Secondary (11-16yrs)
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Page 41 of 917 results
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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...
1. Have a set of 4 pictures (e.g. big green fork, small green fork, big red fork, small red fork). Spread them out on the table in front of the child. 2. Ask the child to select the one you name. 3. When s/he can do this introduce another object so you have 8 pictures (e.g. big green fork, small green fork, big red fork, small red fork, big green cup, small green cup, big red cup, small red cup...
Use miniature figures. Have one in each hand. Make walking or running or jumping movements with the figures as appropriate to tell the story. Make each figure do some very simple talking. Say the words as if the figure was really doing the talking. Don't use 'Mum said...' Just move Mum a bit and say the words as if the toy was able to talk! Don't say, 'The dog goes woof woof' just jump the dog up...
1. Allow your child to choose a hat to wear. Point to your child and say 'You are wearing a hat'. Look in the mirror, point and say 'You are wearing a hat'. 2. Point to the symbol 'You' as you use the word 'You'. 3. Put a hat into your child's hand and encourage him/her to give the hat to you. Help the child to point at you and say 'Child's name says 'You are wearing a hat''. 4. Look in the...
1. Offer the bag of objects to the child to choose an item. 2. As the child pulls out an object, model the phrase the child needs to use e.g. 'I have got the ...'. 3. You take out an object. Say 'I have got the ...'. 4. You want the child to copy your phrase and use the word 'I'. You may need to tell the child 'Copy my words'. 5. Keep doing this activity until the child can use the standard...
1. Start by playing with the cutlery and play food. Eat some food yourself and say 'I'm eating banana/ apple/ bread' etc. 2. Let the child play with the food. As he/she eats say 'Sally's eating a banana/ an apple/ some bread' etc. 3. You take photos of the child, you, or the soft toys eating/drinking different items. 4. Print the photo and put it in a book. Show the child the book. Can he/...
1. Choose a scenario picture. 2. Show the children the picture and read the story to them. 3. Focus on questions where the child looks for the answer in the picture and just uses a little background knowledge. E.g. 'Find one that is....', 'When did...', 'What does this do?' 'What else is an X? etc.
1. Print and cut out the catgeory cards and/or dice. You can make your own if you do not have access to a printer. 2. Explain to your child you are going to play a game where you think of items from different categories, e.g. 'animals' - you might say 'cat'. 3. Choose either the category dice or cards to play with. 4. Roll the dice or choose a card. The person has to name an item from that...
The child is asked to go and 'buy' two and then three items. He/she must name or sign each item he wants. Use pictures or symbols as a 'shopping list'. Introduce the monkey and cat saying they are very hungry. Give instructions to the children such as 'Give Monkey the apple', 'Give the cat the banana and the ice cream'. Comment on what happened, for example 'Monkey ate the apple'. Give the child...
1.Start by using objects. Collect a group of things which can get wet safely e.g. pens, spoons, lego bricks and put some in a bowl of water and some on the table near by. 2. Use the symbols for wet/dry and categorise the objects according to whether they are wet or dry. 3. Make a mistake sometimes and see if the child can catch you out! 4.Point out things in the child's everyday environment which...
1. Put groups of each of the objects on one table, and single items of each on another table. 2. Point to each item or group of items, and name each, saying, for example, 'Here are the keys,' 3. Get the child to respond by indicating (eye/finger/head pointing or gesture) when you ask 'Where are the cups?' 4. Praise him when he does this correctly. 5. Then move on to the next item, e.g. 'Where is...
1. Go round each person in the group including the adults asking them for two things they have already done that day; 2. For each person write their name on the sheet and a key word for each activity they have done along with a very rough picture to help the children remember what each person did; 3. Each person then takes it in turns to recall what one other person has done today - using the...
Ask the child to recall parts of the sequence they have been working with. 1. Ask the child to pick a card. 2. Ask the child to act out the verb on the card. 3. Ask the child what they just did. Highlight past tense verbs whilst doing reading. 1. Place the cards with the present tense face up. 2. The child chooses a card and guesses what the past tense on the other side is. If he's correct, he...
1. Make a visual timetable by writing or drawing each past day's activities on a board/sheet so that the child can see what happened. It can bring the past tense more alive if you use photos of activities that did actually happen on the previous day or earlier in the current day. 2. Ask 'What did you do here?' as you point to a picture/photo. The child may say 'Rided my bike.' You can confirm...
Play in a small group of children. Each child takes a turn to pick a card. S/he rolls the dice, and then tells the group as many points about his/her picture as the number on the dice. (e.g. if s/he has a picture of a train and rolls a 3, s/he tells the group 3 things about a train) Play in a small group of children Each person has a headband, and a picture card is stuck in the front. The person...
1. Sit children in a circle; 2. Show children the arguing face card and ask them to copy it. Explain that this is an arguing face and demonstrate this with the finger puppets; 3. Repeat with all the other cards one by one; 4. Children select a finger puppet. Ask pupils to show the appropriate facial expression to the finger puppet when a card is selected. 1. Sit children in a circle; 2. Show...
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