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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...
The children have a lotto board each. You pull out a card, or have them take turns to pull out a card. If they have that action, they must say it or act it out to claim the card. The child who fills their board first wins. Take a picture of an action, say or act out 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...
Sing a welcome song or gently tap a drum and say the names of children as you welcome all the children to the group or use a puppet to welcome children with a wave etc. You may like to set out rules about 'Good Listening'. Draw them so children can access them easily and remind themselves easily. You may like to use taped crosses on the floor to show where each child should sit for the group You...
1. This game is best played in pairs; 2. Introduce the game by turning over a picture so the child/children can also see it; 3. Show them how to copy the picture using the materials: describe the picture using two word phrases as you do it; 4. Turn over another picture for a child to have a go; 5. Once you are sure the children understand how to make their "picture", turn over another card but...
1. Model making a figure run. Say 'Look. The boy's running!' , 'Look. Daddy's jumping!' etc. 2. Give the child the figures. Can he/she make the figures do the actions? 3. Help him/her label the actions and form sentences by saying 'Daddy's jumping/ sleeping/ running' etc. 4. Ask the child 'What's daddy doing?' You want the answer 'Daddy's running' or 'Dad run' etc. If the child does not provide...
Start by playing with the cutlery and play food. Eat some food yourself and say ' eating banana/apple/bread' etc Let the child play with the food. As he/she eats say 'Eating banana/apple/bread' etc Take a photo of the child eating/You eating/soft toys eating etc. Look at the photo on the camera and say 'Look.......eating apple etc.' Print the photo and put in a book. Show the child the book. Can...
Watch the child playing with an animal in the sand or water and comment on the play at the two word level e.g. 'dog's swimming' or 'cat's hiding' or 'horse gone' Copy the child's activity and comment on what you are doing e,g, child makes dog jump........you make dog jump and comment by saying 'Dog jump!' Blow bubbles and say 'more bubbles', pause and hold the wand up expectantly...........will...
Allow the child to play with the toys freely with the minimum amount of help or intervention; Using one or two keywords only comment on what the child is doing. For example teddy's got the apple; the bricks fell over; Fred's swinging. For example with the clothes and furniture pictures activity: Introduce the pictures first. (The child should already know the names of the objects you use). Mix...
Play a dressing up game; Put a hat on your head and say 'look.... Mary's hat'; Then let the child choose a hat and (you) say 'look.... Mohammed's hat'. Continue the idea above with a selection of soft toys and clothing. When a toy is dressed comment e.g. "Look... tiger's shoes". If the child knows colours or big/little ask him to help tidy up e.g. 'Put the red hat in the bag' and 'put the big...
When the child is familiar with a book, point to pictures and ask questions using a short phrase e.g. 'Where's Spot?','Who's that?', What's that?'. You want a two word answer e.g. 'under bed' etc. Take photos of the child, an adult and a peer each - wearing a hat - jumping in the playground - having a drink - colouring a picture etc. Stick into a scrap book. Share the book with the child. Comment...
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