger touch to form the rounded part of the b. The other fingers go...
1. Choose a topic - this can either be curriculum related (at school) or around an activity you will be doing e.g. a trip to the seaside (at home). 2. Explain that you are going to think about all the words you need to talk about that topic. Aim for 5-6 words. 3. Think about what sort of things you will see and do. You could write these down - let your child think of as many as they can. 4....
1. Hide the counters as treasure. Put them around the room, or under / behind the different objects. 2. Explain to the child that they can find out where to look for the treasure by asking questions. 3. Revise the questions they might need to ask, and remind them of the prompt cards. 4. As they ask questions, give them the information to find the treasure. 5. See how much treasure they can find...
1. Explain that you are going to practice sentences remembering to use all the little words; 2. Explain that one of the words that the child needs to remember is the word "is"; 3. Show the child the cue card and explain that it says "is"; 4. Show the child one of the pictures and give a simple description e.g. "the boy is running"; 5. Show the child another picture and encourage them to describe...
Take it in turns to instruct each other to put e.g. 'socks in the washing machine', 'put the pasta in the cupboard' 1. Take it in turns to instruct each other to put clothes on the line, e.g. 'Put the jumper on the clothesline.' 2. Go through the TV guide and find favourite shows. Say what you are watching on TV'. e.g. 'I'm watching cartoons on TV 3. Put toppings on the pizza base e.g. 'I'm...
One pupil sits at the 'shop'. Another is asked to go and buy an object. Take a picture of an object, say or sign what it is, and post it 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...
Write one answer per sticky label. Stick one of the labels to the back of the child / children. Using the questions on the flowchart, they must work out what the word on their back is. Play the commercially available game according to the rules. Help the child to turn down the right tiles after each question is answered. Have each child either choose an object card, or think of something. The...
1. Ask the child to tell you about something they have done, e.g. making a snowman. 2. Encourage them to tell you what they did first, next, next, at the end, using the prompt sheet. 1. Help the child to discuss what they have done at different times of the day and write or draw onto the timeline. 1. Have the child put the objects into the order they use them. 2. Have them describe their routine...
Tell a story to the child using miniature people, some eg's in next column. Get the child to retell the story to you. This works well in a small group or in a one to one situation. Use a retell sheet to help the child answer 'wh' questions about the story. The child can write the answers and/or draw a picture. The child can read the story back to an adult. Follow the instructions for using the...
1. Put the sheet with the boxes labelled "....will....", "....is...." and "....has...." in front of the child and help the child to read the words. 2. Mix up the pictures from one of the sequences. 3. Help the child put them in the correct order, putting them in the correct boxes on the sheet. 4. Ask him/her to describe the sequence, using the words "will", "is" and "has" in his/her description (...
1. Choose a scenario picture. 2. Show the children the picture and read the story to them. 3. 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?'
1. Choose something very simple which the children are familiar with, e.g. making toast. 2. Explain to the children that you are going to make toast, and that they are the 'teacher'. They need to tell you exactly what to do, in steps. 3. Ask them what the steps are, and write or draw them on the paper or whiteboard. Do not correct their answers. 4. Carry out the steps exactly as they have told...
(1) Talk about how 'the' and 'a' are used differently - 'the' is used when we are talking about a thing and we know which one we are talking about. 'A' is used when we are talking about a thing and we could be talking about any example of that thing. (2) Tell the child to read the text you give them. Explain that each time they come to the word "a", they should put a red circle round it. Each...
1. Place the baskets and trolleys with some matching food pictures where the child can see them. 2. Ask the child to put the big or little items of food in the girl or boy's basket or trolley e.g. put big apple in girl's basket / put little banana in boy's trolley / put big biscuit in girl's trolley. Encourage the child to put the food into the appropriate basket or trolley. 1. Place furniture...
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